Syllabus for Uganda Primary Schools Volume 1

Abstract

GENERAL INTRODUCTION In 1987 Government set up an Education Policy Review Commission (EPRC) to review the current curriculum in Nursery, Primary, Secondary and Technical schools and Institutes with a view to identify the weakness in there and make recommendations for effecting reform in the education system. The Commission submitted its report to the Minster of Education in 1989. After studying the EPRC report Government issued a White Paper on it in September, 1992. In the same year the Minister Education set up a Curriculum Review Task Force (CRTF) to study the EPRC and the White Paper and formulate a National Curriculum that will guide syllabus development according to National Goals and Educational Aims and Objectives. The Curriculum Review Task Force submitted its report to the Minister of Education in October, 1993. The CRTF report set the stage for syllabus development beginning with 4 core curricula subjects. These are English Language, Mathematics, Science and Social Studies. The Process Syllabi development The process of syllabi development was supported by the Support for Primary Education Reform (SUPPER) project with the financial support by USAID. A consultant was appointed to train syllabi writers from the National Curriculum Development Centre and teachers of respective subjects who were members of the National Subject Panels for English Language, Mathematics, Science and Social Studies. After training, the teams embarked on the work of writing the syllabi of the 4 core subjects. Content of the Syllabi The main characteristic of syllabus is INTEGRATION In selecting content for the various subjects, specific reference was made to the recommendation of the CRTF. Cross reference was also made to a variety of curriculum models from various countries. The selection was again based on the Education Reform Policy. The policy requires all subjects to include a component of skills development related to pre-vocational skills. The policy also requires that Population and Family Life Education concepts together with Environmental Education issues be integrated in the subjects of Science and Social Studies. This was done after the selection of content for those new curriculum areas and incorporation of the same in the 'carrier' subjects. Classroom try-outs of that material was done in 43 Primary schools. Structure of the syllabi The syllabi, subject by subject and class by class, have identified Attainment Targets. The purpose of this is to guide the activity of teaching and the learning process. The content or matter to be taught and learnt is indicated and methods and activities for teachers and pupils have been suggested. At the end of each class, methods of Assessment/Evaluation are suggested for teachers. Teachers are required to use a system of continuous assessment/evaluation of learning, keep record for each pupil and be in position to make accurate reports on a pupil's intellectual, social attitude development and skills acquisition. For each subject teaching time has been allocated, however, this may change when necessary.