Lower Secondary Curriculum Chemistry Syllabus

Abstract

INTRODUCTION The UNESCO Education Strategy (2014-2021) advocates for humanistic and holistic vision of education as a fundamental human right that is essential to personal and socio-economic development. UNESCO further recommends, societies that are just, inclusive, peaceful and sustainable by 2030. The Uganda Vision 2040 aims to transform Uganda into a modern and prosperous country, while the NDP recognizes the existing weaknesses in education, including the low efficiency and variable quality at the secondary level. The Sustainable Development Goal 4 advocates for inclusive and quality education, while the National Development Plan II focuses on enhancement of human capital, development, strengthening mechanisms for quality, effective efficient service delivery and improvement of quality and relevance of skills development. The NRM Manifesto (2016-2021), emphasizes continuous assessment examination systems, strengthening soft skills, which promote self-esteem, conscientiousness and a generally positive attitude to work, promoting e-learning and computer literacy in order to enhance learning outcomes. All these are lacking and where they exist it is at a minimum level. In alignment with the above, the Education and Sports Sector Strategic plan (2017/20) advocates for delivery of equitable, relevant and quality education for all. The current secondary school curriculum of Uganda, although highly regarded by some, is focused on the needs of a tiny academically oriented elite yet the needs of the majority of learners need to be the focus. The Ministry of Education and Sports (MOES) through the National Curriculum Development Centre (NCDC) therefore, undertook a review of the Lower Secondary Curriculum, aimed at providing a learning environment, opportunities, interactions, tasks and instructions that foster deep learning by putting the learner at the centre of the learning experience. This is in line with aims of secondary education in Uganda as outlined below: The aims of secondary education in Uganda are to: Instill and promote national unity, an understanding of the social and civic responsibilities, strong love and care for others and respect for public property, as well as an appreciation of international relations and beneficial international co-operation; Promote an appreciation and understanding of the cultural heritage of Uganda including its languages; . Impart and promote a sense of self discipline, ethical and spiritual values, personal and collective responsibility and initiative; Enable individuals to acquire and develop knowledge and an understanding of emerging needs of society and the economy; Provide up-date and comprehensive knowledge in theoretical and practical aspects of innovative production, modern management methods in the field of commerce and industry and their application in the context of socioeconomic development of Uganda; Enable individuals to develop basic scientific, technological, technical, agricultural and commercial skills required for self-employment; Enable individuals to develop personal skills of problem Enable individuals to develop personal skills of problem solving, information gathering and interpretation, independent reading and writing, self improvement through learning and development of social, physical and leader- ship skills such as are obtained through games, sports, societies and clubs; Lay the foundation for further education; Enable the individual to apply acquired skills in solving problems of community, and to develop a strong sense of constructive and beneficial belonging to that community; . Instill positive attitudes towards productive work and strong respect for the dignity of labour and those who engage in productive labour activities; Develop a positive attitude towards learning as a lifelong process. BACKGROUND TO THE NEW CURRICULUM The reform was based on the Education Sector Strategic Plan (ESSP), 2009 - 2018) which set out strategies to improve the quality and relevance of secondary education. The ESSP's sub objective 2.2 was to ensure that "Post-primary students [are] prepared to enter the workforce and higher education". This is also in line with the current strategic plan of 2017-2020. To achieve this objective, one of the Ministry's strategies was to revise the curriculum and improve instruction and assessment by eliminating the short comings in the current curriculum. The review focused on: producing a secondary school graduate who has the competences that are required in the 21st century; promoting values and attitudes; effective learning and acquisition of skills in order to reduce unemployment among school graduates. The reform also aimed at reducing the content overload and contact hours in the classroom so as to create time for: research and project work; talent development and creativity; allowing for emerging fields of knowledge across all subjects and doing away with obsolete information. There was a need to address the social and economic needs of the country like the mining sector, tourism, services provision, science and technology development and to ensure rigorous career guidance programme to expose learners to the related subjects. This will enable learners to make informed choices as they transit and to equip them with knowledge and skills that will enhance their competitiveness in the global value chain. To meet these requirements, the reforms are based on: he development of a holistic education for personal and national development based on clear shared values • A commitment to higher standards, deeper understanding and greater opportunities for learners to succeed •A focus on the key skills that are essential to work, to learning, and to life, and which will promote life-long learning • An integrated and inclusive approach that will develop the ability to apply learning in practical situations.