Atwine pointed out that some teachers felt the training from the National Curriculum Development Center (NCDC) was too generalized, making it challenging to apply the skills to specific subjects.
A new survey has highlighted significant gaps in the implementation of the revised Ordinary Level curriculum, just a month before students sit for their Uganda Certificate Exams-UCE.
The survey, conducted by the Economic Policy Research Center (EPRC) across seventeen schools in various regions, revealed that many teachers are still grappling with aspects of the new curriculum, particularly project work. Blessing Atwine, a Research Analyst at EPRC, noted that teachers remain confused despite the training provided.
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Atwine pointed out that some teachers felt the training from the National Curriculum Development Center (NCDC) was too generalized, making it challenging to apply the skills to specific subjects.
Some also reported that the NCDC trainers seemed unsure about the information they were relaying and neglected to focus on the assessment components of the curriculum.
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The revised O-level curriculum, introduced in 2020, aimed to shift to a competency-based approach. According to NCDC, 35% of teachers were trained directly before the rollout, with the expectation that these teachers would train their peers. However, Atwine's survey indicated that trainers often assumed a gatekeeper role, leading to resistance and confusion among other teachers.
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The survey also found that while the curriculum is intended to be student-centered, many schools continue to use traditional teaching methods. Issues such as lack of infrastructure, including computers, and the perceived high cost and time demands of the curriculum were cited.
Additionally, parents' lack of understanding of the new system further complicates implementation. Responding to these findings, Bernadette Karuhanga, Deputy Director of Curriculum Review and Instructional Materials Development at NCDC, told URN that the challenges stem from a longstanding focus on exam-oriented teaching rather than student learning.
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Karuhanga explained that the pressure on the Uganda National Examinations Board (UNEB) for assessment samples and concerns about high marks for Activities of Integration (AOI) have contributed to the confusion. She noted that while training materials were distributed starting in 2019, some schools began implementing the curriculum as recently as last year.
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Teachers have expressed frustration over conflicting information from NCDC and UNEB. Isaiah Kalemera, an Education Officer at Mengo Senior School, highlighted the need for harmonization of information from the two bodies. Prossy Nankya, another teacher, noted the rush to complete tasks for AOIs for both Senior Three and Senior Four, despite limited time and unclear guidance.
A teacher from Gayaza Church of Uganda Secondary School echoed these sentiments, stating that the survey's findings reflect the widespread confusion and concern among educators. The geography teacher mentioned that discrepancies between assessment samples and the information from NCDC had added to the anxiety surrounding the implementation of the new curriculum.
