The Ministry of Education in Uganda has launched an abridged A-Level curriculum designed for the first cohort of students transitioning from the new lower secondary competency-based program. This milestone comes as the 2024 Senior Four candidates, whose UCE results were announced this week in Kampala, prepare to move to Senior Five by March 3.
Dr. Denis Mugimba, the Ministry’s spokesperson, confirmed that the revised curriculum is ready. Training sessions for teachers will begin within the next two weeks. Many educators are already familiar with the teaching methods due to prior exposure during pilot programs. The curriculum does not rely on textbooks, and students have been informed about this change.
Simplifying Content for Relevance
In November last year, the government reviewed all A-Level subjects to create a streamlined curriculum for the incoming Senior Five students. Initially, there were plans to overhaul the entire A-Level syllabus two years ago. However, challenges such as limited time, resources, and a lack of instructional materials led to the adoption of a transitional approach.
The new framework keeps the number of subjects at 29 but reduces their content. Outdated, repetitive, or overlapping elements have been removed to make the material more relevant. Dr. Mugimba explained, “We retained key subjects but eliminated unnecessary content. We also added values, skills, and competencies to align assessments with the competency-based model.”
Aligning with Modern Educational Goals
Last month, Dr. Mugimba outlined the objectives set by the National Curriculum Development Centre (NCDC). These include transforming A-Level education into a competency-driven system consistent with the Lower Secondary Curriculum. Teachers will now focus on practical application rather than rote memorization. Subject combinations remain unchanged, but the emphasis shifts toward preparing students for modern socio-economic demands.
This update reassures stakeholders—educationists, parents, and learners—who previously expressed concerns about readiness and resource availability. It also eases anxieties among teachers and school administrators facing challenges related to insufficient teaching aids.
Insights from Educators
Mr. David Mangeni Sidialo, headmaster of Majansi High School in Tororo District, confirmed that the rollout process is underway. Two weeks ago, all headmasters attended an online training session facilitated by the NCDC. During the session, they learned that subject combinations would stay the same, but teaching methods would evolve to focus on learner competencies.
Mr. Geoffrey Arasa, director of studies at Busia Secondary School, admitted his institution missed the initial training for school heads. As a Mathematics instructor, he expects minimal changes in subject matter but anticipates adjustments in teaching techniques. He noted, “The new curriculum emphasizes building competencies rather than just acquiring knowledge.”
Mr. Stuart Sserugo, focal teacher for the Lower Secondary Curriculum at Busia S.S., supports the shift from knowledge-based teaching to competency-focused outcomes. Despite some educators not being trained yet, he believes they can adapt effectively. To speed up implementation, Mr. Sserugo recommends the cascade model, where trained teachers mentor others.
Mr. Fred Wabwire, director of studies at Busia Trust S.S., praised the online training organized by the NCDC. He described it as a positive step toward successful adoption. However, Mr. Hasadu Kirabira, chairperson of the National Private Education Institution Association (NPEIA), criticized the ministry for delaying communication with stakeholders. He compared this delay to previous challenges during the introduction of the Lower Secondary Curriculum.
Academic Perspective
Dr. Gideon Nkurunziza, a senior lecturer and head of the Education Department at Makerere University Business School, commended the holistic nature of the abridged A-Level curriculum. He stated that it equips learners with practical skills, desirable behaviors, and relevant values. This bridges the gap between theoretical knowledge and real-world applications.
Despite progress, Dr. Nkurunziza highlighted potential hurdles, including tight timelines, insufficient teacher preparation, and inadequate learning resources. He urged authorities to prioritize continuous professional development for educators and foster mindset shifts among policymakers and practitioners.
