Namayingo Primary School, located in Namayingo Municipality in Namayingo District, is at the forefront of a significant educational transformation. Through a partnership between the Iceland Embassy in Uganda and the Government of Uganda, teachers at Namayingo Primary School are undergoing an intensive Teacher Professional Development program, combining both offline and e-learning approaches. This initiative is being implemented by the Kisubi Associated Writers Agency (KAWA) and is set to impact education in a transformative way.

Blended Learning for Professional Growth

Under the leadership of Head Teacher Mr. Shongola Godfrey, the school is embracing blended learning methods to enhance teaching quality and student outcomes. Blended learning integrates traditional teaching methods with technology-based tools, offering a versatile and comprehensive approach to teacher training.

The teachers involved in this program include:

• SHONGOLAH GEOFREY: Head Teacher
• WANYAMA MOSES: Senior Education Assistant
• DABA MAYENDE: Education Assistant
• NABWIRE TEDDY: Education Assistant
• ODWORI DENIS: Education Assistant
• NABWIRE JANE: Education Assistant
• WESONGA HUMPHREYS: Education Assistant
• CONFORT JUSTINE: Education Assistant
• WANDERA STEPHEN: Education Assistant
• AUMA JANET: Education Assistant
• OKUMU LAWRENCE: Education Assistant
• MUKAMA ZEFANIA: Education Assistant,
• SIMINYU MOSES: Education Assistant,
• NAMULUMBA SHARON: Education Assistant,
• NAFULA CLARE: Education Assistant
• BWIRE GODFREY: Education Assistant
• WAFULA SAM: Education Assistant
• OSINYA DICKSON: Education Assistant
• OUNDO DALMAS: Education Assistant
• WANYAMA ISAAC: Education Assistant
• BOGELE MOSES: Education Assistant
• TAAKA ANNA MARY: Education Assistant
• BAKYEKOZE ENID B: Education Assistant

These teachers will earn Certificates upon completing the program, indicating their mastery of a range of crucial skills and competencies.

Skills and Competencies

The training covers a wide range of skills designed to elevate the quality of education and student engagement. Here are some key areas of focus:

1. Utilizing ICT to Augment Learning: Teachers learn how to leverage technology to enhance classroom experiences.
2. Lesson Design: Effective planning and structuring of lessons to improve learning outcomes.
3. Teaching Methodologies: Various approaches to engage and inspire students.
4. Creating Effective Learning Environments: Strategies for classroom management and fostering active learner participation.
5. Teacher Involvement in Parent and Community Engagement: Strengthening relationships with the broader school community.
6. Inclusivity and Differentiation: Adapting teaching methods to meet the needs of all students.
7. Child Protection: Ensuring the safety and well-being of every child in the learning environment.

A Collaborative Effort for Educational Success

This initiative wouldn’t be possible without the support of the Iceland Embassy and the Government of Uganda. Their commitment to educational excellence is driving positive change at Namayingo Primary School and, ultimately, throughout the district.

With this program, Namayingo Primary School is setting a benchmark for teacher professional development and educational innovation. As these teachers complete their training, they will bring a wealth of new skills to their classrooms, benefiting students and contributing to a brighter future for education in Uganda.

Keep an eye on Namayingo Primary School as it continues to pave the way for educational transformation and teacher excellence.

The post Namayingo Primary School appeared first on KAWA Uganda.

A school curriculum encompasses the lessons and academic content taught in a school or a specific course or program. For Uganda, an effective school curriculum is instrumental in shaping the future of the nation, empowering the youth, and stimulating socio-economic growth. In the face of rapidly advancing technology, globalization, and changing societal demands, Uganda’s educational system must evolve in order to adequately prepare students for the future. As such, school curriculum and curriculum and development in Uganda’s schools warrant a closer examination. There several reports in the media about more plans to change the A level and the Primary Schools Curriculum.

Existing School Curriculum in Uganda

The Ugandan education system follows a structure similar to most African countries, comprising primary, secondary, and tertiary levels. The school curriculum traditionally has been characterized by a strong focus on core subjects such as Religious Education, Local Languages, English, Mathematics, Sciences, and Social Studies at Primary level. At Secondary School level, the curriculum has been undergoing major revisions to make it more skill-oriented and learner-centric.

Recent revisions in the curriculum have resulted in a shift from purely knowledge-based learning to a more competence-based curriculum. The newly introduced National Curriculum Development Centre (NCDC) Lower Secondary Curriculum (LSC) emphasizes core competencies such as communication, critical thinking, problem-solving, and life skills. The aim is to create a holistic development approach that equips learners not only with academic prowess but also life skills for their future endeavors.

The Need for Curriculum Development

Despite these improvements, several challenges still exist. The current curriculum may not adequately prepare learners for the demands of the 21st-century globalized workplace. Skill gaps in areas like digital literacy, entrepreneurship, creativity, and innovation may lead to a workforce that isn’t fully equipped to meet the needs of Uganda’s developing economy.

Curriculum development in Uganda should focus on incorporating these skills into the school curriculum. Curriculum development is not a one-time event but an ongoing process that requires constant review and adjustment based on societal changes, advancements in technology, and evolving learning needs.

The implementation of the new Lower Secondary Curriculum (LSC) in Uganda marks a significant step towards a competency-based education system that aligns with the global evolution of educational standards. This rollout is a testament to the commitment of Uganda’s educational bodies, including the National Curriculum Development Centre (NCDC), to improve the country’s education system.

