Directorates-4

Functions of Finance Department

• Manage and coordinate all procurement and disposal activities of the Ministry.
• Act as a secretariat and support the functionality of the contracts committeee.
• Act as representative and liaison of the PPDA.
• Support the functioning and implement the decisions of the Procurement Authority.
• Prepare tendering documents and advertise the tender opportunities.
• Providing technical guidance to the Missions on procurement and disposal matters.

Functions

Plans, directs, oversees and coordinates the Human Resource and Administrative function at the Centre. Coordinates the designing and implementation of effective regular reviews of Human Resource policies, procedures and programmes for harmonious working relationships. Develops and coordinates employee induction and on the job- orientation courses aimed at providing employees with relevant information about their work and the Centre. Conducts training needs assessments and prepares staff Training and Development programmes under the guidance of the Human Resource Mana.

Functions of Internal Audit

• Verify the existence of assets and recommend proper safeguards for their protection.
• Evaluate the adequacy of the system of internal controls.
• Recommend improvements in controls.
• Assess compliance with policies and procedures and sound business practices.
• Assess compliance with laws and contractual obligations.
• Review operations/programs to ascertain whether results are consistent with established objectives and whether the operations/programs are being carried out as planned.
• Investigate reported occurrences mismanagement of resources.
• Act as consultancy Unit of the Centre, etc.

Reporting structure of the Internal Audit function

The Internal Audit function has two reporting lines: to the Governing Council through the Audit and Risk Assurance Committee; administratively and to the Director/Accounting Officer. However, in accordance with the Public Finance Management Act (PFMA), 2015 (as amended), Internal Audit functionally also reports to the Sector Audit Committee and the Internal Auditor General (IAG).

Reporting structure of the Internal Audit function

The Internal Audit function has two reporting lines: to the Governing Council through the Audit and Risk Assurance Committee; administratively and to the Director/Accounting Officer. However, in accordance with the Public Finance Management Act (PFMA), 2015 (as amended), Internal Audit functionally also reports to the Sector Audit Committee and the Internal Auditor General (IAG).

Functions of Finance Department

• Obtaining and handling any monies on behalf of the NCDC.
• The department controls the income and expenditure in addition to ensuring effective business running with minimum disruptions.
• Handles the payroll, income and expenses.
• Conducts cost-benefit analysis to improve key business strategies.
• Keeps and manages all account records of NCDC.
• Reconciles NCDC’s financial registers to make suitable business decisions.
• Bookkeeping and income statement preparations.
• Manages statutory deductions from employees.
• Filing requisite financial data to the auditors and Ministry of Finance.
• Plans and implements the NCDC's financial year budget.
• Conducts research and collects data to use in temporary and permanent financial forecasts.
• Plans for acquiring, updating and maintaining the latest operations systems to improve efficiency.

Purpose

To design and guide institutional strategic and capital investment planning; budget and mobilise resources for the implementation of interventions; as well as monitor, evaluate and advice on the achievement of results.

Main Duties and Responsibilities

• Oversee development/review and effective implementation of the strategic plan, functions and mandate of the Centre.
• Spearhead the implementation of the institutional M and E Framework and Plans, monitoring exercises and methodologies of baseline, mid-term, end-term and ex-post evaluations, coordinate reporting and dissemination.
• Secretariat to the Centre’s Budget Committee and advise management on matters of planning, budgeting, capital investments, M and E and compliance to national economic development guidelines.
• Oversee the design and implementation of capital investment projects.
• Keeps and manages all account records of NCDC.
• Spearhead and coordinate institutional resource mobilisation initiatives.

The primary school curriculum in Uganda is designed to align with national aims and objectives of education. These include fostering literacy, numeracy, and communication skills, promoting physical and mental health, instilling cooperative values, nurturing cultural and moral understanding, encouraging environmental stewardship, cultivating patriotism and civic engagement, preparing for further education and practical skills, fostering dignity of work, problem-solving abilities, discipline, and good manners.

The curriculum is structured into three phases:

• Phase 1 (Primary One – Three): Focuses on basic skills using a thematic approach, emphasizing literacy, numeracy, life skills, and values, with themes selected to reflect learners’ interests and everyday activities.
• Phase 2 (Primary Four): Transition year from theme-based to subject-based curriculum, with emphasis on English language development as the medium of instruction.
• Phase 3 (Primary Five – Seven): Subject-based curriculum covering English, Mathematics, Social Studies, Integrated Science, Local Language, Creative Arts, Physical Education, and Religious Education (Christian and Islamic).

