Thematic curriculum and its implementation in Primary schools in Iganga municipality, Iganga district, Uganda
Date
2018-10
Authors
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Journal ISSN
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Publisher
Kampala International University
Abstract
The study investigated the thematic curriculum and its implementation in primary schools in
Iganga Municipality, Iganga District. It was based on three objectives: To measure the level of
implementation of the thematic curriculum in terms of; talking, writing and reading in local
language, to identify challenges in implementing the thematic curriculum and to establish policy
issues that would be followed to implement the thematic curriculum. The study employed cross
sectional design qualitative and quantitative approaches. The study population of 1268
comprised of teachers, pupils, Head Teachers, School Management Committees, District
Education Officer and District Inspector of Schools. The sample size of 504 was determined
using Krecjie and Morgan (1970) table. Questionnaires, focus group discussion guide and
interview guides were used to collect data. Frequency, means and standard deviations were used
to analyze the data. The study found out that the level of implementation of the three key aspects
of the thematic curriculum was moderate that is talking and comprehending in local language,
writing in local language, and reading in local language. Four challenges were established: It’s
hard to translate from textbooks, Increase in workloads, and inadequate reference materials.
Conclusively, the study identified three key aspects of the thematic curriculum, four major
challenges of implementing the thematic curriculum, various policies to implementation of the
curriculum such as; training of teachers; obtaining reference books, the time factor such as
increasing the hours given to teach thematic curriculum, increasing on the motivation of
teachers, sensitization of the Public about the necessity of local language, and using teachers who
are indigenous in a particular place. Recommendations were that necessary materials be provided
to facilitate effective implementation of the thematic curriculum, organize refresher courses to
enable all teachers acquire skills of teaching pupils in local language and Coordinating Centre
Tutors (CCTs) should ensure that Continuous Professional Development (CPDs) courses are
organized at school level to build capacity of thematic curriculum and should closely monitor its
implementation.
Description
A thesis submitted to the college of education, open, distance and e-learning in partial fulfillment of the requirements for the award of a degree of master of education in education management and administration of Kampala International University
Keywords
Thematic curriculum, Primary schools, Iganga municipality, Iganga district, Uganda