Education experts have called for Uganda’s ongoing curriculum reforms to be inclusive and responsive to the needs of all learners to produce a skilled workforce capable of adapting to the changing labour market.
The Permanent Secretary in the Ministry of Education and Sports, Dr Kedrace Turyagyenda, said international experience shows that curriculum reforms are more effective when they cater for every child.
‘We believe that every child matters and they can achieve their maximum potential provided the child is taught in a conducive learning environment,’ Dr Turyagyenda said.
She was speaking at the closing ceremony of the two-day Second International Conference on Curriculum Development organised by the National Curriculum Development Centre (NCDC) in Munyonyo from August 20 to 21.
The conference, held under the theme ‘Innovative curriculum approaches for sustainable education in the globalised world,’ attracted more than 700 participants physically and online.
Dr Turyagyenda said a conducive learning environment goes beyond classroom infrastructure to include the curriculum, teachers, parental support and learning materials, as well as giving children opportunities to ask questions and receive accurate answers.
She challenged universities and other institutions of higher learning to prepare for the delivery of programmes using competence-based approaches and pedagogy.
She pledged the ministry’s continued support for curriculum reforms that are relevant, inclusive, innovative, competence-based and aligned with Uganda’s national development priorities.
NCDC Director Dr Bernadette Nambi Karuhanga urged stakeholders to keep learners at the centre of the reforms.
‘We have done the thinking, shared the evidence and debated challenges. Let us all commit that the learner remains at the centre of everything that we do,’ she said.
Dr Nambi said curriculum reforms should translate into meaningful learning, relevant competencies and improved opportunities for every child.
Teachers, materials remain challenges
Participants identified inadequate teacher retooling and shortages of instructional materials among the challenges that could undermine implementation of the reforms.
NCDC Deputy Director Dr Richard Irumba acknowledged that the ratio of learning materials to learners remains low, although the Ministry of Education has distributed materials for the Lower Secondary Curriculum across the country.
‘All schools have been taken care of but the issue is the ratios. We are glad that every year, the budget for materials keeps increasing,’ he said.
He added that NCDC had adopted a blended training approach, combining physical and online sessions to retool more teachers.
UNICEF Chief of Education in Uganda, Ms Mukhamadieva Barno, said curriculum, teaching methods, assessment and teacher development must be implemented together to improve learning outcomes.
She said teachers must understand and believe in the curriculum, have access to the necessary materials and possess the skills required to prepare learners for the transition from education to employment.
Ms Mukhamadieva also called for technology and innovation to remain human-centred and inclusive, particularly for learners with disabilities, refugees, teenage mothers and young people facing socio-economic and geographical barriers to education.
‘Every change, innovation and reform should cater for all children equally,’ she said.
She noted that artificial intelligence and technology are rapidly transforming education and the world of work, but said technology should be used to expand opportunities while preserving learners’ critical-thinking abilities.
UNICEF Representative in Uganda Dr Robin Nandy said investment in children’s knowledge, skills and capabilities should begin in the earliest years of life.
‘The foundations for learning and productivity are built early. Quality early childhood development builds language, cognitive and social-emotional foundations,’ he said.
Dr Nandy warned that children who struggle with basic reading and mathematics may find it difficult to acquire higher-order skills required for secondary education, training and employment.
Universities urged to commercialise research and skills
Mr Francis Ongwang, Uganda Country Manager of the East African Development Bank, said universities should ensure their research and innovations directly address community challenges and contribute to socio-economic transformation.
He said institutions of higher learning should take advantage of opportunities in agriculture, tourism, biodiversity conservation and wildlife in regions such as Tooro and Rwenzori.
‘The most successful universities are those that translate their research findings into technologies, enterprises, policies, and solutions that improve livelihoods,’ Mr Ongwang said.
The conference organisers announced that the Third International Conference on Curriculum Development will be held in April 2029.
Uganda’s curriculum reforms
Uganda is shifting from a traditional, memory-based education system towards a competence-based curriculum that emphasises practical skills, critical thinking and continuous assessment.
The revised Lower Secondary Curriculum has been implemented since 2020, while the primary and A-Level curricula are undergoing review.
Universities and other institutions of higher learning are also expected to adopt Competence-Based Education and Training (CBET) from the 2027/2028 academic year, with the aim of producing graduates with relevant skills, competencies and attitudes.