Implementing the Uganda lower secondary competence-based curriculum: the equity question
Purpose – This paper aims to explore the extent to which the Uganda lower secondary curriculum (LSC) reform, instituted in January 2020, has ensured equitable educational opportunities for secondary school learners considering school and learner socio-economic status. Design/methodology/approach – A...
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| Language: | English |
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Emerald Publishing
2025-01-01
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| Series: | Quality Education for All |
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| Online Access: | https://www.emerald.com/insight/content/doi/10.1108/QEA-03-2024-0026/full/pdf |
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| author | Mercy Chemutai Barasa Proscovia Namubiru Ssentamu John Koskey Chang’ach Susan Jepkoech Kurgat |
| author_facet | Mercy Chemutai Barasa Proscovia Namubiru Ssentamu John Koskey Chang’ach Susan Jepkoech Kurgat |
| author_sort | Mercy Chemutai Barasa |
| collection | DOAJ |
| description | Purpose – This paper aims to explore the extent to which the Uganda lower secondary curriculum (LSC) reform, instituted in January 2020, has ensured equitable educational opportunities for secondary school learners considering school and learner socio-economic status. Design/methodology/approach – A qualitative approach was adopted in which the experiences and perceptions of both facilitators and implementers of the reform were gathered using interviews and lesson observations. Findings – Data revealed disparities among high and low socio-economic-status schools in their preparedness and capacity to implement the reform, with the consequence of divergent educational opportunities for learners in these contexts. Research limitations/implications – The sample was limited to government-aided secondary schools and thus excluded private schools; the majority in Uganda. This means that the findings may be limited in generalizability. However, the majority of private schools serve the lower socio-economic demographic, so the study findings and implications may extend to them as well. Practical implications – The findings suggest that unless the government intervenes with measures to boost the capacity of schools in low socio-economic contexts to implement the reform, the outcome of the curriculum may be a society further stratified along socio-economic lines. Social implications – The findings indicate that the new LSC may contribute greatly to social stratification through disparate educational opportunities for different sections of the Ugandan populace. This could work against national socio-economic ambitions and also lead to non-achievement of the UN SDG4 of quality, equitable, inclusive education for all. Originality/value – This paper demonstrates how Uganda, a developing nation, is faring in the achievement of the global educational policy goal of equity in the implementation of its competence-based LSC reform. It highlights key policy and research gaps that should be addressed to promote equitable learning opportunities for all learners. |
| format | Article |
| id | doaj-art-f29d6949f8564e7b963e702bcf90660c |
| institution | Kabale University |
| issn | 2976-9310 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | Emerald Publishing |
| record_format | Article |
| series | Quality Education for All |
| spelling | doaj-art-f29d6949f8564e7b963e702bcf90660c2025-02-03T14:29:25ZengEmerald PublishingQuality Education for All2976-93102025-01-012113815710.1108/QEA-03-2024-0026Implementing the Uganda lower secondary competence-based curriculum: the equity questionMercy Chemutai Barasa0Proscovia Namubiru Ssentamu1John Koskey Chang’ach2Susan Jepkoech Kurgat3Department of Educational Management and Policy Studies, Moi University, Eldoret, KenyaDepartment of Education, Uganda Management Institute, Kampala, UgandaDepartment of Academic, Research and Student Affairs, Alupe University College, Busia, KenyaDepartment of Curriculum Instruction and Educational Media, Moi University, Eldoret, KenyaPurpose – This paper aims to explore the extent to which the Uganda lower secondary curriculum (LSC) reform, instituted in January 2020, has ensured equitable educational opportunities for secondary school learners considering school and learner socio-economic status. Design/methodology/approach – A qualitative approach was adopted in which the experiences and perceptions of both facilitators and implementers of the reform were gathered using interviews and lesson observations. Findings – Data revealed disparities among high and low socio-economic-status schools in their preparedness and capacity to implement the reform, with the consequence of divergent educational opportunities for learners in these contexts. Research limitations/implications – The sample was limited to government-aided secondary schools and thus excluded private schools; the majority in Uganda. This means that the findings may be limited in generalizability. However, the majority of private schools serve the lower socio-economic demographic, so the study findings and implications may extend to them as well. Practical implications – The findings suggest that unless the government intervenes with measures to boost the capacity of schools in low socio-economic contexts to implement the reform, the outcome of the curriculum may be a society further stratified along socio-economic lines. Social implications – The findings indicate that the new LSC may contribute greatly to social stratification through disparate educational opportunities for different sections of the Ugandan populace. This could work against national socio-economic ambitions and also lead to non-achievement of the UN SDG4 of quality, equitable, inclusive education for all. Originality/value – This paper demonstrates how Uganda, a developing nation, is faring in the achievement of the global educational policy goal of equity in the implementation of its competence-based LSC reform. It highlights key policy and research gaps that should be addressed to promote equitable learning opportunities for all learners.https://www.emerald.com/insight/content/doi/10.1108/QEA-03-2024-0026/full/pdfEquitySocio-economic statusCurriculum implementationUganda lower secondary curriculum |
| spellingShingle | Mercy Chemutai Barasa Proscovia Namubiru Ssentamu John Koskey Chang’ach Susan Jepkoech Kurgat Implementing the Uganda lower secondary competence-based curriculum: the equity question Quality Education for All Equity Socio-economic status Curriculum implementation Uganda lower secondary curriculum |
| title | Implementing the Uganda lower secondary competence-based curriculum: the equity question |
| title_full | Implementing the Uganda lower secondary competence-based curriculum: the equity question |
| title_fullStr | Implementing the Uganda lower secondary competence-based curriculum: the equity question |
| title_full_unstemmed | Implementing the Uganda lower secondary competence-based curriculum: the equity question |
| title_short | Implementing the Uganda lower secondary competence-based curriculum: the equity question |
| title_sort | implementing the uganda lower secondary competence based curriculum the equity question |
| topic | Equity Socio-economic status Curriculum implementation Uganda lower secondary curriculum |
| url | https://www.emerald.com/insight/content/doi/10.1108/QEA-03-2024-0026/full/pdf |
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