The roots bearing todays harvest
By Nalwoga Oliver
Before the coming of the missionaries, Uganda had no schools like those that exist today. Nonetheless, informal education existed despite the absence of definite learning institutions, teachers, learning and teaching materials. Throughout all societies, systems of instruction were similar; with only the subject matter[which one can call the syllabus] differing according to social norms and particular needs of a given society. This could be referred to as the Traditional Education System.
The Traditional Education System aimed at creating a responsible individual with acceptable behaviour in society. As children developed in age, the fireplace acted as the instruction place, grandmothers/mothers [the then teachers] sensitized the children on expected behavior by society. This form of education not only looked at discipline as the only component of education but also covered all aspects of an individual life. It also looked at the hands and the mind. Technical skills and works were embarked upon and taught through learning on the job. Boys acquired skills by working along with their fathers and girls did so by actively working together with their mothers.
All skills were exhibited by particular clans in a given society. Therefore, one can say Uganda before colonization generally provided an all-round education to her people for a good living.
However, the coming of colonialism ‘trashed’ this educating system and changed it to suit their needs. Missionaries established mission schools and colleges where the education structure automatically changed to be contemporary and foreign. They emphasized religion, writing and reading but later emphasis was shifted to liberal arts but presently it’s on science-based subjects.
Since the early 1960’s, Uganda’s education system consists of seven years of primary education following which students have a wide range of options for both public and private education institutions depending on their aptitude, ambitions and resources which is followed by a secondary cycle of six years (four at lower secondary and two at higher secondary) before proceeding to university education for three to five years depending on the duration of the course offered.
Since the turn of the century, Ugandans have not shy away from debates on whether to reform the education curriculum. Notably, Dr. Chrispus Kiyonga was quoted saying “there is need to change the current education system and adopt one that will lead to economic transformation.’’ Following his opinion, in February 2020 with the aim of creating a curriculum that meets the ‘learners’ needs especially in regard to skills training and enhancement, the Minister for Education, Hon. Janet Museveni, in her statement to Parliament, echoed “There is need to review the old curriculum for it was producing scholars with no practical skills to meet the demands in the labor market” a statement which prompted the National Curriculum Development Centre to make adjustments in the teaching subjects for the lower secondary which were reduced from 43 to 21.
Schools teach 12 subjects at Senior One and Two; out of which 11 are compulsory from an elective menu (optional). Students at levels Three and Four exit with a minimum of eight or a maximum of nine subjects with seven of them compulsory. Under the new curriculum, teachers are to compile the learners’ achievements under the Formative Assessment in the four-year cycle, find an average score and submit it to the Uganda National Examinations Board to contribute at least 20 per cent in the final national examinations grading.
This new pedagogy aims at providing learners 21st Century skills which include; critical thinking, creativity, collaboration or teamwork, communication, information literacy, ICT, and flexibility which are essential elements of growth but a pertinent question remains – will it be implemented successfully amidst the inadequacies of teaching materials in most of the Ugandan schools?
The outbreak of infectious Covid-19, was a watershed moment in education. For, the Ministry of Education birthed a big scope of a digital era for online classes. In 2020 the traditional classroom system was halted by the COVID-19 crisis which brought about radical improvisation, and online-based distance learning. They curved out as the plausible initiatives to continue educational while ensuring Standard Operating Procedures. As a national response to the coronavirus outbreak, many countries were strictly maintaining “lockdown,” which implied a direct governmental intervention to have institutions of learning shut down immediately and to ensure that students don’t miss out on coverage. Later, the government decided to conduct live lectures through national TV channels for primary and secondary-level school students. Universities also initiated online-based distance learning a step which boasted the online education system in the country that even after schools where re-opened, a good amount of students have stayed on course for online classes.
From fireplace to traditional classrooms, and now the digital era of online classes, the education sector has made an important leap
