A recent survey conducted by the Economic Policy Research Centre (EPRC) in collaboration with the African Centre for Economic Transformation (ACET) in Ghana has documented promising developments in the implementation of Uganda’s competency-based lower secondary school curriculum. The findings, presented at a knowledge café on September 11, 2025, at the EPRC offices in Kampala, highlight significant improvements in key areas of curriculum delivery.
The survey, which was carried out in July 2025, found increased acceptance and confidence among teachers regarding the new curriculum. It also noted improvements in peer-to-peer training among educators and enhanced creativity among students. Furthermore, the report indicated that parental engagement and support for the curriculum have also improved.
According to Ms. Blessing Atwine, an EPRC Research Analyst, the study represents a follow-up to an initial survey conducted last year, which had identified significant challenges, particularly in teacher preparedness.
“We tracked the implementation and delivery of the lower secondary school curriculum. Our first survey last year looked at teacher training and preparation for the new curriculum, which we found inadequate,” Atwine said. “The latest survey found improvements. Teachers are now confident in implementing the curriculum, and there is also progress in project work with student-led projects ongoing.”
The knowledge café brought together a wide range of stakeholders from the education sector and policymaking spaces, including teachers, civil society members, and representatives from various government ministries and agencies. While the survey confirmed progress, Ms. Atwine also noted that it had documented persistent and emerging challenges that will require continued attention.
Read about the 2024 survey: Implementing Uganda’s revised lower secondary curriculum: the experiences of teachers and learners in review
Dr Madina Guloba, the EPRC Senior Research Fellow, the teachers’ mindset has changed because they are now aware of the fact that the curriculum is here to stay. There are attempts at self-improvement among teachers although a few teachers are still resentful because of inadequate facilities to do what is required of them.
Zulaika Naiga (second left), a senior education officer at the Ministry of Education, discusses issues raised by the survey during the knowledge cafe held at EPRC
Zulaika Naiga, a senior education officer at the Ministry of Education, acknowledged persistent challenges such as high student-teacher ratios which are hindering effective delivery of the curriculum. This has forced some teachers to resort to the old ways of dictating notes.
“You go to a class with over 100 pupils, and the teacher is dictating notes,” she said. “Groups of students that are supposed to improve interactions are also not adequately supervised”
Teachers agreed with the observation that large classes are affecting effective delivery of the curriculum.
Atwine also noted that assessment of students’ work is still not well understood, which means more retraining of teachers is required.
The study is part of interventions under the Youth Employment Skills (YES), Pan-African Coalition for Transformation (PACT) programme which brings together policymakers, civil society, media, researchers and other interested parties to address skills challenges among young people in Africa. The programme is coordinated by ACET Ghana and operates in at least six countries.
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