Scholars at Makerere University have developed a set of competencies to guide graduate secondary school teachers in Uganda, focusing on effectively teaching students under the new lower secondary curriculum. The initiative, spearheaded by Dr. Yuda Taddeo Kaahwa as Principal Investigator (PI), includes contributions from Dr. Rebecca Nambi, Dr. Richard Balikoowa, Mr. Edward Kansiime, and Mr. Cale Santus.

This research project, funded by the Government of Uganda through the Makerere University Research and Innovations Fund (Mak-RIF), gathered data from teachers, head teachers, and curriculum specialists across various regions. The findings were unveiled on September 12, 2024, during a dissemination workshop at Makerere University.

“Our research found that most teachers are still using the old curriculum and are not meeting the required standards for teaching under the new lower secondary curriculum,” Dr. Kaahwa revealed. He emphasized the need for a paradigm shift, highlighting that the new curriculum requires a learner-centered approach, unlike the traditional teacher-centered methods.

The survey was conducted across 15 schools, with 25 participants from each institution, as well as 30 curriculum specialists. The study revealed significant gaps in the teachers’ readiness to implement the new Competence-Based Curriculum (CBC), as many were trained under the old curriculum.

To address this, the scholars have outlined plans for training sessions at teacher training institutions, aiming to equip future educators with the skills necessary to meet the new curriculum’s demands. Dr. Kaahwa called for government support to ensure the successful implementation of this project, which has so far focused on teachers in the Humanities, Sciences, History, and Languages.

“A secondary school teacher must be creative, with excellent communication skills, to effectively convey knowledge to their learners,” Dr. Kaahwa stated, also stressing the importance of integrating technology into the learning process. He noted that the new curriculum’s learner-centered approach emphasizes critical thinking, problem-solving, and collaboration, making teacher creativity and adaptability vital.

Dr. Richard Balikoowa proposed the creation of discussion groups among teachers to foster interpersonal communication skills and boost learner confidence. “Teachers must possess diverse knowledge in their disciplines and be able to identify and nurture their learners’ strengths and weaknesses,” he added.

The research, which began in 2022 following the introduction of the new curriculum, found that many teachers lacked a deep understanding of the competencies required for the CBC. This gap is largely due to teachers being trained in the outdated curriculum and needing time to “relearn” the new teaching strategies.

Prof. Anthony Muwagga Mugagga, Principal of the College of Education and External Studies (CEES), commended the scholars for their impactful research, which is poised to drive significant progress in Uganda’s education system. He highlighted the project as a crucial step toward improving teacher effectiveness under the new curriculum.

Prof. Fred Masagazi Masaazi, Chairperson of Mak-RIF, also praised the project, labeling it one of the most successful initiatives aimed at enhancing the competence profile of graduate secondary teachers in Uganda. He pledged ongoing support to ensure the project’s successful implementation, with the goal of shifting teacher practices to align with the new curriculum’s objectives.

However, challenges remain in ensuring widespread adoption of the new curriculum, particularly in private schools, where teachers are often unable or unwilling to attend government-organized training sessions. Nansana Municipal Inspector of Schools, Mr. Patrick Desire Nsubuga, emphasized the need for collective action from all stakeholders. “If we all agree to acquire the necessary skills, our children will better understand the curriculum,” he said.

Mr. Kinosa Daniel Mutumba, a teacher at Walibo Seed Secondary School in Luuka District, urged the government to deploy facilitators with in-depth knowledge of the new curriculum. “Some facilitators lack the expertise needed to guide teachers, which ultimately affects learners, especially when it comes to interpreting complex scenario-based questions in humanities subjects,” Mr. Mutumba remarked.

He also called on the government to provide more funding to fully implement the new curriculum and to increase the number of instructors available to train teachers in different districts.

As scholars continue refining the competencies and training frameworks, the hope is that teachers across Uganda will be better equipped to provide high-quality education under the Competence-Based Curriculum, thereby improving learning outcomes for students nationwide.

In a significant step towards advancing digital education in Uganda, 12 lecturers from various universities across the country recently convened at Makerere University for specialized training on research methodology and the presentation of research findings. The training, part of the Digital Education Practitioner Networks, is supported by the University of Edinburgh’s MasterCard Foundation Scholars Program.

This initiative is part of a broader effort to build digital capacity and foster practitioner networks across higher education institutions in sub-Saharan Africa. The project, hosted by the University of Edinburgh in partnership with Mastercard Foundation, emphasizes inclusion, focusing on educators who serve traditionally underrepresented groups, such as women, individuals with disabilities, and forcibly displaced populations.

Held at the College of Business and Management Sciences from September 1 to 3, 2024, the training was facilitated by two esteemed lecturers from the University of Edinburgh—Dr. Michael Gallagher and Dr. Peter Evans. Over the course of three days, the participating educators engaged in immersive sessions that honed their digital pedagogy skills, curriculum design techniques, and use of cutting-edge educational technologies.

