Emmanuel Angoda
After the release of the 2024 Primary Leaving Exam (PLE) results, the next will be 2024 Uganda Certificate Exam results (UCE), which is usually released within two weeks of the first term.
The students waiting for their UCE exams results are the first cohort of learners under the New Lower Secondary Curriculum (NLSC), which debuted in 2020.
The reporting date for S.5 has been set for February 24 , however, there’s likely to be an extension if UCE results delay.
As teachers, we expected that before their results are released, a new A-Level curriculum would be rolled out for them, for those who choose A-Level pathway. However, we heard from National Curriculum Development Centre (NCDC) that this would not be the case. These pioneers would have to use the same old A-Level curriculum.
According to NCDC, the A-Level curriculum has been specially adapted (abridged) to accommodate elements of NLSC such as learner-centred and competency-based teaching methods, continuous assessment and use of activities of integration (AOI) and projects. This is good, because it creates some kind of continuity for learners. This state of affairs creates two challenges.
Firstly, during rollout of NLSC, it is mostly O-Level teachers that attended retooling workshops. Most A-Level teachers stayed away. Now, there’s an urgent need to organise retooling workshops for this number of teachers.
Secondly, not all the subjects in NLSC are in A-Level. For example, Kiswahili, Physical Education (PE), and ICT. Despite all the praise it received initially, PE has received little support in schools, and a negligible number of students sat for it in S4. These three subjects should be added to menu of principal subjects available for learners in A-Level.
Currently, ICT is in A-Level as a subsidiary subject, but many want it to be made a principal subject. It was introduced in 2012, and is much liked by learners.
After 12 years, I believe that it is now time to make ICT a principal subject. Continuing with ICT as a subsidiary subject means its learning contents remains basic, gets little time on timetable, and both teachers and students consider it a non-priority. Besides, many schools now have computers and teachers, which means access to computers and qualified teachers is no longer a barrier.
Currently, Subsidiary ICT has two papers, paper 1 (S850/1) contains 20 structured questions, while its practical paper examines proficiency in the use of Microsoft Office applications such Microsoft Word, Excel, PowerPoint, Access, and Publisher. In O-Level, ICT also has two papers, and practical paper also examines Microsoft Word, Excel, Access, Publisher, and Web development.
Thus, for students who did ICT at O-Level, this A-Level ICT curriculum would be a downgrade, disappointment, and repetition of content. It demoralises even teachers. Yet, countries are investing in new and emerging technologies such as AI, VR, AR, and the metaverse. Uganda shouldn’t remain behind when other countries are adapting these novel technologies.
In Rwanda, the ICT curriculum in A-Level contains interesting topics such programming using Python, Java, C++, System Development Lifecycle (SDLC), Object-Oriented Programming (OOP), Databases (using SQL), in addition to practical exams in programming and system development tasks.
Young people who study these are better positioned to thrive in the digital economy compared to ours, who learnt only Microsoft Office applications.
Making ICT a principal subject would increase the number of science subject combinations at A-Level, and universities, which our neighbouring countries adopted long ago.
For example, in Tanzania, one can study Physics, Mathematics and Computer Studies. And in Rwanda, where it is even compulsory, one can pursue Maths-Computer Science-Economics (MCE), or Maths-Physics-Computer Science (MPC).
Uganda’s Vision 2040 prioritises science, technology and innovation as key drivers of national development.
The government aims to build a knowledge-based economy, where ICT plays a central role in improving public services, governance and business efficiency. Therefore, the integration of ICT as a principal subject in A-Level must be prioritised, because it empowers students with high tech skills, knowledge and a global mindset needed to navigate and shape the complex digital world. By taking this bold step, Uganda can unlock the potential of its youth, drive innovation, and secure its place in the global digital economy.
Emmanuel Angoda, founder of Triskelion Education and Skills Initiative (TESI), and teacher at Lira Town College [email protected]
