Implementing the Uganda lower secondary competence-based curriculum: the equity question

Purpose This paper aims to explore the extent to which the Uganda lower secondary curriculum (LSC) reform, instituted in January 2020, has ensured equitable educational opportunities for secondary school learners considering school and learner socio-economic status. Design/methodology/approach A qualitative approach was adopted in which the experiences and perceptions of both facilitators and implementers of the reform were gathered using interviews and lesson observations. Findings Data revealed disparities among high and low socio-economic-status schools in their preparedness and capacity to implement the reform, with the consequence of divergent educational opportunities for learners in these contexts. Research limitations/implications The sample was limited to government-aided secondary schools and thus excluded private schools; the majority in Uganda. This means that the findings may be limited in generalizability. However, the majority of private schools serve the lower socio-economic demographic, so the study findings and implications may extend to them as well. Practical implications The findings suggest that unless the government intervenes with measures to boost the capacity of schools in low socio-economic contexts to implement the reform, the outcome of the curriculum may be a society further stratified along socio-economic lines. Social implications The findings indicate that the new LSC may contribute greatly to social stratification through disparate educational opportunities for different sections of the Ugandan populace. This could work against national socio-economic ambitions and also lead to non-achievement of the UN SDG4 of quality, equitable, inclusive education for all. Originality/value This paper demonstrates how Uganda, a developing nation, is faring in the achievement of the global educational policy goal of equity in the implementation of its competence-based LSC reform. It highlights key policy and research gaps that should be addressed to promote equitable learning opportunities for all learners.