Quality of National Curriculum and Student Learning: The Case of Thematic Curriculum in Uganda

Kobia David Kobia David Simon

doi:doi:10.11648/j.tecs.20251004.11

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Quality of National Curriculum and Student Learning: The Case of Thematic Curriculum in Uganda

Kobia David Kobia David Simon^*

Published in Teacher Education and Curriculum Studies (Volume 10, Issue 4)

Received: 12 June 2025 Accepted: 23 July 2025 Published: 30 October 2025

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Abstract

A curriculum is essential for quality learning and relevance of education to a society’s development needs. In 2007, Uganda introduced thematic curriculum at P-1 to P-3 level, with the purpose of improving quality and relevance of learning outcomes. This paper assesses the effect of these reforms on learning among lower grade learners in Uganda and proceeds to make policy recommendations that could improve curriculum implementation in the country. A qualitative research approach was used targeting government practitioners across the education value chain, comprising of curriculum developers, examiners, primary school teacher college tutors, quality assurance officers, education administrators and primary school early grade teachers. Data was collected using 15 key informant interviews, focus group discussions, and analyses of documents on student performance. Results indicate that P-3 literacy improved from 10% in 2013 to 39.5% in 2021 while numeracy improved from 8% to 20.8% over the same period. Use of local language simplified concepts, non-textbook materials promoted incidental learning while Center Coordinating Tutors (CCT) support improved teacher preparation and lesson planning. Diagnostic and continuous assessment revealed low performing areas for improved instructional design and planning. Thematic learning areas enabled learning integration with living experiences and the class teacher system positively impacted affective learning due to bonding and familiarity between learners and the teacher. Implementation has had challenges of large classroom sizes, teacher capacity, adoption of local language and inelaborate implementation framework. This paper makes policy recommendations relating to teachers’ professional development, school-based curriculum implementation, language, content and methods of instruction, teaching and learning materials, performance assessment and an agenda for decolonizing education in Africa.

Published in	Teacher Education and Curriculum Studies (Volume 10, Issue 4)
DOI	10.11648/j.tecs.20251004.11
Page(s)	90-96
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2025. Published by Science Publishing Group

Keywords

Curriculum, Relevance, Quality, Learning

References

[1]	Stabback, P. (2016). What makes a quality curriculum? In-progress reflection No. 2 on current and critical issues in curriculum and learning, UNESCO IBE.
[2]	Altinyelken, H. K. (2010) Curriculum change in Uganda: Teacher perspectives on the new thematic curriculum, International Journal of Education and Development.
[3]	Fullan, M. (1991). The New Meaning of Educational Change. Toronto: Teachers College Press. https://doi.org/10.4236/oalib.1109957
[4]	Chisholm, L., & Leyendecker, R. (2008). Curriculum reform in post- 1990 Sub-Saharan Africa. International Journal of Educational Development, 28, 195-205. https://doi.org/10.1016/j.ijedudev.2007.04.003
[5]	Uganda National Examinations Board, (UNEB). (2018). The achievement of primary school learners and teachers in Uganda in numeracy and literacy. NAPE Report, UNEB.
[6]	Uwezo (2021): Are our children learning? Uwezo learning assessment in refugee contexts in Uganda. Kampala: Twaweza East Africa.
[7]	Soh, Y. C., Carpio, X. D. and Wang, C. (2022). Language of instruction matters for learning foundational skills. World Bank, Washington D. C.
[8]	Anderson, L. W., & Krathwohl, D. R. (2001). A Taxonomy for Learning, Teaching and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives: Complete Edition. New York: Longman.
[9]	Carles, Mor and Tesconi, (2020). Human-Centered Design as an Approach to Create Open Educational Resources. Faculty of Computer Science, Multimedia and Telecommunications, Universitat Oberta de Catalunya, Barcelona, Spain.
[10]	UNESCO, (2017) Continuous assessment for improved teaching and learning: a critical review to inform policy and practice. UNESCO Bureau of Statistics.
[11]	Guba, E., & Lincoln, Y. (1981). Effective evaluation. Jossey-Bass, San Francisco.
[12]	Desta, D., Chalchisa, D, & Lemma, G. (2013). School-based continuous Teach Professional Development in Addis Ababa: An investigation of practices, opportunities, and challenges. CICE Hiroshima University, Journal of International Cooperation in Education.
[13]	Bolstad, R. (2004). School-based curriculum development: redefining the term for New Zealand schools today and tomorrow. Paper presented at the conference of The New Zealand association of research in education, Wellington.
[14]	Marsh, C., Day, C., Hannay, L., & McCutcheon, G. (1990). Reconceptualizing school-based curriculum development. London: The Falmer Press.

