Research Article
Quality of National Curriculum and Student Learning: The Case of Thematic Curriculum in Uganda
Kobia David Kobia David Simon*
Issue:
Volume 10, Issue 4, December 2025
Pages:
90-96
Received:
12 June 2025
Accepted:
23 July 2025
Published:
30 October 2025
DOI:
10.11648/j.tecs.20251004.11
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Abstract: A curriculum is essential for quality learning and relevance of education to a society’s development needs. In 2007, Uganda introduced thematic curriculum at P-1 to P-3 level, with the purpose of improving quality and relevance of learning outcomes. This paper assesses the effect of these reforms on learning among lower grade learners in Uganda and proceeds to make policy recommendations that could improve curriculum implementation in the country. A qualitative research approach was used targeting government practitioners across the education value chain, comprising of curriculum developers, examiners, primary school teacher college tutors, quality assurance officers, education administrators and primary school early grade teachers. Data was collected using 15 key informant interviews, focus group discussions, and analyses of documents on student performance. Results indicate that P-3 literacy improved from 10% in 2013 to 39.5% in 2021 while numeracy improved from 8% to 20.8% over the same period. Use of local language simplified concepts, non-textbook materials promoted incidental learning while Center Coordinating Tutors (CCT) support improved teacher preparation and lesson planning. Diagnostic and continuous assessment revealed low performing areas for improved instructional design and planning. Thematic learning areas enabled learning integration with living experiences and the class teacher system positively impacted affective learning due to bonding and familiarity between learners and the teacher. Implementation has had challenges of large classroom sizes, teacher capacity, adoption of local language and inelaborate implementation framework. This paper makes policy recommendations relating to teachers’ professional development, school-based curriculum implementation, language, content and methods of instruction, teaching and learning materials, performance assessment and an agenda for decolonizing education in Africa.
Abstract: A curriculum is essential for quality learning and relevance of education to a society’s development needs. In 2007, Uganda introduced thematic curriculum at P-1 to P-3 level, with the purpose of improving quality and relevance of learning outcomes. This paper assesses the effect of these reforms on learning among lower grade learners in Uganda and...
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Research Article
The Reality of Knowledge Sharing Among Faculty Members at Amran University
Mutee Ali Ali Al-Guhali*
Issue:
Volume 10, Issue 4, December 2025
Pages:
97-119
Received:
4 September 2025
Accepted:
17 September 2025
Published:
31 October 2025
DOI:
10.11648/j.tecs.20251004.12
Downloads:
Views:
Abstract: This study aims at knowing the reality of knowledge-sharing from the perspective of the teaching staff at Amran University, in the fields of teaching, research, consulting and community service, and to know if there are statistically differences in the response of the participants (sample's responses) due to the variables (specialization, academic degree, and experience). The study followed the descriptive approach and data was collected based on a questionnaire which was distributed to a sample of (28) participants (members). It used the statistical packages (SPSS) to analyzed; The study revealed that; The rate to which the teaching staff practice knowledge-sharing from their perspective; in general, it was “medium.” While in the field of “teaching” was “high”, and in the field of “scientific research, community service” it was “medium”. It also showed that there were no statistically significant differences between the averages of the study-sample members (participants) responses regarding the degree of practiced knowledge-sharing at the level of all fields due to the specialization variable, except for the field of “Research,” which indicated the presence of differences in favor of the Humanities. When the academic degree variable is in the field of “Teaching” in favor of “professor” degree and the variable “Experience” in the field of “Teaching and Community Service” is in favor of experience (less than 5 years and more than 10 years).
Abstract: This study aims at knowing the reality of knowledge-sharing from the perspective of the teaching staff at Amran University, in the fields of teaching, research, consulting and community service, and to know if there are statistically differences in the response of the participants (sample's responses) due to the variables (specialization, academic ...
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