The Curriculum Development Centre (NCDC) is undertaking significant curriculum adjustments to ensure that learning at the A-level aligns with the style and methods introduced in the new lower secondary curriculum.
The revelation was made by Dr Grace Baguma, the director of NCDC at the launch of the second International Conference on Curriculum Development scheduled to take place in April 2026.
In 2020, government rolled out lower secondary competency-based curriculum focused on developing skills and competencies alongside knowledge.
“We needed to prepare a package that fits with how learners are being taught now more practical, more learner-centered. We retained the subjects, but transformed the way they are delivered,” Dr Baguma said.
As part of this alignment, the methodology of teaching has shifted to emphasize practical application. The revised approach incorporates project-based learning and integration of subjects to help students apply knowledge in real-life contexts—even at home.
“We made quick adjustments to ensure learners coming from the new lower secondary curriculum experience a smooth transition. While a full review of the A-level curriculum is underway, it will take about three years to complete,” she said.
The major review might involve merging or changing subjects, but for now, NCDC is keeping the subjects as they are and only adjusting the way they are taught. One of the key changes involves how learners will be assessed. Instead of traditional exams, students will face scenario-based assessments—similar to what is now used in lower secondary.
“We present a real-world problem and ask learners to analyze and respond. It’s about higher-order thinking. We want students to be thinkers,” she said.
According to Baguma, work is already ongoing to prepare the new assessment tools and question papers, which are expected to be ready by December. These reforms come against the backdrop of concerning findings.
A recent Uwezo Uganda report revealed that the quality of learning remains alarmingly low. About 90% of Primary Two pupils cannot read and understand a simple text at their grade level, 23% of Primary Seven pupils still struggle to read and understand a Primary Two-level text and only 2% of children aged 13 to 17 demonstrated the ability to solve real-life problems.
To address these foundational challenges, the NCDC is revising the early-grade curriculum with a strong emphasis on literacy.
“Children must learn how to read and write effectively. We’re adjusting the curriculum to strengthen literacy acquisition skills,” she said.
“Government has provided the necessary budget. For the first time, we are not complaining about lack of funds. We’ve received support for this financial year, and next year’s budget has already factored in additional funding.” she said.
The poor literacy skills are even affecting students at university level. Many students can’t write assignments properly because their English skills are weak. This is a result of gaps at earlier levels. She stressed that the goal is to prepare students who are ready for higher education.
We want universities to receive learners who can think critically and express themselves clearly in English. We’re focused on building a strong foundation.” Baguma also raised concerns about the negative impact of commercialized education, saying it often overwhelms children too early.
“People are torturing children in the name of education. We want to ease the pressure and offer education that matches the cognitive and emotional development of learners,” she said.