The phased rollout of the LSC began in February 2020, starting with the S.1 level. However, the progression of the curriculum to the S.2 level in 2021 was delayed due to the Covid-19 pandemic, causing the S.2 level to implement the new curriculum in 2022 instead.

The implementation of the LSC did not happen in isolation. It was accompanied by comprehensive training programs for educators to ensure they are well-equipped to deliver the new curriculum effectively. The training program involved 90 National Facilitators, 1,600 Master Trainers, and 20,000 S.1 teachers. These training programs were conducted across the country in 27 SESEMAT Regional Training Centres.

Representatives from 6,020 schools, both government-aided and private, were involved in the training, with each school sending an average of 4-5 teachers. These schools also received syllabi books distributed by the NCDC between October and December 2019, with 1,500 government schools also receiving S.1 Learner’s prototype books, Teacher’s guides, and Training Manuals.

The process also included the evaluation of textbooks, with 350 Master Trainers initially trained and later streamlined to 250 for the textbook evaluation process. This process took place from November to December 2020 at Nyondo Core Primary Teachers College in Mbale. Prior to the evaluation, textbook publishers also received training in 2020.

In an effort to align the educational policy with the curriculum changes, the NCDC engaged with various bodies, including Members of Parliament on the Committee for Education and Social Services, NRM members of parliament, and Cabinet members. The fruitful discussions led to the Cabinet pronouncing its support for the rollout of the NLSC.

Furthermore, the NCDC conducted awareness campaigns in several public and private universities to acquaint lecturers and students with the NLSC.

The new curriculum also comes with a developed curriculum framework, which has been printed and distributed to schools. This framework comprises Key Learning Outcomes, the Values, the Generic Skills, Cross-cutting issues, and the Curriculum Menu. Additionally, implementation guidelines were created to help stakeholders effectively implement the new curriculum.

The rollout of the LSC in Uganda, despite the challenges, is a commendable effort in improving Uganda’s education system to foster a comprehensive and inclusive learning environment for all students. The achievements so far underline the continuous commitment to improving education standards in the country, ensuring students are equipped with the necessary skills to thrive in the 21st-century global landscape.

Strategies for Curriculum Development

A well-rounded approach towards curriculum development in Uganda should involve the following strategies:

1. Stakeholder Engagement: Stakeholders, including teachers, parents, students, and policymakers, should be involved in curriculum development. Their input and feedback can help ensure the curriculum addresses the needs and aspirations of all involved parties.
2. Integration of Technology: The curriculum should integrate digital learning tools and platforms to equip students with essential digital literacy skills. This approach can help enhance the learning experience and prepare students for a technology-driven future.
3. Emphasis on Skill-based Learning: The curriculum should focus more on skill development than rote memorization. This includes critical thinking, creativity, problem-solving, and interpersonal skills.
4. Teacher Training: Teachers play a critical role in implementing the curriculum. Regular teacher training programs should be conducted to ensure they are well-equipped to deliver the new curriculum effectively.
5. Regular Reviews: The curriculum should be reviewed and updated regularly to ensure it remains relevant and effective. Changes in society, technology, and student needs should be taken into account during these reviews.

Conclusion

In a rapidly changing global environment, curriculum development is more critical than ever to ensure Uganda’s students are equipped with the skills they need to thrive in the future. By incorporating strategies like stakeholder engagement, technology integration, skill-based learning, and regular reviews, the school curriculum in Uganda can evolve to meet the demands of the 21st century. While these changes will require significant effort, they are a necessary investment in the future of Uganda’s youth and the country’s overall development.

The post School Curriculum and Curriculum Development for Uganda Schools appeared first on KAWA Uganda.

Ruyonza School ICT Club members presented their Finance and records management Innovation during the regional NCC School ICT Competitions at Amazon Building, Mbarara City.

KAWA is working with UCC through UCUSAF to launch ICT clubs in all secondary schools in Uganda. The key objective of these clubs is to build the students' ICT skills more effectively and responsibly, drive creativity and innovation and develop the capacity of learners and their teachers in the care and maintenance of the Computer Laboratory. The ICT clubs will also be connected to nearby universities for further mentorship.

About Ruyonza School

Ruyonza School is located in Ward I Parish, Nyakabirizi Division, Bushenyi District, Western part of Uganda.

Digital Teaching and Learning Resources for Schools

Implementation of Lower Secondary Competency-Based Curriculum (CBC)

Schools are implementing the Lower Secondary Competency-Based Curriculum (CBC) with S.1 learners as they progress to the next class. With the support of NCDC and the Master Trainers, teachers are gaining a deeper understanding of the implementation of the curriculum.

Project-Based Learning (PBL) is a key focus with projects that students will undertake at every end of the topic. Teachers will then be required to note the student's progress before any new topic is introduced.

KAWA recommends the creation of Teacher mentors and a Professional Learning Community (PLC) in the school so that teachers who have not been oriented to the revised curriculum can get help from their colleagues at school to understand the expectations of the new curriculum.

In the new curriculum, there is a provision for the pre-Vocational component of education which is in the line with the World of Work requirements and in line with the Skilling Uganda strategy. This is aimed at preparing learners at an early age with the opportunity to understand and appreciate vocational work, recognize its importance and later join the world of work in this area.

Subjects that will benefit from this arrangement include performing arts, Agriculture, ICT, Nutrition and Food Technology, Art and Design, Technology and Design, Physical Education, and Entrepreneurship.

Learners studying these subjects will have the option of being assessed in the occupational competence equivalent to Level 1 at the Directorate of Industrial Training (DIT) at the end of senior three.

