Effectiveness of in-service teacher training in delivering the lower secondary curriculum

Effectiveness of in-service teacher training in delivering the lower secondary curriculum

In 2020, Uganda’s Ministry of Education initiated a groundbreaking shift in educational policy by introducing a revised lower secondary curriculum. This marked a transition from a traditional, theory-heavy curriculum to a dynamic, skills and competencies-focused framework. The new policy aims to equip students with lifelong skills, enhance teaching and evaluation methods, and ultimately inspire students to reach their full potential.

Despite the innovative approach, the implementation of the revised curriculum has faced significant challenges, specifically with teacher training. Additionally, schools and managers were inadequately prepared for the new curriculum. Despite these challenges, the revised curriculum has been in place for four years, and the pioneer cohort is set to take their final exams this year.

This policy brief aims to evaluate the status and progress in implementing the revised lower secondary curriculum, highlight the experiences of teachers and learners regarding the implementation during the field visit, assess the retooling needs of teachers to facilitate the smooth implementation of the revised curriculum, and offer practical recommendations to enhance the curriculum’s effectiveness.

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• Published Feb 21, 2025