Education experts want govt to align curriculum with market needs
Prof. Benson Banda, director of the National Science Centre in Zambia, said African education systems are undergoing a continental shift from content-based to competency-based curricula.
Seated second from left to right are: Tuhame Moses, Manager 2nd, ICT Multimedia Services Director, National Curriculum Centre (NCDC), Dr. Godfrey Mangeni, Deputy Director at the Institute of Open Distance and eLearning (IODL) Mukhadaeva Barno, Chief Education (UNICEF), Tony Devine, Vice President Global Peace Foundation Transforming Education initiatives Seattle, Permanent Secretary Kedrick Turyagyenda, Dr Bernadette Nambi Karuhanga, NCDE Director and Dr Richard Irumba, Chairman NCDC. (Photos by Wilfred Sanya)
________________
Education experts have urged the Government to review the curriculum to better address market needs and ensure teachers are adequately trained before new curricula are rolled out.
Prof. Benson Banda, director of the National Science Centre in Zambia, said African education systems are undergoing a continental shift from content-based to competency-based curricula.
Banda made the remarks during a discussion of experts at the 2nd International Curriculum Conference organised by the National Curriculum Development Centre (NCDC) at Speke Resort on August 21, 2026.
Banda said a persistent gap remains between the competencies mandated by policy and the realities of African classrooms, economies and cultures, undermining their relevance to sustainable development.
He recommended that the Government align curriculum policy and assessment, shifting the exam-to-coursework ratio towards 60:40 by 2030. He also called for investment in teacher transformation, with a minimum of 70 hours of annual Continuing Professional Development, and for entrepreneurship to be made compulsory.
St. Aloysius Girls Masaka presenting a poem on the new curriculum during the 2nd International Curriculum Development conference at Speke Resort Munyonyo August 20, 2026.
Peter Kayizzi, a quality assurance officer at NCDC, said Uganda's Competency-Based Curriculum for lower secondary schools was rolled out in 2020, with an emphasis on application rather than the acquisition of knowledge by utilising 21st-century skills.
Kayizzi said the majority of teachers were not used to integrating technology into teaching and learning, adding that a study was needed to establish their perceptions and experiences of such integration.
He revealed that, according to his research in Wakiso District, the integration of information and communication technology (ICT) in teaching and learning enhances learning outcomes by increasing retention.
He advised the Government to provide free ICT gadgets and extend electricity to all parts of the country to promote equity.
Deborah Kyazze from Ndejje University, who spoke about artificial intelligence (AI), said education was being reshaped globally, with growing applications in Uganda's Early Childhood Education (ECE).
She said AI-powered educational tools were helping to create interactive learning platforms.
“Despite the AI benefits, concern about accessibility and usage challenges; there is a need to explore ethical consistencies and recommended strategies for sustainable integration in preschool setting” Kyazze said.
She asserted that ICT enhances interactive learning, engagement and skills development among young learners. Teachers and parents reported positive literacy and social interaction outcomes.
She urged the Government to lower taxation on the internet so that teachers and learners can carry out research. In the case of government promotion, she said professional programmes funded by the Government should be made available for effective implementation across diverse educational settings.