Ruyonza Secondary School, New Curriculum Implementation, Teaching and Learning Resources, ICT Club, Staff Professional Development.

The post Ruyonza School New Curriculum Implementation and ICT Club Innovations appeared first on KAWA Uganda.

Dabani Girls Secondary School is located in Dabani Parish, Dabani Sub County, Busia District of Eastern Uganda.

On this page, you will get more information on Dabani Girls School, New Curriculum Implementation, Teaching and Learning Resources, ICT Club as well as Staff Professional Development.

Dabani Secondary School Facilities

Dabani Girls School is a powerful Girls only educational institution in Dabani, Busia District, with the following with excellent Classrooms, Laboratories, Libraries, and Latrine Stances, dormitories, Staff quarters and high-speed internet.

https://photos.app.goo.gl/vpqWiPuzn91SQERX8

Dabani Girls Secondary School ICT Club

The KAWA team delivered talks and engaged in conversations with some of the club members. Some of the students enthusiastically shared their learning project works that they already were embarking on. The KAWA team handed to the club about 100 T-Shirts branded in UCC logos, and a pair of Samsung Galaxy tablets donated by UCC for implementing club activities.

The pilot project is UCC's long-term commitment to supporting clubs in maintenance and basic repairs of computers and accessories in their respective schools.

UCC/KAWA Launching-ICT-clubs-Session

However, KAWA's mandate goes beyond maintenance and repair to building capacity in the participating learners to utilize ICT to leverage 21st-century learning practices and make ICT more relevant in their lives and education.
Key objectives outlined are:
¢ Building in the students the skills of using ICT more effectively and responsibly.
¢ Enabling creativity and innovation, critical thinking, and problem-solving mentality
¢ Being able to integrate ICT in mainstream disciplines, other clubs, and schools' activities for learning purposes.
¢ Being able to purposefully network, collaborate, and work as a team.
¢ Empowering learners to address real issues affecting their communities and finding solutions to them through innovative learning projects.
¢ Developing a sense of ownership of and taking part in the maintenance of equipment of their respective ICT departments.

KAWA's talk with the club learners encompassed the aims and objectives of the project, 21st-century challenges and opportunities that young people must equip themselves to face, and employability skills “ hard and soft.

Clubs members were urged to act responsibly in interacting with their schools' ICT properties and to guard them jealously. They were also urged to fully participate in Lab maintenance as a principal club learning activity.

Each of the club is expected to come up with at least one innovative learning activity. Outstanding clubs will be recognized for their efforts.

Tooling and Retooling of teachers.

Expect more updates on this page and the individual school website about the progress made by KAWA towards the tooling and retooling of teachers from this school and the new plans for teacher professional development. Gaps to be addressed by KAWA Uganda Workshops include the Pedagogical skills gap, ICT skills gap, Formative assessment gap, Understanding and interpretation of the syllabus gap.

Other Modules are using ICT in assessment for Learning and Record keeping, Implementation of the New Competence-Based Curriculum and New teacher policy, Learner Centred Teaching and Learning, Integration of ICT for enhanced teaching and learning, Classroom management, and Project-Based Learning in this school.

ICT Computer Laboratories

UCC through UCUSAF has installed ICT computer labs in over 1,000 secondary schools, tertiary institutions, and universities. All these schools currently teach the ICT subject either at O-level or/and A-Level.

UCC/UCUSAF identifies the sustainability of ICT laboratories in Schools and Colleges as a major Challenge. A study done in 2018 found that 40% of the laboratories were in semi-operable condition (RCDF Report). The maintenance issues identified were of a kind that could easily be trouble-shot by a trained computer teacher.

Even Schools that have not yet received Computers from UCC are being supported through teachers' capacity building.

Climax High School, New Curriculum Implementation, Teaching and Learning Resources, ICT Club, Staff Professional Development.

Digital Teaching and Learning Resources for Schools

Implementation Lower Secondary Competency-Based Curriculum (CBC)

Schools are implementing the Lower Secondary Competency-Based Curriculum (CBC) with S.1 learners as they progress to the next class. With the support of NCDC and the Master Trainers, teachers are gaining a deeper understanding of the implementation of the curriculum.

Project-Based Learning (PBL) is a key focus with projects that students will undertake at every end of the topic. Teachers will then be required to note the student's progress before any new topic is introduced.

KAWA recommends the creation of Teacher mentors and a Professional Learning Community (PLC) in the school so that teachers who have not been oriented to the revised curriculum can get help from their colleagues at school to understand the expectations of the new curriculum.

In the new curriculum, there is a provision for the pre-Vocational component of education which is in the line with the World of Work requirements and in line with the Skilling Uganda strategy. This is aimed at preparing learners at an early age with the opportunity to understand and appreciate vocational work, recognize its importance and later join the world of work in this area.

Subjects that will benefit from this arrangement include performing arts, Agriculture, ICT, Nutrition and Food Technology, Art and Design, Technology and Design, Physical Education, and Entrepreneurship.

Learners studying these subjects will have the option of being assessed in the occupational competence equivalent to Level 1 at the Directorate of Industrial Training (DIT) at the end of senior three.

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The post Dabani Girls School: New Curriculum Implementation, , ICT Club, Teaching and Learning Resources appeared first on KAWA Uganda.

Nakavule College is located in Nakavule Ward Parish, Central Division Subcounty Iganga District Of Uganda.

On this page, you will get more information on Nakavule College, New Curriculum Implementation, Teaching and Learning Resources, ICT Club, Staff Professional Development.