The curriculum aims to equip students with foundational knowledge, skills, and attitudes necessary for secondary education, the workforce, scientific and technical applications, and life skills. It emphasizes language competency, critical thinking, and cultural appreciation, while gradually transitioning students to English as the primary medium of instruction.

About the Secondary Department

The Secondary Department is among the seven departments that constitute the Directorate of Curriculum and Materials Development at NCDC. The department is responsible for designing and developing curricula and curriculum materials for secondary level education.

Structure of Secondary Education

Secondary education is divided into two cycles:

1. Lower Secondary Education (UCE)

This cycle leads to the award of the Uganda Certificate of Education (UCE) and lasts four academic years. The curriculum menu at this level consists of 35 subjects, including:

English, Mathematics, History & Political Education, Geography, Physics, Biology, Chemistry, General Science, Physical Education, Christian Religious Education (CRE), Islamic Religious Education (IRE), Entrepreneurship, Kiswahili, Agriculture, Information Communication Technology (ICT), French, German, Latin, Arabic, Chinese, Literature in English, Art and Design, Performing Arts, Technology and Design, Nutrition & Food Technology, Ateso, Dhopadhola, Leb Acoli, Leblango, Luganda, Lugbarati, Lumasaaba, Lusoga, Runyoro-Rutooro and Runyankore-Rukiga.

At Senior One and Two, there are eleven (11) compulsory subjects: English Language, Mathematics, History and Political Education, Geography, Physics, Biology, Chemistry, Physical Education, Religious Education, Entrepreneurship and Kiswahili. The rest are elective, giving schools a maximum menu of 15 subjects. Learners take one optional subject for a maximum of 12 subjects.

At Senior Three and Four, the compulsory subjects are seven (7): English Language, Mathematics, History and Political Education, Geography, Physics, Biology and Chemistry. Optional subjects are grouped into three clusters: Pre-vocational, Languages and Religious Education. Learners offer a minimum of 8 and a maximum of 9 subjects (See the Curriculum Frame).

2. Higher Secondary Education (UACE)

This cycle leads to the Uganda Advanced Certificate of Education (UACE) and lasts two academic years. The curriculum menu at this level is made up of 40 subjects, including:

Agriculture, Arabic, Art and Design, Biology, Chemistry, Chinese, Christian Religious Education (CRE), Clothing and Textile, Economics, Entrepreneurship Education, Foods & Nutrition, French, General Paper, Geography, German, History, Islamic Religious Education (IRE), Kiswahili, Latin, Literature, Mathematics, Metal Work, Music, Physics, Subsidiary ICT, Subsidiary Mathematics, Technical Drawing, Wood Work, Ateso, Dhopadhola, Leb Acoli, Leblango, Luganda, Lugbarati, Lumasaaba, Lusoga, Runyoro-Rutooro, Runyankore-Rukiga, Physical Education and Principal ICT.

Mandate

The Secondary Department is mandated to create a structured, relevant and effective learning blueprint that aligns educational goals with student needs, societal demands and future challenges. This enhances teaching quality and improves student outcomes by defining what, why and how students learn.

Key Functions

1. Investigate and evaluate the need for syllabus revision and curriculum reform at O and A Levels of Secondary education.
2. Draft teaching schemes, textbooks and Teachers’ Manuals to support the teaching of the developed curricula.
3. Draft examination guidelines for secondary education in cooperation with teaching institutions and examining bodies.
4. Design and develop teaching aids and instructional materials.
5. Devise, test and evaluate examination questions and methods of examining students.
6. Organize and conduct in-service courses for acquisition of professional skills by teachers of new courses.
7. Organize and conduct courses on objectives and methods of curriculum development for subject panels.
8. Collect, compile, analyse and extract statistical information related to curriculum.
9. Hold subject-specific seminars and conferences to promote best practices.
10. Publish curriculum information to support uptake of changes.
11. Disseminate and promote knowledge and understanding of new curricula, teaching methods and teaching aids.

About us

Special needs department aims at providing cross-cutting or Inclusive education issues done at the centre. Special needs education aims to provide accommodated education for learners with disabilities and special educational needs

Vision

Learners and teachers with special educational needs accessing quality educational learning/instructional materials.

Mission

To coordinate and support the provision of quality and relevant educational materials to all Ugandans.

General Activities of the Department.

