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APPENDIX 8

 

LIST OF SUBJECTS TO BE OFFRED BY SECONDARY SCHOOLS  AT ‘‘O’’ LEVEL AND JUSTIFICATION FOR REDUCING THE NUMBER TO 14

 

1.0                Introduction

 

1.1          The current number of subjects on the curriculum menu offered in secondary schools is 41.  This number makes the national teaching load a very big one.  Needless to say, it would make the task of implementing the Universal Post-Primary Education (UPPET) policy next to impossible;

 

1.2          On average, every school offers between 16 and 22 subjects at senior one and senior two level.  This leaves very little time for the students to engage in co-curricula activities that are vital to effective learning; and

 

1.3          In a bid to introduce efficiency measures, the curriculum needs to be reviewed to reduce the number of subjects offered by a school.

 

                2.0          Proposal

 

2.1                The sector proposes that in order to realise efficiency and still deliver quality and relevant education, the number of subjects offered by any school be reduced by 19 subjects i.e. from the current 41 to 22.  The number of subjects offered by a school also be reduced to a maximum of 14 out of 22 subjects.  The teaching load per teacher per week should be set at 22 periods; and

 

2.2                The current policy of having 18 periods for ‘‘A’’ level school, 20 periods for a school with both ‘‘O’’ and ‘‘A’’ levels and 24 periods for ‘‘O’’ level school should therefore be rescinded.

 

3.0          What subjects should be included in the 14 to be offered by each school?

 

3.1          Currently the curriculum has 7 core compulsory subjects that are taught in all secondary schools.  The status quo still pertains although the content in the disciplines needs to be reviewed.  Below are the subjects and the rationale for including them in the core category:

 

 

Subject

 

Rationale

1.    

English Language

It is the medium of instruction and the official national language.

2.    

Mathematics

It teaches logic. Numerical skills are critical and an aid in other subjects.

3.    

Chemistry

It is critical for national development hence the science policy (once we have Chemistry, Physics and Biology we don't need General Science and Health Education)

 

4.    

Physics

Ditto

 

5.    

Biology

Ditto

 

6.    

History

It is important to understand where we are coming from as a nation in order to be able to understand where we are now and predict and shape the future  (Political Education should be integrated into History).

 

7.    

Geography

How can you effectively utilise a country you do not know?  It is important to understand the geographical nature of one’s country and to also be able to navigate one’s way in any part of the world.

 

 

3.2          To the above (i.e. paragraph 3.1), it would be important to add the following 3 subjects from the reasons cited:

 

 

Subject

Rationale

8.    

Agriculture:  Principles and Practise

Uganda is basically an agricultural country.  All people need to have the requisite skills necessary to modernise and revitalise agriculture.

 

9.    

Literature in English

It teaches one to appreciate Mathematics, human nature and society; promotes fluency and propagates the reading culture, which is an aid to other disciplines.

 

10.       

Religious Education

It aids in value formation thus helping to curb the degeneration in society’s moral fibre.

 

 

3.3          The 3 subjects in paragraph 3.2 above should be compulsory at senior one and senior two but should become optional at senior three and senior four level when the student chooses a minimum of 8 and maximum of 10 subjects to be examined in at UCE level.

 

3.4                Languages.  The world has become a global village and it is imperative that students are prepared to live in any part of this village.  The importance of languages cannot therefore be underscored.

 

3.5                Skills.  It is the responsibility of a nation to empower its citizens to become job creators; therefore the skills development is critical.

 

3.6                Aesthetics.  It is also equally necessary to teach students the essence of beauty, harmony and ugliness and to help them appreciate the finer things in life like grace, balance, class, timing, strength of character and humour.  On top of enabling them create jobs, it would also enliven or invigorate them and allow them to reduce on stress levels.

 

3.7          Paragraphs 3.4, 3.5 and 3.6 above provides the logic for the following 3 categories of subjects (i.e. Languages; Skills Aesthetics) from which the schools would have to choose an additional 4 subjects to make 14 subjects.  Schools should have the freedom to choose from the following 3 categories (listed in the table 3) provided:

 

(a)            the number of subjects chosen does not exceed 14; and

(b)            at least one subject from the skills category is among the additional 4 ones chosen.

 

 

Subject

Rationale

 

Language:

 

 

French

International language many students end up in French speaking countries.