KAWA is working with UCC through UCUSAF to launch ICT clubs in all secondary schools in Uganda. The key objective of these clubs is to build the students' ICT skills more effectively and responsibly, drive creativity and innovation and develop the capacity of learners and their teachers in the care and maintenance of the Computer Laboratory. The ICT clubs will also be connected to nearby universities for further mentorship. 

Expect more updates on this page and the individual school website about the progress made by KAWA towards the tooling and retooling of teachers from this school and the new plans for teacher professional development. Gaps to be addressed by KAWA Uganda Workshops include the Pedagogical skills gap, ICT skills gap, Formative assessment gap, Understanding and interpretation of the syllabus gap.

Other Modules are using ICT in assessment for Learning and Record keeping, Implementation of the New Competence-Based Curriculum and New teacher policy, Learner Centred Teaching and Learning, Integration of ICT for enhanced teaching and learning, Classroom management, and Project-Based Learning in this school.

ICT Computer Laboratories

UCC through UCUSAF has installed ICT computer labs in over 1,000 secondary schools, tertiary institutions, and universities. All these schools currently teach the ICT subject either at O-level or/and A-Level.

UCC/UCUSAF identifies the sustainability of ICT laboratories in Schools and Colleges as a major Challenge. A study done in 2018 found that 40% of the laboratories were in semi-operable condition (RCDF Report). The maintenance issues identified were of a kind that could easily be trouble-shot by a trained computer teacher.

Even Schools that have not yet received Computers from UCC are being supported through teachers’ capacity building.

Nakavule College, New Curriculum Implementation, Teaching and Learning Resources, ICT Club, Staff Professional Development.

Digital Teaching and Learning Resources for Schools

Implementation Lower Secondary Competency-Based Curriculum (CBC)

Schools are implementing the Lower Secondary Competency-Based Curriculum (CBC) with S.1 learners as they progress to the next class. With the support of NCDC and the Master Trainers, teachers are gaining a deeper understanding of the implementation of the curriculum.

Project-Based Learning (PBL) is a key focus with projects that students will undertake at every end of the topic. Teachers will then be required to note the student's progress before any new topic is introduced.

KAWA recommends the creation of Teacher mentors and a Professional Learning Community (PLC) in the school so that teachers who have not been oriented to the revised curriculum can get help from their colleagues at school to understand the expectations of the new curriculum.

In the new curriculum, there is a provision for the pre-Vocational component of education which is in the line with the World of Work requirements and in line with the Skilling Uganda strategy. This is aimed at preparing learners at an early age with the opportunity to understand and appreciate vocational work, recognize its importance and later join the world of work in this area.

Subjects that will benefit from this arrangement include performing arts, Agriculture, ICT, Nutrition and Food Technology, Art and Design, Technology and Design, Physical Education, and Entrepreneurship.

Learners studying these subjects will have the option of being assessed in the occupational competence equivalent to Level 1 at the Directorate of Industrial Training (DIT) at the end of senior three.

Nakavule College, New Curriculum Implementation, Teaching and Learning Resources, ICT Club, Staff Professional Development.

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The post Nakavule College appeared first on KAWA Uganda.

Nakalama Secondary  School is located in Nakalama Parish, Nakalama Subcounty, Iganga District Of Uganda.

On this page, you will get more information on Nakalama Secondary  School, New Curriculum Implementation, Teaching and Learning Resources, ICT Club, Staff Professional Development.

KAWA is working with UCC through UCUSAF to launch ICT clubs in all secondary schools in Uganda. The key objective of these clubs is to build the students' ICT skills more effectively and responsibly, drive creativity and innovation and develop the capacity of learners and their teachers in the care and maintenance of the Computer Laboratory. The ICT clubs will also be connected to nearby universities for further mentorship. 

Expect more updates on this page and the individual school website about the progress made by KAWA towards the tooling and retooling of teachers from this school and the new plans for teacher professional development. Gaps to be addressed by KAWA Uganda Workshops include the Pedagogical skills gap, ICT skills gap, Formative assessment gap, Understanding and interpretation of the syllabus gap.

Other Modules are using ICT in assessment for Learning and Record keeping, Implementation of the New Competence-Based Curriculum and New teacher policy, Learner Centred Teaching and Learning, Integration of ICT for enhanced teaching and learning, Classroom management, and Project-Based Learning in this school.

ICT Computer Laboratories

UCC through UCUSAF has installed ICT computer labs in over 1,000 secondary schools, tertiary institutions, and universities. All these schools currently teach the ICT subject either at O-level or/and A-Level.

UCC/UCUSAF identifies the sustainability of ICT laboratories in Schools and Colleges as a major Challenge. A study done in 2018 found that 40% of the laboratories were in semi-operable condition (RCDF Report). The maintenance issues identified were of a kind that could easily be trouble-shot by a trained computer teacher.

Even Schools that have not yet received Computers from UCC are being supported through teachers’ capacity building.

Nakalama Secondary  School, New Curriculum Implementation, Teaching and Learning Resources, ICT Club, Staff Professional Development.

Digital Teaching and Learning Resources for Schools

Implementation Lower Secondary Competency-Based Curriculum (CBC)

Schools are implementing the Lower Secondary Competency-Based Curriculum (CBC) with S.1 learners as they progress to the next class. With the support of NCDC and the Master Trainers, teachers are gaining a deeper understanding of the implementation of the curriculum.

Project-Based Learning (PBL) is a key focus with projects that students will undertake at every end of the topic. Teachers will then be required to note the student's progress before any new topic is introduced.

