Private schools’ challenges undermining quality vocational projects under new competence-based curriculum

Implementing the New Competency-Based Curriculum in Lower Secondary Schools in Uganda that became mandatory has faced various challenges ranging from teachers' application of the curriculum, vocational project materials, and limited sensitization of stakeholders such as parents among other challenges.

While many have coped with the new requirements, the schools visited in Kalagala in Luweero and Buloba in Wakiso districts expressed various inabilities while applying the new curriculum among students.

1.5 km off Mityana Road, in Buloba town, in Wakiso district is a private school that I visited. During an interview, Ms. Agnes Acan a Supervisor of Buloba Royal College, said that although the workload that has been set for students in the new curriculum is proving to assist students in critical thinking, the schools, do not have adequate instructional materials, physical facilities technological devices, internet for research purposes, among others.

“In the new curriculum, it's an industry-focused education, School leadership needs to refocus and emphasize the lower curriculum vocational skills at secondary levels, there is a need to pass on the information to parents on the lower-level curriculum projects to enlighten them to partner for the good of the students, especially in supporting the students through giving them attention and getting involved in the projects students undertake while at school because these skills are helping students while in holidays,” she said

She called for partnerships from stakeholders especially parents who she said have provided minimal parental support such as supporting students to acquire materials for the projects they do at school yet the skills acquired are practiced while they are at home as well.

“Though there has been sensitization of selected teachers, there is a need to bring on board parents, to understand the needs of the vocation projects that students are exposed to where the students are now owning the learning with teachers guide. More teachers need to be sensitized to fill the gap of information about the new curriculum,” she said

She revealed that while the school has embarked on expansion plans for strengthening vocational training which they don’t charge students for, regulators of the internet need to allow flexible packages to schools for teachers and students and the installation of modern teaching boards, and equipment in the laboratories.

“The school doesn’t charge any fees for vocational skills, but the school now needs permanent internet connectivity to enable students to research topics that are being discussed while in class and more sensitization on the new grading system”

The Vocational skills gained at the school are in various sectors including Bakery in the Food & Nutrition sector, Goat and Poultry in Agriculture, Building and construction in Electrical Installation Technology and Design, Fashion-Design-Tailoring, Hair Dressing, Shoe making, Bags, Doormats in the Art and Design, Computer skills in ICT, Entrepreneurship, Performing arts, MDD in Creative Arts, and Sports among others. 

Another school in the Luweero district called Kalagala Secondary and Vocation School visited revealed various significant challenges in the transition to a Competence-based curriculum.

The Deputy Head Teacher Birungi Grace said that being in rural and marginalized areas the resistance to change among educators, parents, and students stems from unfamiliarity with the curriculum methodologies and concerns about its impact on academic outcomes.

She said that “overcoming these challenges requires enhanced teacher training programs, improved resource allocation, effective stakeholder engagement strategies, and substantial investments in school infrastructure”

According to UNESCO (2017), a competency-based curriculum is a curriculum that emphasizes what learners are supposed to do rather than mainly focusing on what they are expected to know. It implies that learners should acquire and apply the knowledge, skills, values, and attitudes to solve situations they encounter in everyday life and across the globe.

It is important to note that Uganda inherited a British education system based on Western education with a curriculum that was not competency-based but initially designed for an elite minority of elite children bound for positions within the public service.

This traditional way of education is blamed for bringing unproductive individuals to the economy as they cannot compete favorably in the job market. Under the prevailing curriculum, the teachers are noted to be neither innovative nor creative in teaching and rarely use learner-centered methods necessary for developing the learner’s cognition.

Background:

The new Lower Secondary Curriculum (LSC) was rolled out in a phased-out approach starting in February 2020 with S.1.

The curriculum was to be rolled out to S.2 in 2021 and subsequently to the next levels of the lower secondary in the preceding years.

However, the outbreak of Covid 19 and the subsequent closure of schools delayed the progress of implementation.

In 2022, the pioneers of the New curriculum are in S.2 instead of S.3.

Before the rollout, 90 National Facilitators, 1600 Master Trainers and 20,000) teachers of S.1 was trained.

Teacher training took place in 27 SESEMAT Regional Training Centres across the country.

An average of 4-5 Teachers from each school, both Government aided and Private was trained.

A total of 6020 schools (both Gov’t & Private) received syllabi books distributed by NCDC between October to December 2019.

1500 government schools received S.1 Learner’s prototype books, Teacher’s guides and Training Manuals. Softcopies are available at www.ncdc.go.ug

The secondary department participated in the training of textbook evaluators at Nabinonya beach organised by the Instructional Materials Unit (IMU) of the Ministry of Education and Sports.

A total of 350 Master Trainers were trained and subjected to a test for screening to leave only 250 for the textbook evaluation. The exercise took place in November 2020.

The textbook evaluation took place from November to December 2020 at Nyondo Core Primary Teachers College in Mbale.

Textbook publishers were trained in 2020.

NCDC engaged the Members of Parliament on the Committee for Education and Social Services.

Earlier, NCDC had met NRM members of parliament at Kyankwanzi during their retreat.

NCDC also engaged Cabinet to sensitize them on the New Curriculum the result of which was the Cabinet pronouncing itself in support of rolling out the NLSC.

NCDC has engaged with a number of public and private Universities to sensitise lecturers and students on the NLSC.

The curriculum Framework was developed, printed and distributed to schools. It is composed of the Key Learning Outcomes, the Values, the Generic Skills, Cross-cutting issues and the Curriculum Menu.

Implementation guidelines were developed to guide stakeholders on the implementation of the New Lower Secondary Curriculum.