Implementing the Uganda lower secondary competence-based curriculum: the equity question

Abstract

Purpose – This paper aims to explore the extent to which the Uganda lower secondary curriculum (LSC) reform, instituted in January 2020, has ensured equitable educational opportunities for secondary school learners considering school and learner socio-economic status. Design/methodology/approach – A qualitative approach was adopted in which the experiences and perceptions of both facilitators and implementers of the reform were gathered using interviews and lesson observations. Findings – Data revealed disparities among high and low socio-economic-status schools in their preparedness and capacity to implement the reform, with the consequence of divergent educational opportunities for learners in these contexts. Research limitations/implications – The sample was limited to government-aided secondary schools and thus excluded private schools; the majority in Uganda. This means that the findings may be limited in generalizability. However, the majority of private schools serve the lower socio-economic demographic, so the study findings and implications may extend to them as well.