KAWA recommends the creation of Teacher mentors and a Professional Learning Community (PLC) in the school so that teachers who have not been oriented to the revised curriculum can get help from their colleagues at school to understand the expectations of the new curriculum.

In the new curriculum, there is a provision for the pre-Vocational component of education which is in the line with the World of Work requirements and in line with the Skilling Uganda strategy. This is aimed at preparing learners at an early age with the opportunity to understand and appreciate vocational work, recognize its importance and later join the world of work in this area.

Subjects that will benefit from this arrangement include performing arts, Agriculture, ICT, Nutrition and Food Technology, Art and Design, Technology and Design, Physical Education, and Entrepreneurship.

Learners studying these subjects will have the option of being assessed in the occupational competence equivalent to Level 1 at the Directorate of Industrial Training (DIT) at the end of senior three.

Nakalama Secondary  School, New Curriculum Implementation, Teaching and Learning Resources, ICT Club, Staff Professional Development.

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The post Nakalama Secondary  School, New Curriculum Implementation, Teaching and Learning Resources, ICT Club, Staff Professional Development. appeared first on KAWA Uganda.

Mt. Zion High School Iganga is located in Bulubandi Parish, Nakigo Subcounty, Iganga District Of Uganda.

On this page, you will get more information on Mt. Zion High School Iganga, New Curriculum Implementation, Teaching and Learning Resources, ICT Club, Staff Professional Development.

KAWA is working with UCC through UCUSAF to launch ICT clubs in all secondary schools in Uganda. The key objective of these clubs is to build the students' ICT skills more effectively and responsibly, drive creativity and innovation and develop the capacity of learners and their teachers in the care and maintenance of the Computer Laboratory. The ICT clubs will also be connected to nearby universities for further mentorship. 

Expect more updates on this page and the individual school website about the progress made by KAWA towards the tooling and retooling of teachers from this school and the new plans for teacher professional development. Gaps to be addressed by KAWA Uganda Workshops include the Pedagogical skills gap, ICT skills gap, Formative assessment gap, Understanding and interpretation of the syllabus gap.

Other Modules are using ICT in assessment for Learning and Record keeping, Implementation of the New Competence-Based Curriculum and New teacher policy, Learner Centred Teaching and Learning, Integration of ICT for enhanced teaching and learning, Classroom management, and Project-Based Learning in this school.

ICT Computer Laboratories

UCC through UCUSAF has installed ICT computer labs in over 1,000 secondary schools, tertiary institutions, and universities. All these schools currently teach the ICT subject either at O-level or/and A-Level.

UCC/UCUSAF identifies the sustainability of ICT laboratories in Schools and Colleges as a major Challenge. A study done in 2018 found that 40% of the laboratories were in semi-operable condition (RCDF Report). The maintenance issues identified were of a kind that could easily be trouble-shot by a trained computer teacher.

Even Schools that have not yet received Computers from UCC are being supported through teachers’ capacity building.

Mt. Zion High School Iganga, New Curriculum Implementation, Teaching and Learning Resources, ICT Club, Staff Professional Development.

Digital Teaching and Learning Resources for Schools

Implementation Lower Secondary Competency-Based Curriculum (CBC)

Schools are implementing the Lower Secondary Competency-Based Curriculum (CBC) with S.1 learners as they progress to the next class. With the support of NCDC and the Master Trainers, teachers are gaining a deeper understanding of the implementation of the curriculum.

Project-Based Learning (PBL) is a key focus with projects that students will undertake at every end of the topic. Teachers will then be required to note the student's progress before any new topic is introduced.

KAWA recommends the creation of Teacher mentors and a Professional Learning Community (PLC) in the school so that teachers who have not been oriented to the revised curriculum can get help from their colleagues at school to understand the expectations of the new curriculum.

In the new curriculum, there is a provision for the pre-Vocational component of education which is in the line with the World of Work requirements and in line with the Skilling Uganda strategy. This is aimed at preparing learners at an early age with the opportunity to understand and appreciate vocational work, recognize its importance and later join the world of work in this area.

Subjects that will benefit from this arrangement include performing arts, Agriculture, ICT, Nutrition and Food Technology, Art and Design, Technology and Design, Physical Education, and Entrepreneurship.

Learners studying these subjects will have the option of being assessed in the occupational competence equivalent to Level 1 at the Directorate of Industrial Training (DIT) at the end of senior three.

Mt. Zion High School Iganga, New Curriculum Implementation, Teaching and Learning Resources, ICT Club, Staff Professional Development.

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The post Mt. Zion High School Iganga, New Curriculum Implementation, Teaching and Learning Resources, ICT Club, Staff Professional Development. appeared first on KAWA Uganda.

Kiribaki Secondary School is located in Bukoyo Parish, Bulamagi Subcounty, Iganga District Of Uganda.

On this page, you will get more information on Kiribaki Secondary School, New Curriculum Implementation, Teaching and Learning Resources, ICT Club, Staff Professional Development.

KAWA is working with UCC through UCUSAF to launch ICT clubs in all secondary schools in Uganda. The key objective of these clubs is to build the students' ICT skills more effectively and responsibly, drive creativity and innovation and develop the capacity of learners and their teachers in the care and maintenance of the Computer Laboratory. The ICT clubs will also be connected to nearby universities for further mentorship. 

Expect more updates on this page and the individual school website about the progress made by KAWA towards the tooling and retooling of teachers from this school and the new plans for teacher professional development. Gaps to be addressed by KAWA Uganda Workshops include the Pedagogical skills gap, ICT skills gap, Formative assessment gap, Understanding and interpretation of the syllabus gap.

