Is the new secondary curriculum realistic?

By Giregon Olupot

The new curriculum proposed by the National Curriculum Development Centre (NCDC) is to be piloted in 20 schools next year before it is finally rolled out in all schools in 2018. One of the sweeping changes in this curriculum is the proposal by NCDC to merge physics, chemistry and biology into general science.

This, happening at a time when Primary Level Science should be split into its integral branches: Physics, chemistry and biology, is disturbing indeed!

Leading nations in the field of science and technology are investing in digging new insights into atomic and sub-atomic particles as well as molecular biology and their applications in the fields of food, agriculture, medicine, nuclear technology, and nanotechnology.

Other areas of study include information and communication technology, civil aviation, remote sensing, and space exploration.

All these require a strong foundation in basic physics, chemistry and biology.

The branches of science are unique yet complementary, interdependent and mutually reinforcing. How will the subjects' merger into ‘science' as NCDC has already done, help elevate Uganda's contribution to the world's body of knowledge, technological independence and sovereignty?

Do we really understand who the architects behind the new curriculum, and their motives? There is no place I have gone to and not found Ugandans in very coveted positions: USA, Australia, New Zealand and Europe.

I could have decided to remain abroad after my Doctorate of Philosophy, had I wished to. If our curriculum was the problem, why are we shining abroad? If our curriculum and education system were to blame for non-performance as alleged and not the non-rewarding environment in Uganda, how come Ugandan employees are stars abroad?

How come that the same powers who are pushing for ‘reforming' our curricula are the ones threatening to impose sanctions on us and ‘cut aid', should Uganda send medical doctors and nurses to Trinidad and Tobago among other countries?

In any case, do we as a country have a vision and road map? If we do, why would we accept to be dragged into a direction that buries us scientifically as the NCDC has proposed? The ‘experts' at the NCDC ought to have known that what they are proposing is nothing new, because Tanzania already experimented with their curriculum.

Whereas Tanzania is strong on humanities, they are very weak in the field of science and technology. These ‘experts' ought to be reminded that in this era and age, it is all about the struggle to use technologically subjugate foolish communities and turning them into the market. At time, they are made brokers of the products of science and technology, which should not be allowed to master.

There is still room to save our children from being turned into academic dwarfs and cheerers/brokers of the products of the very sophisticated science and technology they are about to be robbed of!

The writer is a lecturer at the College of Agricultural and Environmental Sciences; Makerere University