This was an intensive three days of teaching, learning and discussion that was very valuable to the Scholars but also for us in better understanding the context of digital education in higher education in Uganda.

Mastercard Foundation Scholar, Alice Nakalema, lecturer from Bugema University and a participant in the program, highlighted how the training has broadened her understanding of educational mobility, online assessments, and the role of feedback in learning. “There is a wealth of information online,” Nakalema noted, adding that tools such as Miro boards have enriched her personal learning experience.

Dr. Sarah Bimbona, from Makerere University, also a Mastercard Foundation Scholar, shared her enthusiasm for the course, which she believes has given her a competitive edge in her teaching career. “Although I am a teacher, I wasn’t really grounded in education. This training has provided me with the digital pedagogy skills, curriculum design insights, and the use of educational technologies that I needed,” she explained.

Dr. Bimbona is committed to using her newfound knowledge to stay abreast of the latest trends in digital education, with the goal of transforming her teaching methods and enhancing the learning experience of her students.

The Digital Education Practitioner Networks project is one of three key work packages under the Mastercard Foundation Scholars Program at the University of Edinburgh, aimed at empowering educators and driving inclusion in higher education. Through initiatives like these, the future of education in Uganda and across sub-Saharan Africa is becoming more equitable, digitally enhanced, and forward-thinking.

Makerere University, as a key partner in this program, remains dedicated to leading efforts in digital education transformation, creating avenues for innovation, and strengthening the capacity of educators to meet the demands of a rapidly evolving educational landscape.

On September 3, 2024, the College of Education and External Studies at Makerere University hosted a significant research dissemination event, presenting pioneering findings on integrating Indigenous Knowledge Systems (IKS) such as ethnomathematics in teaching and learning school mathematics. The research, funded by the Carnegie Corporation of New York through the Makerere University Directorate of Research and Graduate Training, highlighted innovative approaches to making mathematics education more relevant and accessible to students in Uganda.

Ethnomathematics is an interdisciplinary field that explores the relationship between mathematics and culture. It investigates how different cultural groups understand, articulate, and apply mathematical concepts in ways that are often unique to their traditions and everyday practices. Educators and researchers can bridge the gap between formal, academic mathematics and the diverse mathematical practices found in various cultural contexts by exploring ethnomathematics. This approach can serve as a powerful medium for teaching and learning mathematics, offering several benefits such as cultural relevance in education.

Ethnomathematics helps make mathematics more culturally relevant to students by connecting abstract mathematical concepts to their real-world experiences and cultural backgrounds. This relevance can increase student engagement, making mathematics feel more accessible and meaningful. For example, students from agricultural communities may better understand mathematical concepts when they are presented using traditional farming practices, such as crop rotation patterns or land measurement techniques.

The research, led by Dr. Marjorie Sarah Kabuye Batiibwe from the Department of Science Technical and Vocational Education, focused on how traditional practices such as mat and basket weaving can be incorporated into the secondary school mathematics curriculum. This approach, termed ethnomathematics, seeks to connect abstract mathematical concepts to the cultural practices familiar to students, thus enhancing their understanding and engagement with the subject.

Key Findings

The research revealed that the mathematical processes embedded in traditional activities like weaving are rich in concepts that align with the school mathematics curriculum. For instance, mat weaving incorporates geometrical concepts such as symmetry, parallel lines, and shapes, while basket weaving introduces students to patterns, sequences, and measurement techniques. These cultural activities can be used as teaching tools to make learning more hands-on and relatable.

Impact on Education

Julius Anthony Musinguzi, a Master’s student undertaking this research said, the study also demonstrated that students taught using these culturally relevant methods showed improved conceptual understanding and a more positive attitude toward mathematics. “The use of IKS in teaching not only made mathematics more engaging but also helped bridge the gap between theoretical knowledge and practical application,” he said.

Dr. Batiibwe’s research further proposed the development of a curriculum module that incorporates these ethnomathematical practices into the training of pre-service mathematics teachers. This module would equip future educators with the tools and strategies needed to integrate IKS into their teaching practices effectively.

The event concluded with a call to action for education stakeholders in Uganda to consider the integration of ethnomathematics into the national curriculum. This would not just preserve and promote indigenous knowledge but also improve the quality of mathematics education by making it more inclusive and contextually relevant.

Makerere University continues to be at the forefront of educational innovation, and this research marks a significant step towards redefining how mathematics is taught in Uganda, ensuring that it resonates with students from all cultural backgrounds.

Research team

• Principal Investigator: Marjorie Sarah Kabuye Batiibwe
• Mentor: Assoc. Prof. Betty Kivumbi Nannyonga (Department of Mathematics, College of Natural Sciences, Makerere University)
• Master’s student: Julius Anthony Musinguzi (Master of Education in Science Education (Mathematics)