Other Modules are using ICT in assessment for Learning and Record keeping, Implementation of the New Competence-Based Curriculum and New teacher policy, Learner Centred Teaching and Learning, Integration of ICT for enhanced teaching and learning, Classroom management, and Project-Based Learning in this school.

ICT Computer Laboratories

UCC through UCUSAF has installed ICT computer labs in over 1,000 secondary schools, tertiary institutions, and universities. All these schools currently teach the ICT subject either at O-level or/and A-Level.

UCC/UCUSAF identifies the sustainability of ICT laboratories in Schools and Colleges as a major Challenge. A study done in 2018 found that 40% of the laboratories were in semi-operable condition (RCDF Report). The maintenance issues identified were of a kind that could easily be trouble-shot by a trained computer teacher.

Even Schools that have not yet received Computers from UCC are being supported through teachers’ capacity building.

Kiribaki Secondary School, New Curriculum Implementation, Teaching and Learning Resources, ICT Club, Staff Professional Development.

Digital Teaching and Learning Resources for Schools

Implementation Lower Secondary Competency-Based Curriculum (CBC)

Schools are implementing the Lower Secondary Competency-Based Curriculum (CBC) with S.1 learners as they progress to the next class. With the support of NCDC and the Master Trainers, teachers are gaining a deeper understanding of the implementation of the curriculum.

Project-Based Learning (PBL) is a key focus with projects that students will undertake at every end of the topic. Teachers will then be required to note the student's progress before any new topic is introduced.

KAWA recommends the creation of Teacher mentors and a Professional Learning Community (PLC) in the school so that teachers who have not been oriented to the revised curriculum can get help from their colleagues at school to understand the expectations of the new curriculum.

In the new curriculum, there is a provision for the pre-Vocational component of education which is in the line with the World of Work requirements and in line with the Skilling Uganda strategy. This is aimed at preparing learners at an early age with the opportunity to understand and appreciate vocational work, recognize its importance and later join the world of work in this area.

Subjects that will benefit from this arrangement include performing arts, Agriculture, ICT, Nutrition and Food Technology, Art and Design, Technology and Design, Physical Education, and Entrepreneurship.

Learners studying these subjects will have the option of being assessed in the occupational competence equivalent to Level 1 at the Directorate of Industrial Training (DIT) at the end of senior three.

Kiribaki Secondary School, New Curriculum Implementation, Teaching and Learning Resources, ICT Club, Staff Professional Development.

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The post Kiribaki Secondary School, New Curriculum Implementation, Teaching and Learning Resources, ICT Club, Staff Professional Development. appeared first on KAWA Uganda.

King Of Kings  Secondary School is located in Bugumba Ward Parish, Northern Division Subcounty, Iganga District Of Uganda.

On this page, you will get more information on King Of Kings  Secondary School, New Curriculum Implementation, Teaching and Learning Resources, ICT Club, Staff Professional Development.

KAWA is working with UCC through UCUSAF to launch ICT clubs in all secondary schools in Uganda. The key objective of these clubs is to build the students' ICT skills more effectively and responsibly, drive creativity and innovation and develop the capacity of learners and their teachers in the care and maintenance of the Computer Laboratory. The ICT clubs will also be connected to nearby universities for further mentorship. 

Expect more updates on this page and the individual school website about the progress made by KAWA towards the tooling and retooling of teachers from this school and the new plans for teacher professional development. Gaps to be addressed by KAWA Uganda Workshops include the Pedagogical skills gap, ICT skills gap, Formative assessment gap, Understanding and interpretation of the syllabus gap.

Other Modules are using ICT in assessment for Learning and Record keeping, Implementation of the New Competence-Based Curriculum and New teacher policy, Learner Centred Teaching and Learning, Integration of ICT for enhanced teaching and learning, Classroom management, and Project-Based Learning in this school.

ICT Computer Laboratories

UCC through UCUSAF has installed ICT computer labs in over 1,000 secondary schools, tertiary institutions, and universities. All these schools currently teach the ICT subject either at O-level or/and A-Level.

UCC/UCUSAF identifies the sustainability of ICT laboratories in Schools and Colleges as a major Challenge. A study done in 2018 found that 40% of the laboratories were in semi-operable condition (RCDF Report). The maintenance issues identified were of a kind that could easily be trouble-shot by a trained computer teacher.

Even Schools that have not yet received Computers from UCC are being supported through teachers’ capacity building.

King Of Kings  Secondary School, New Curriculum Implementation, Teaching and Learning Resources, ICT Club, Staff Professional Development.

Digital Teaching and Learning Resources for Schools

Implementation Lower Secondary Competency-Based Curriculum (CBC)

Schools are implementing the Lower Secondary Competency-Based Curriculum (CBC) with S.1 learners as they progress to the next class. With the support of NCDC and the Master Trainers, teachers are gaining a deeper understanding of the implementation of the curriculum.

Project-Based Learning (PBL) is a key focus with projects that students will undertake at every end of the topic. Teachers will then be required to note the student's progress before any new topic is introduced.

KAWA recommends the creation of Teacher mentors and a Professional Learning Community (PLC) in the school so that teachers who have not been oriented to the revised curriculum can get help from their colleagues at school to understand the expectations of the new curriculum.

In the new curriculum, there is a provision for the pre-Vocational component of education which is in the line with the World of Work requirements and in line with the Skilling Uganda strategy. This is aimed at preparing learners at an early age with the opportunity to understand and appreciate vocational work, recognize its importance and later join the world of work in this area.

