Kerr (1968) defines Curriculum as those series of things which children and youths must do and

experience by way of developing ability to do the things well that make up the affairs of adult
life. Also Alexander and Saylor define curriculum as the plan providing sets of learning
opportunities for the purpose of educating people. Therefore smith (2001) defined curriculum as
the simple list /decision making process and products that focus on preparation and assessment
of plans designed to influence student development of insights related to specific knowledge and
skills. It can also be a collection of decisions that relate to the selection, ordering, emphasizing
and breadth of the treatment of the content elements chosen for presentation to students and to
the assessment proficiency levels.
When a curriculum is being exercised, a school acts as the factory, students as raw materials and
the ideal adult as the products and comprises of formal and non formal dimensions.
Curriculum elements include the aim, goals and objectives at curriculum level, instructional
goals and objectives, curriculum content and learning experience and finally curriculum
evaluation and these can be pictured as a spiders web which provide experience that contribute
to learning.
Curriculum development is a deliberate planned enterprise which involves syllabus and
curriculum material construction for teaching purposes. Therefore, curriculum innovation is the
promotion of new ideas and practices in learning and teaching so its a deliberate change thought
to be more effective in the accomplishment of goals in the education system.
According to NCDC, when the new curriculum is adopted, it is expected that its beneficiaries
will leave school with integrity and honesty, positive attitude to work and respect for human
right, tolerance of difference as well as peaceful and harmonious values. It is also expected that
the new curriculum will encourage learners to be independent, to explore the environment
beyond the classroom and to acquire a range of generic skills.
Kateeba said, the new curriculum for O- Level seeks to shift from a strictly academic list of
subjects, each with clearly defined knowledge content to a set of generic skills that are woven
across and acquired through learning areas.
Cambridge Education supported the Ugandan Ministry of Education and Sports to shift from a
model designed to prepare a minority of children for higher education and public service, to a
broader, more inclusive curriculum designed to satisfy all abilities.
Therefore the Ministry of Education and Sports is reforming the lower secondary school
curriculum through the Curriculum, Assessment and Examination Reform Programme
(CURASSE) and being implemented by the National Curriculum Development Centre. (NCDC).
CURASSE will change the current lower secondary school curriculum that will satisfy the needs
of learners of different abilities and also provide to them skills and knowledge that will enable
them live in a modern society and lay affirm foundation for the world work, self employment and

further education. There is need to reform the curriculum so that its products have respect in
society and fit in the environment and leavers should be producers instead of consumers.
ADVANTAGES /OBJECTIVE OF CURRICULUM REFORMATION.
The new reformed curriculum is objected to;

Replace content laden text books that use difficult language with interactive learner
friendly text books.
Shift from teacher centered methodologies to student centered ones.
Develop learners understanding and competencies instead of them just acquiring
knowledge.
Reduce the long hours of instructional time that dont allow learners to explore what they
study.
Change the excess mass of subject content that is not delivering skills for the labour
market.

The following are views/ emphasis put forward by CURASSE under NCDC toward the new
reformed curriculum come 2017 which include;
It will comprise of 8 learning areas i.e. creative arts, science. Social studies. Mathematics,
languages, life education, religious education, and technology and enterprise aimed at enhancing
and developing generic skills and values across the curriculum.
Learning in creative arts will be expected to embrace dance, drama, music and the visual arts and
since these are interrelated, there will be development of lifelong appreciation of and
participation in expressive arts and cultural activities that will explore and utilize the
environment, foster and enhance Ugandas culture etc.

Enrolment at secondary level doubled for girls and boys between 2002 and 2012, but quality
of education is falling. This is clearly shown through students achievement levels in Biology,
English and Maths (National Assessment of Progress in Education)

To address challenges with education quality, the Ministry of Education and Sports, with
financial support from the World Bank, is undertaking a thorough reform of its lower
secondary education curriculum, assessment and examination system. This is part of its
Universal Post-Primary Education and Training Programme.

Our specialist consultancy Cambridge Education managed the lower secondary curriculum,
assessment and examination reform programme (CURASSE), which supported the ministry
to develop a new curriculum.

We surveyed 141 employers to assess skills needed for Ugandas future workforce.

The proposed reformed framework has eight learning areas: Creative Arts, Languages, Life
Education, Maths, Religious Education, Social Studies, Science and Technology and
Enterprise.

Challenges
Over the past 30 years, Ugandas lower secondary curriculum has only been changed by adding
content. In spite of new subjects and new content being added, important major areas remain
excluded. For example earth sciences has no mention in the curriculum.
The re-conceptualised curriculum will develop the learning skills needed to ensure that all
graduating students can think critically and study effectively, that they possess the range of
generic skills to be successful in their personal and social lives, in making a living, and rendering
them employable in the widest sense.
Solution
We undertook a labour market survey and situational analysis of the current curriculum to help
guide the development of a curriculum framework. Consulted groups included head teachers,
teacher trainers, political leaders, NGOs and learners, as well as the learning area teams involved
in writing the curriculum. Eleven syllabuses were developed, along with sample examination
papers, sample textbook units and teacher training materials. We also developed a comprehensive
plan for teacher support and a monitoring framework and plan.

Our support to CURASSE concluded on 31 July 2014. A celebration event was held during
which the Minister for Education and Sports committed to buying textbooks and training
teachers before 2017.
Government of Uganda, Government White Paper on the Education Policy Review Commission
Report Entitled "Education for National Integration and Development" Government Printer,
Kampala, April, 1992.

REFERENCES.
Ajayi, J.F.A., Goma, L.K.H. & Johnson, G.A. (1996) The African Experience With Higher
Education. London: James Currey.
Allan.C.O and Francis.P.H.(2004). Curriculum Foundation, Principles and Issues. New
York:USA. Fourth Edition.
Bunyi, G. (1999) Rethinking the place of African indigenous languages in African education.
International Journal of Educational Development, 19 (4/5), 337-350.
David. G.A.(2003) Curriculum Today. United States:Merril Publishers.
John .M(1996) .Curriculum Comprehensive Introduction. Fifth Edition. Los Angeles: Herper
Collins Publisher.(pg 241).

National Curiculum Development Centre.(2008) Physical Education. Teaching Guidelines.

Kyambogo Kampala: Uganda.
Verna.O and Maria.O.(1996). Curriculum Studies. Department of Distance Education. Makerere
University. Kampala.
.W.W.W. ncdc.go.ug.