Why new curriculum will take 5-10 years to be fully absorbed

KAMPALA - In 2020, Uganda introduced a sweeping overhaul of its national curriculum — an ambitious reform aimed at transforming secondary school education. 

This new competence-based curriculum promised to cultivate critical thinking, foster digital literacy, and promote personalised learning. It sought to prepare students for a rapidly changing, globalised, and technology-driven world. 

However, as with any major educational reform, the shift will take time. Experts and educators agree that fully implementing and absorbing the new curriculum could take anywhere from five to 10 years. 

But why such a long timeline, and what are the barriers delaying its adoption?

Roadblocks to adoption 

George Wilson Ssabavuma, a curriculum specialist and developer at the National Curriculum Development Centre (NCDC), sheds light on the main challenges facing the rollout of the new curriculum. 

He notes that resistance to change spans across various stakeholders, including school owners, teachers, students and even parents. Ssabavuma made the remarks at Makerere University on Wednesday (April 9) during the third East African Teacher Education Symposium under the theme Curriculum development and decolonisation of education in East Africa. 

He said one major issue is that approximately 64% of schools in Uganda are privately owned, and many of these schools lack the necessary resources to effectively implement the changes mandated by the new curriculum. 

This has led to hesitation and, in some cases, outright resistance to adopting the new approach. 

Private school owners are concerned about the costs associated with the transition, and some are uncertain about whether the long-term benefits outweigh the immediate financial burden. 

Furthermore, only 38% of teachers have been adequately trained to implement the new curriculum. Of these, most are school heads rather than classroom teachers who will be directly engaging with students. 

his lack of training among educators, particularly in the practical application of new teaching methods, presents a significant obstacle. “The transition is not solely the responsibility of curriculum developers,” Ssabavuma said. 

“The ministry of education must play an active role in ensuring that teachers are properly trained, administrators understand their duties, and schools receive the resources they need.” 

He emphasised that the involvement of all stakeholders — including school administrators — is essential for success. Without this collective effort, the expected results will remain elusive.

Barriers to progress 

A successful curriculum overhaul depends not only on the commitment of educators but also on adequate resources. Schools need access to updated textbooks, digital tools, and infrastructure to support modern teaching methods. 

However, many schools — particularly in underserved areas — struggle with limited budgets and insufficient resources. This disparity leads to uneven implementation across schools, creating significant gaps in the educational experience for students in different regions. 

The Government’s role in addressing these resource gaps is crucial. Without adequate financial support, schools will continue to face challenges in delivering the curriculum effectively, limiting the potential benefits for students.

Decolonising education: Integrating indigenous knowledge

One of the most exciting aspects of Uganda’s new curriculum is its emphasis on integrating indigenous knowledge. 

Prof. Proscovia Namubiru said this is an essential step towards decolonising the education system and reclaiming cultural heritage. 

“Indigenous knowledge systems are rich with educational value, often underestimated in formal educational contexts,” she explains. 

Through initiatives like the ‘Origa Project’, which gathers and shares indigenous African games, Namubiru is demonstrating how such knowledge can enhance the learning process. 

Indigenous games, such as okwepena (a local variant of hide-and-seek), teach students vital skills like teamwork, problem-solving, and even mathematics. 

These games highlight the practical, experiential nature of indigenous learning, which often takes place outside the formal classroom. Namubiru advocates for a holistic, multidisciplinary approach that values indigenous practices alongside formal education.

“Learning happens everywhere,” she says, pointing to the educational opportunities that arise from interacting with local artisans, such as backcloth makers. 

When students learn from these local experts, they gain knowledge that extends beyond traditional academic content. 

However, there are challenges in overcoming resistance from some communities, particularly those who fear their cultural knowledge might be exploited without proper recognition. 

“Educational institutions must form strong, respectful relationships with communities to ensure that Indigenous knowledge is shared appropriately,” she advises.