Subjects that will benefit from this arrangement include performing arts, Agriculture, ICT, Nutrition and Food Technology, Art and Design, Technology and Design, Physical Education, and Entrepreneurship.

Learners studying these subjects will have the option of being assessed in the occupational competence equivalent to Level 1 at the Directorate of Industrial Training (DIT) at the end of senior three.

King Of Kings  Secondary School, New Curriculum Implementation, Teaching and Learning Resources, ICT Club, Staff Professional Development.

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The post King Of Kings  Secondary School, New Curriculum Implementation, Teaching and Learning Resources, ICT Club, Staff Professional Development. appeared first on KAWA Uganda.

Kigulu College is located in Namungalwe Parish, Namungalwe Subcounty, Iganga District Of Uganda.

On this page, you will get more information on Kigulu College, New Curriculum Implementation, Teaching and Learning Resources, ICT Club, Staff Professional Development.

KAWA is working with UCC through UCUSAF to launch ICT clubs in all secondary schools in Uganda. The key objective of these clubs is to build the students' ICT skills more effectively and responsibly, drive creativity and innovation and develop the capacity of learners and their teachers in the care and maintenance of the Computer Laboratory. The ICT clubs will also be connected to nearby universities for further mentorship. 

Expect more updates on this page and the individual school website about the progress made by KAWA towards the tooling and retooling of teachers from this school and the new plans for teacher professional development. Gaps to be addressed by KAWA Uganda Workshops include the Pedagogical skills gap, ICT skills gap, Formative assessment gap, Understanding and interpretation of the syllabus gap.

Other Modules are using ICT in assessment for Learning and Record keeping, Implementation of the New Competence-Based Curriculum and New teacher policy, Learner Centred Teaching and Learning, Integration of ICT for enhanced teaching and learning, Classroom management, and Project-Based Learning in this school.

ICT Computer Laboratories

UCC through UCUSAF has installed ICT computer labs in over 1,000 secondary schools, tertiary institutions, and universities. All these schools currently teach the ICT subject either at O-level or/and A-Level.

UCC/UCUSAF identifies the sustainability of ICT laboratories in Schools and Colleges as a major Challenge. A study done in 2018 found that 40% of the laboratories were in semi-operable condition (RCDF Report). The maintenance issues identified were of a kind that could easily be trouble-shot by a trained computer teacher.

Even Schools that have not yet received Computers from UCC are being supported through teachers’ capacity building.

Kigulu College, New Curriculum Implementation, Teaching and Learning Resources, ICT Club, Staff Professional Development.

Digital Teaching and Learning Resources for Schools

Implementation Lower Secondary Competency-Based Curriculum (CBC)

Schools are implementing the Lower Secondary Competency-Based Curriculum (CBC) with S.1 learners as they progress to the next class. With the support of NCDC and the Master Trainers, teachers are gaining a deeper understanding of the implementation of the curriculum.

Project-Based Learning (PBL) is a key focus with projects that students will undertake at every end of the topic. Teachers will then be required to note the student's progress before any new topic is introduced.

KAWA recommends the creation of Teacher mentors and a Professional Learning Community (PLC) in the school so that teachers who have not been oriented to the revised curriculum can get help from their colleagues at school to understand the expectations of the new curriculum.

In the new curriculum, there is a provision for the pre-Vocational component of education which is in the line with the World of Work requirements and in line with the Skilling Uganda strategy. This is aimed at preparing learners at an early age with the opportunity to understand and appreciate vocational work, recognize its importance and later join the world of work in this area.

Subjects that will benefit from this arrangement include performing arts, Agriculture, ICT, Nutrition and Food Technology, Art and Design, Technology and Design, Physical Education, and Entrepreneurship.

Learners studying these subjects will have the option of being assessed in the occupational competence equivalent to Level 1 at the Directorate of Industrial Training (DIT) at the end of senior three.

Kigulu College, New Curriculum Implementation, Teaching and Learning Resources, ICT Club, Staff Professional Development.

v

The post Kigulu College, New Curriculum Implementation, Teaching and Learning Resources, ICT Club, Staff Professional Development. appeared first on KAWA Uganda.

Itanda Secondary School is located in Itanda Parish, Nabitende Subcounty, Iganga District Of Uganda.

On this page, you will get more information on Itanda Secondary School, New Curriculum Implementation, Teaching and Learning Resources, ICT Club, Staff Professional Development.

KAWA is working with UCC through UCUSAF to launch ICT clubs in all secondary schools in Uganda. The key objective of these clubs is to build the students' ICT skills more effectively and responsibly, drive creativity and innovation and develop the capacity of learners and their teachers in the care and maintenance of the Computer Laboratory. The ICT clubs will also be connected to nearby universities for further mentorship. 

Expect more updates on this page and the individual school website about the progress made by KAWA towards the tooling and retooling of teachers from this school and the new plans for teacher professional development. Gaps to be addressed by KAWA Uganda Workshops include the Pedagogical skills gap, ICT skills gap, Formative assessment gap, Understanding and interpretation of the syllabus gap.

Other Modules are using ICT in assessment for Learning and Record keeping, Implementation of the New Competence-Based Curriculum and New teacher policy, Learner Centred Teaching and Learning, Integration of ICT for enhanced teaching and learning, Classroom management, and Project-Based Learning in this school.

ICT Computer Laboratories

UCC through UCUSAF has installed ICT computer labs in over 1,000 secondary schools, tertiary institutions, and universities. All these schools currently teach the ICT subject either at O-level or/and A-Level.