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Kobia David Simon, K. D. (2025). Quality of National Curriculum and Student Learning: The Case of Thematic Curriculum in Uganda. Teacher Education and Curriculum Studies, 10(4), 90-96. https://doi.org/10.11648/j.tecs.20251004.11

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Kobia David Simon, K. D. Quality of National Curriculum and Student Learning: The Case of Thematic Curriculum in Uganda. Teach. Educ. Curric. Stud. 2025, 10(4), 90-96. doi: 10.11648/j.tecs.20251004.11

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AMA Style

Kobia David Simon KD. Quality of National Curriculum and Student Learning: The Case of Thematic Curriculum in Uganda. Teach Educ Curric Stud. 2025;10(4):90-96. doi: 10.11648/j.tecs.20251004.11

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@article{10.11648/j.tecs.20251004.11,
  author = {Kobia David Kobia David Simon},
  title = {Quality of National Curriculum and Student Learning: The Case of Thematic Curriculum in Uganda
},
  journal = {Teacher Education and Curriculum Studies},
  volume = {10},
  number = {4},
  pages = {90-96},
  doi = {10.11648/j.tecs.20251004.11},
  url = {https://doi.org/10.11648/j.tecs.20251004.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.tecs.20251004.11},
  abstract = {A curriculum is essential for quality learning and relevance of education to a society’s development needs. In 2007, Uganda introduced thematic curriculum at P-1 to P-3 level, with the purpose of improving quality and relevance of learning outcomes. This paper assesses the effect of these reforms on learning among lower grade learners in Uganda and proceeds to make policy recommendations that could improve curriculum implementation in the country. A qualitative research approach was used targeting government practitioners across the education value chain, comprising of curriculum developers, examiners, primary school teacher college tutors, quality assurance officers, education administrators and primary school early grade teachers. Data was collected using 15 key informant interviews, focus group discussions, and analyses of documents on student performance. Results indicate that P-3 literacy improved from 10% in 2013 to 39.5% in 2021 while numeracy improved from 8% to 20.8% over the same period. Use of local language simplified concepts, non-textbook materials promoted incidental learning while Center Coordinating Tutors (CCT) support improved teacher preparation and lesson planning. Diagnostic and continuous assessment revealed low performing areas for improved instructional design and planning. Thematic learning areas enabled learning integration with living experiences and the class teacher system positively impacted affective learning due to bonding and familiarity between learners and the teacher. Implementation has had challenges of large classroom sizes, teacher capacity, adoption of local language and inelaborate implementation framework. This paper makes policy recommendations relating to teachers’ professional development, school-based curriculum implementation, language, content and methods of instruction, teaching and learning materials, performance assessment and an agenda for decolonizing education in Africa.
},
 year = {2025}
}

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TY  - JOUR
T1  - Quality of National Curriculum and Student Learning: The Case of Thematic Curriculum in Uganda

AU  - Kobia David Kobia David Simon
Y1  - 2025/10/30
PY  - 2025
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DO  - 10.11648/j.tecs.20251004.11
T2  - Teacher Education and Curriculum Studies
JF  - Teacher Education and Curriculum Studies
JO  - Teacher Education and Curriculum Studies
SP  - 90
EP  - 96
PB  - Science Publishing Group
SN  - 2575-4971
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AB  - A curriculum is essential for quality learning and relevance of education to a society’s development needs. In 2007, Uganda introduced thematic curriculum at P-1 to P-3 level, with the purpose of improving quality and relevance of learning outcomes. This paper assesses the effect of these reforms on learning among lower grade learners in Uganda and proceeds to make policy recommendations that could improve curriculum implementation in the country. A qualitative research approach was used targeting government practitioners across the education value chain, comprising of curriculum developers, examiners, primary school teacher college tutors, quality assurance officers, education administrators and primary school early grade teachers. Data was collected using 15 key informant interviews, focus group discussions, and analyses of documents on student performance. Results indicate that P-3 literacy improved from 10% in 2013 to 39.5% in 2021 while numeracy improved from 8% to 20.8% over the same period. Use of local language simplified concepts, non-textbook materials promoted incidental learning while Center Coordinating Tutors (CCT) support improved teacher preparation and lesson planning. Diagnostic and continuous assessment revealed low performing areas for improved instructional design and planning. Thematic learning areas enabled learning integration with living experiences and the class teacher system positively impacted affective learning due to bonding and familiarity between learners and the teacher. Implementation has had challenges of large classroom sizes, teacher capacity, adoption of local language and inelaborate implementation framework. This paper makes policy recommendations relating to teachers’ professional development, school-based curriculum implementation, language, content and methods of instruction, teaching and learning materials, performance assessment and an agenda for decolonizing education in Africa.

