Curriculum Interpretation and Learners’ Attainment of Reading Skills in Uganda a Case of Selected Districts in Acholi Sub-Region
- July 1, 2019
- Posted by: RSIS
- Category: Social Science
International Journal of Research and Innovation in Social Science (IJRISS) | Volume III, Issue VI, June 2019 | ISSN 2454–6186
Sammy Godfrey Poro1, Dr. Marus Eton2, Professor Andrew Peter Yiga1, Associate Professor Julius Caesar Enon3, Fabian Mwosi4
1Nkumba University, Entebbe, Uganda
2Kabale University, Kabale, Uganda
3Lira University, Lira Uganda
5Barham University College, Kabale, Uganda
Abstract:- The study sought to assess the influence of curriculum interpretation on learners’ attainment of reading skills in Acholi Sub region, Uganda. The finding indicated a significant relationship between curriculum interpretation and attainment of learners’ reading skills. The study recommended a more coordinated approach to language policy implementation so that all learners can have the opportunity to learn to read first in their mother tongue and for reading to be beneficial and meaningful for them. Emphasizing instruction in local languages in government primary schools disadvantages learners when it comes to preparation for Primary Leaving Examinations. The government needs to streamline policy on thematic curriculum implementation so that all learners in Uganda are given equal opportunities when it comes to primary leaving examinations.
Keywords: Curriculum Interpretation, Learners, Reading Skills
I. INTRODUCTION
The current study brings out the relationship between curriculum interpretation and attainment of basic reading skills based on thematic curriculum in Acholi sub-region. The education sector reforms in Uganda, as enshrined in the Education Strategic Investment Plan aim at improving the quality of basic education through curricula reform. Uganda has been developing and revising its curricular since the colonial and missionary education days in order to meet the national goals of education in Uganda (Muyanda-Mutebi, 1996).The establishment of National Curriculum Development Centre (NCDC) under the Ministry of Education has come with very little success in managing curriculum reforms in Uganda.Most of the curriculum challenges in Uganda are hinged on issues of curriculum content, pedagogical approach, assessment and language in education policies(Altinyelken, 2015). NCDC appears to be producing mainly instructional materials for the primary school curriculum in Uganda (Muyanda-Mutebi, 1996).
