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CURRICULUM AND ASSESMENT SYSTEM IN UGANDA

CURRICULUM AND ASSESMENT SYSTEM IN UGANDA. BY GRACE K BAGUMA DEPUTY DIRECTOR NATIONAL CURRICULUM DEVELOPMENT CENTRE UGANDA And CHRYSOSTOM KIBETI DEPUTY SECRETARY (P) UGANDA NATIONAL EXAMINATIONS BOARD. INTRODUCTION. Uganda is found in East Africa

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CURRICULUM AND ASSESMENT SYSTEM IN UGANDA

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  1. CURRICULUM AND ASSESMENT SYSTEM IN UGANDA BY GRACE K BAGUMA DEPUTY DIRECTOR NATIONAL CURRICULUM DEVELOPMENT CENTRE UGANDA And CHRYSOSTOM KIBETI DEPUTY SECRETARY (P) UGANDA NATIONAL EXAMINATIONS BOARD

  2. INTRODUCTION • Uganda is found in East Africa • Its education system has not changed much since the colonial times Emphasis is on academic achievement and preparation for the white collar jobs. • The structure of the education system is as follows • 7 years primary seven • 4 years lower secondary (O’ levels) • 2 years higher secondary (A’ levels) • 3 – 5 years Tertiary Education

  3. PRE-PRIMARY AND PRIMARY LEVEL THE PRE –PRIMARY LEVEL(nursery and kindergarten) • This level is not compulsory • Children join at age 3 - 6 • It may or may not be attended depending on the ability of the parents • Is regulated by government and run mainly by the private sector • A syllabus has been developed by government • Inspectorate supervises the implementation of the curriculum

  4. PRE-PRIM AND PRIMARY…cont • Primary Level • There is a major reform going on at this level • The primary level is divided into; a) Lower Primary • b) Upper Primary • Children join at age six • It is compulsory and every parent is expected to take their children to school(UPE) Policy

  5. a) Lower Primary (6 to 8 Years) • The curriculum at this level is organized in a Thematic Approach. • This is where different themes have been developed and content to be taught organized in broad learning areas referred to as strands. • Emphasis at this level is on Literacy, Numeracy and Life skills. • Instructional materials used at this level are more of non-textbook materials; charts, flash cards etc. Teachers are also encouraged to use their own locally developed materials to facilitate their lessons

  6. a) Lower Primary (6 to 8 Years) • The mode of assessment is continuous allowing the teacher to progressively record the achievement of the learner on a daily basis. • A record card is used to document the achievements of the learner. • This allows for timely interventions by the teacher in situations where there are children with special needs and need remedial assistance.

  7. b) Upper Primary P 5 -P 7 (approx 8 12 years) • The curriculum at this level is subject based ,the following subjects are taught: • English • Mathematics • Integrated Science • Social Studies • Local Language • Religious Studies • Creative and performing Arts

  8. UPPER PRIM cont…. Five of the subjects are assessed by the Uganda National Examinations Board:- • English • Mathematics • Integrated Science • Social Studies and Religious Education

  9. Upper Primary P 5 -P 7 (approx 8 12 years) cont…. • With the current ongoing reform it is proposed that continuous assessment will contribute a percentage of the final marks. • Currently only five subjects are considered at the end of seven years, and these are examined by paper and pen exam. • The primary leaving certificate only indicates four subjects. The assessment tends to concentrate only on cognitive skills and does not test affective and psychomotor domains.

  10. SECONDARY LEVEL AND BTVET • The current secondary education system is divided into two levels; Lower secondary (O ’level and Higher secondary A ’level) • 42 subjects are offered at secondary level, these include; science related subjects, humanities, mathematics, and skills subjects. The system is exam oriented at the end of 4 years learners are subjected to the end of level exam. Learners are expected to sit exams for between 8 to 10 subjects.

  11. subjects are offered in the following broad areas • They are categorised as follows: • Humanities • Mathematics • Sciences • Languages • Art and Cultural studies

  12. BTVET • After primary level some of the learners enter BTVET area – community polytechnic and Junior technical Institutions • The BTVET system continues up to tertiary level and through to University to technology and engineering related programmes • This area also has many non –formal sectors like those who learn through apprenticeship and short courses

  13. How is the curricula developed under the above mentioned levels • Research and evaluation department identifies issues • For most subjects there is a subject specialist, who initiates content • Subject panels are formed, to work for a period of 3 years • The chairpersons of the subject panels are the inspectors of schools • Panels sit regularly to write curriculum content; syllabuses, teachers guides, learners instructional materials, sample teachers teaching aids, sample schemes of work and assessment guides

  14. Curr devt cont… • Editing and review meetings are held to ensure quality • Materials specifications are made to guide publishers • Printing of the curriculum materials is done • Teachers orientation workshops are then organised to expose the teachers to the new materials developed • Follow up programmes are then arranged to ensure that teachers are following the guidance given • Continuous teacher support/refresher programmes are continuous under the Teacher development management system

  15. Projects • A number of projects are undertaken among them :- • CurriculumNet Project which deals with the integration of ICTs into the curriculum – development of ICT enhanced content • Integration of HIV /AIDS, Road Safety, Life skills,and Reproductive Health issues • Integration of voter education • Integration of capital markets content and Tax education

  16. NATIONAL ASSESSMENT OF PROGRESS IN EDUCATION(NAPE) This study is used to ascertain the national levels of pupils learning achivements it started in 1996:- • To monitor the changes in the achievement levels overtime • The classes covered are primary three and six • Covering numeracy, literacy and oral reading • The trend shows levels of improvement particularly in numeracy over the years. • In 2008 NAPE tested s2 covering mathematics, english and biology.

  17. SPECIAL NEEDS • The curriculum and assessment takes care of special needs pupils and students • Special Needs desks have been established at the Curriculum and Assessment Institutions.

  18. ICT POLICY ISSUES • In Uganda there is an ICT policy under the ministry of ICT. • The ICT Education policy is in place • Under the curriculum and assesment refroms ICT has been integrated

  19. THANK YOU

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