VL  - 10
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ER  -

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Author Information

Kobia David Kobia David Simon

Oxfam, Education Out Loud Program, Nairobi, Kenya

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http://orcid.org/0009-0002-2544-0718

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APA Style

Kobia David Simon, K. D. (2025). Quality of National Curriculum and Student Learning: The Case of Thematic Curriculum in Uganda. Teacher Education and Curriculum Studies, 10(4), 90-96. https://doi.org/10.11648/j.tecs.20251004.11

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ACS Style

Kobia David Simon, K. D. Quality of National Curriculum and Student Learning: The Case of Thematic Curriculum in Uganda. Teach. Educ. Curric. Stud. 2025, 10(4), 90-96. doi: 10.11648/j.tecs.20251004.11

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AMA Style

Kobia David Simon KD. Quality of National Curriculum and Student Learning: The Case of Thematic Curriculum in Uganda. Teach Educ Curric Stud. 2025;10(4):90-96. doi: 10.11648/j.tecs.20251004.11

Copy | Download

@article{10.11648/j.tecs.20251004.11,
  author = {Kobia David Kobia David Simon},
  title = {Quality of National Curriculum and Student Learning: The Case of Thematic Curriculum in Uganda
},
  journal = {Teacher Education and Curriculum Studies},
  volume = {10},
  number = {4},
  pages = {90-96},
  doi = {10.11648/j.tecs.20251004.11},
  url = {https://doi.org/10.11648/j.tecs.20251004.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.tecs.20251004.11},
  abstract = {A curriculum is essential for quality learning and relevance of education to a society’s development needs. In 2007, Uganda introduced thematic curriculum at P-1 to P-3 level, with the purpose of improving quality and relevance of learning outcomes. This paper assesses the effect of these reforms on learning among lower grade learners in Uganda and proceeds to make policy recommendations that could improve curriculum implementation in the country. A qualitative research approach was used targeting government practitioners across the education value chain, comprising of curriculum developers, examiners, primary school teacher college tutors, quality assurance officers, education administrators and primary school early grade teachers. Data was collected using 15 key informant interviews, focus group discussions, and analyses of documents on student performance. Results indicate that P-3 literacy improved from 10% in 2013 to 39.5% in 2021 while numeracy improved from 8% to 20.8% over the same period. Use of local language simplified concepts, non-textbook materials promoted incidental learning while Center Coordinating Tutors (CCT) support improved teacher preparation and lesson planning. Diagnostic and continuous assessment revealed low performing areas for improved instructional design and planning. Thematic learning areas enabled learning integration with living experiences and the class teacher system positively impacted affective learning due to bonding and familiarity between learners and the teacher. Implementation has had challenges of large classroom sizes, teacher capacity, adoption of local language and inelaborate implementation framework. This paper makes policy recommendations relating to teachers’ professional development, school-based curriculum implementation, language, content and methods of instruction, teaching and learning materials, performance assessment and an agenda for decolonizing education in Africa.
},
 year = {2025}
}

Copy | Download

TY  - JOUR
T1  - Quality of National Curriculum and Student Learning: The Case of Thematic Curriculum in Uganda

AU  - Kobia David Kobia David Simon
Y1  - 2025/10/30
PY  - 2025
N1  - https://doi.org/10.11648/j.tecs.20251004.11
DO  - 10.11648/j.tecs.20251004.11
T2  - Teacher Education and Curriculum Studies
JF  - Teacher Education and Curriculum Studies
JO  - Teacher Education and Curriculum Studies
SP  - 90
EP  - 96
PB  - Science Publishing Group
SN  - 2575-4971
UR  - https://doi.org/10.11648/j.tecs.20251004.11
AB  - A curriculum is essential for quality learning and relevance of education to a society’s development needs. In 2007, Uganda introduced thematic curriculum at P-1 to P-3 level, with the purpose of improving quality and relevance of learning outcomes. This paper assesses the effect of these reforms on learning among lower grade learners in Uganda and proceeds to make policy recommendations that could improve curriculum implementation in the country. A qualitative research approach was used targeting government practitioners across the education value chain, comprising of curriculum developers, examiners, primary school teacher college tutors, quality assurance officers, education administrators and primary school early grade teachers. Data was collected using 15 key informant interviews, focus group discussions, and analyses of documents on student performance. Results indicate that P-3 literacy improved from 10% in 2013 to 39.5% in 2021 while numeracy improved from 8% to 20.8% over the same period. Use of local language simplified concepts, non-textbook materials promoted incidental learning while Center Coordinating Tutors (CCT) support improved teacher preparation and lesson planning. Diagnostic and continuous assessment revealed low performing areas for improved instructional design and planning. Thematic learning areas enabled learning integration with living experiences and the class teacher system positively impacted affective learning due to bonding and familiarity between learners and the teacher. Implementation has had challenges of large classroom sizes, teacher capacity, adoption of local language and inelaborate implementation framework. This paper makes policy recommendations relating to teachers’ professional development, school-based curriculum implementation, language, content and methods of instruction, teaching and learning materials, performance assessment and an agenda for decolonizing education in Africa.

VL  - 10
IS  - 4
ER  -

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