Thematic curriculum and its implementation in Primary schools in Iganga municipality, Iganga district, Uganda

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Kampala International University
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.
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
Thematic curriculum, Primary schools, Iganga municipality, Iganga district, Uganda