UCC/UCUSAF identifies the sustainability of ICT laboratories in Schools and Colleges as a major Challenge. A study done in 2018 found that 40% of the laboratories were in semi-operable condition (RCDF Report). The maintenance issues identified were of a kind that could easily be trouble-shot by a trained computer teacher.

Even Schools that have not yet received Computers from UCC are being supported through teachers’ capacity building.

Itanda Secondary School, New Curriculum Implementation, Teaching and Learning Resources, ICT Club, Staff Professional Development.

Digital Teaching and Learning Resources for Schools

Implementation Lower Secondary Competency-Based Curriculum (CBC)

Schools are implementing the Lower Secondary Competency-Based Curriculum (CBC) with S.1 learners as they progress to the next class. With the support of NCDC and the Master Trainers, teachers are gaining a deeper understanding of the implementation of the curriculum.

Project-Based Learning (PBL) is a key focus with projects that students will undertake at every end of the topic. Teachers will then be required to note the student's progress before any new topic is introduced.

KAWA recommends the creation of Teacher mentors and a Professional Learning Community (PLC) in the school so that teachers who have not been oriented to the revised curriculum can get help from their colleagues at school to understand the expectations of the new curriculum.

In the new curriculum, there is a provision for the pre-Vocational component of education which is in the line with the World of Work requirements and in line with the Skilling Uganda strategy. This is aimed at preparing learners at an early age with the opportunity to understand and appreciate vocational work, recognize its importance and later join the world of work in this area.

Subjects that will benefit from this arrangement include performing arts, Agriculture, ICT, Nutrition and Food Technology, Art and Design, Technology and Design, Physical Education, and Entrepreneurship.

Learners studying these subjects will have the option of being assessed in the occupational competence equivalent to Level 1 at the Directorate of Industrial Training (DIT) at the end of senior three.

Itanda Secondary School, New Curriculum Implementation, Teaching and Learning Resources, ICT Club, Staff Professional Development.

v

The post Itanda Secondary School, New Curriculum Implementation, Teaching and Learning Resources, ICT Club, Staff Professional Development. appeared first on KAWA Uganda.

Iganga Town View Secondary School is located in Igamba Ward Parish, Northern Division Subcounty, Iganga District Of Uganda.

On this page, you will get more information on Iganga Town View Secondary School, New Curriculum Implementation, Teaching and Learning Resources, ICT Club, Staff Professional Development.

KAWA is working with UCC through UCUSAF to launch ICT clubs in all secondary schools in Uganda. The key objective of these clubs is to build the students' ICT skills more effectively and responsibly, drive creativity and innovation and develop the capacity of learners and their teachers in the care and maintenance of the Computer Laboratory. The ICT clubs will also be connected to nearby universities for further mentorship. 

Expect more updates on this page and the individual school website about the progress made by KAWA towards the tooling and retooling of teachers from this school and the new plans for teacher professional development. Gaps to be addressed by KAWA Uganda Workshops include the Pedagogical skills gap, ICT skills gap, Formative assessment gap, Understanding and interpretation of the syllabus gap.

Other Modules are using ICT in assessment for Learning and Record keeping, Implementation of the New Competence-Based Curriculum and New teacher policy, Learner Centred Teaching and Learning, Integration of ICT for enhanced teaching and learning, Classroom management, and Project-Based Learning in this school.

ICT Computer Laboratories

UCC through UCUSAF has installed ICT computer labs in over 1,000 secondary schools, tertiary institutions, and universities. All these schools currently teach the ICT subject either at O-level or/and A-Level.

UCC/UCUSAF identifies the sustainability of ICT laboratories in Schools and Colleges as a major Challenge. A study done in 2018 found that 40% of the laboratories were in semi-operable condition (RCDF Report). The maintenance issues identified were of a kind that could easily be trouble-shot by a trained computer teacher.

Even Schools that have not yet received Computers from UCC are being supported through teachers’ capacity building.

Iganga Town View Secondary School, New Curriculum Implementation, Teaching and Learning Resources, ICT Club, Staff Professional Development.

Digital Teaching and Learning Resources for Schools

Implementation Lower Secondary Competency-Based Curriculum (CBC)

Schools are implementing the Lower Secondary Competency-Based Curriculum (CBC) with S.1 learners as they progress to the next class. With the support of NCDC and the Master Trainers, teachers are gaining a deeper understanding of the implementation of the curriculum.

Project-Based Learning (PBL) is a key focus with projects that students will undertake at every end of the topic. Teachers will then be required to note the student's progress before any new topic is introduced.

KAWA recommends the creation of Teacher mentors and a Professional Learning Community (PLC) in the school so that teachers who have not been oriented to the revised curriculum can get help from their colleagues at school to understand the expectations of the new curriculum.

In the new curriculum, there is a provision for the pre-Vocational component of education which is in the line with the World of Work requirements and in line with the Skilling Uganda strategy. This is aimed at preparing learners at an early age with the opportunity to understand and appreciate vocational work, recognize its importance and later join the world of work in this area.

Subjects that will benefit from this arrangement include performing arts, Agriculture, ICT, Nutrition and Food Technology, Art and Design, Technology and Design, Physical Education, and Entrepreneurship.

Learners studying these subjects will have the option of being assessed in the occupational competence equivalent to Level 1 at the Directorate of Industrial Training (DIT) at the end of senior three.

Iganga Town View Secondary School, New Curriculum Implementation, Teaching and Learning Resources, ICT Club, Staff Professional Development.

v

The post Iganga Town View Secondary School, New Curriculum Implementation, Teaching and Learning Resources, ICT Club, Staff Professional Development. appeared first on KAWA Uganda.