 

 

Latin

The Roman Catholic (Seminaries) founded schools insist it must be taught in line with their Founding Missions and Visions.

 

 

Arabic

The Moslem founded schools insist it must be taught in line with their Founding Missions and Vision.

 

 

 

Lugha ya Kiswahili and Fasihi ya Kiswahili

 

Could be integrated into Kiswahili

 

Luganda

It the most widely spoken Ugandan language

 

 

Skills:

 

 

Principles of Accounts, Commerce, Computer Studies, Typewriting, Shorthand, Entrepreneurship skills and Office Practice

 

Could be integrated to form Business/Entrepreneurship Education

 

Electricity & Electronics and Power & Energy

 

Could be integrated into Power and Energy

 

 

Wood Work, Metal Work, and Technical Drawing

 

Could integrated into Industrial Design

 

Home Management, Food and Nutrition, and Textile and Clothing.

 

Could be integrated into Home Management

 

Aesthetics

 

 

Art and Craft

 

 

Music

 

 

4.0          Subjects in the Reviewed Curriculum Menu

 

The reviewed curriculum menu should therefore have a maximum of 22 subjects listed below from which the 14 subjects will be selected by schools:

 

1.         English Language;

2.         Mathematics;

3.         Physics;

4.         Chemistry;

5.         Biology;

6.         History;

7.         Geography;

8.         Agriculture;

9.         Literature in English;

10.      Religious Education (CRE/IRE);

11.      Art and Craft;

12.      Music;

13.      French

14.      Arabic;

15.      Luganda;

16.      German;

17.      Latin;

18.      Kiswahili;

19.      Business/Entrepreneurship Education;

20.      Home Management;

21.      Industrial Design; and

22.      Power and Energy.

 

 

 

 

 

 

 

 

 

 

APPENDIX 9

 

                ASSIGNMENT OF ROLES TO VARIOUS STAKEHOLDERS IN EDUCATING A STUDENT UNDER UPPET

 

Roles of different stakeholders have been assigned as follows:

 

(a)                   Government shall

 

                                                       i).            Pay tuition for all eligible students i.e. 251,881 for secondary and 27,987 for BTVET for year one i.e. 7,000,000/= as threshold to every Government school per academic term and a variable tuition fees of Shs. 29,420/= per student per academic term calculated using average cost elements (standard costs), and a model school with enrolment of 550. For BTVET trainees, a variable cost of 68,733 shillings per student per academic term will be paid. Details are indicated in the Education Financial Simulation Model in Appendix 3;

 

                                                      ii).            Provide infrastructure for secondary schools and BTVET institutions such as classrooms, sanitation facilities, libraries and laboratories;

 

                                                    iii).            Provide instructional materials such as textbooks, science equipment and chemicals as provided for under primary education;

 

                                                    iv).            Continue providing the necessary personnel (head teachers, teachers and core non-teaching staff);

 

                                                     v).            Provide guidelines for utilization of the threshold fee and maximum mark-up tuition to be charged by urban schools;

 

                                                    vi).            Take responsibility for quality assurance, policy guidance, monitoring and evaluation;

 

                                                  vii).            Continue administering schools through Boards of Governors as provided for by law;

 

                                                 viii).            Pay UNEB examination fees for all students at the current rate of 56,000 shillings for secondary and 60,000 shillings for BTVET;

 

                                                     ix).            Pay the wage bill for secondary and BTVET institutions;

 

                                                      x).            Allocate funds for curriculum review with a view for integration and evolving a more efficient and effective curriculum; and

 

                                                     xi).            Raise the Budget Ceiling for Ministry of Education and Sports to reflect the new demands to the sector and place UPPET under PAF protected funds.

 

(b)           Parents shall provide accommodation, lunch, uniform, stationery and medical care.

 

(c)           Communities shall encourage members to send children to UPPET institutions and support students once enrolled to ensure that they remain there, and among other things, contribute to the security of students and the school structures. In partnership with Government, communities may contribute to the provision of infrastructure for secondary schools and BTVET institutions.

 

(d)           Teaching staff shall: perform the traditional teaching, assessment and student supervision roles

 

(e)           National Curriculum Development Centre (NCDC) shall provide an integrated curriculum, which should aim at reducing the number of subjects offered at secondary level and BTVET without compromising quality

 

(f)            Uganda National Examination Board (UNEB) shall conduct national assessment at both “O” and “A” level certificate and BTVET institutions