• Overseeing and coordinates all activities concerning special needs and inclusiveness at the centre.
• Oversees the development and implementation of special needs and inclusive policies, procedures and plans for proper management of the centres special needs and inclusive resources.
• To advocate for inclusive education (IE) through embracing modification/adaptations in curricular, teaching methods, teaching/learning resources and learning environments.
• Advocates for change of behavior, attitudes, teaching methods, curriculum, environments to address issues of quality and equity
• Advocates for allocation of human resource, material and financial resources to meet the educational needs of all learners.
• Envisages the application of technology in teaching and learning of learners with special educational needs to address of issues of quality and equity

Generic services provided

• Adaptation/modification of the existing curriculum materials to suit the needs of different learners with special education.
• Curriculum material development that supports learners with special educational needs.
• Orientation of teachers and other key stakeholders on the developed materials.
• Training of teachers on the development of teaching and learning materials using the locally available resources.
• Carrying out advocacy.
• Carrying out sensitization on issues of special education.
• Counselling and guidance to teachers, learners and other key stakeholders.
• Carrying out home-based programs in homes with learners with different barriers to learning and development.
• Making referrals to relevant institutions that can provide necessary assistance.
• Assisting the concerned individuals in proper placement of their children

Additional information

Examples of learners with special educational needs are

• Those with learning disabilities such as; dyslexia – having difficulties in reading and writing.
• Those with communication disorders.
• Emotional and behavioral disorders (such as; attention deficit hyperactive disorder ADHD).
• Physical disabilities (such as; cerebral palsy, muscular dystrophy, spinal bifida).
• Development disabilities (such as; autistic spectrum disorder and intellectual disabilities).
• Sensory disabilities (such as; visual impairment and hearing impairment).

Who are we?

Pedagogy and Innovation is a Service Unit that supports the mandate of NCDC by Working hand in hand with existing departments: Early Childhood Development (ECD), Primary, Secondary, Life-long learning skills and Special Needs in ensuring a comprehensive teaching and learning process across all levels.

What do we do?

Learners and teachers with special educational needs accessing quality educational learning/instructional materials.

Mission

To coordinate and support the provision of quality and relevant educational materials to all Ugandans.

What do we do?

• Initiate Pedagogical Solutions in the Curriculum across levels.
• Support existing departments in incorporating pedagogical solutions in the developed.
• Syllabi, books, teaching and learning guides.
• Develop Bulletins, Manuals with methods that equip learners with the 21 st Century Skills.
• Support the existing departments in training teachers to interpret the methodologies in the curriculum and other support materials.
• Partner with other institutions and organizations in fostering the teaching and learning process through innovative methodologies and materials

What are our Activities?

• Research relevant pedagogies.
• Integrating relevant Pedagogical Theories into the Curriculum.
• Develop Bulletins, Manuals, Guides and Resource Books.
• Organize workshops on Pedagogy (Andragogy) and Innovation.
• Training Subject specialists in Pedagogies of the 21st Century.

What we do?

• Building of staff capacity in the area of quality management.
• Coordinating the setting of standards during curriculum development processes.
• Evaluating materials from academic departments and writing recommendations on improvement.
• Evaluating academic materials from the public and writing recommendations on their suitability for use in Uganda’s educational institutions.
• Evaluating for certification other curriculum materials for use in Uganda’s educational institutions.
• Editing, proof reading and styling materials from academic departments and the public.

Parameters for Evaluating Materials

Learners and teachers with special educational needs accessing quality educational learning/instructional materials.

Mission

To coordinate and support the provision of quality and relevant educational materials to all Ugandans.

What do we do?

• Initiate Pedagogical Solutions in the Curriculum across levels.
• Support existing departments in incorporating pedagogical solutions in the developed.
• Syllabi, books, teaching and learning guides.
• Develop Bulletins, Manuals with methods that equip learners with the 21 st Century Skills.
• Support the existing departments in training teachers to interpret the methodologies in the curriculum and other support materials.
• Partner with other institutions and organizations in fostering the teaching and learning process through innovative methodologies and materials

Parameters for Evaluating Materials

1. Conformity to the Syllabus.
2. Content/Subject Matter.
   1. Relevance of the subject
   2. Accuracy of facts & concepts
   3. Appropriateness to the target users
   4. Logical Presentation
   5. Promotion of Ugandan local issues
   6. Originality
3. Appropriateness of language to the target users.
4. Relevance of the tasks/activities in view of the target users.
5. Quality and relevance of illustrations or pictures.
6. Sensitivity.
   1. Persons and events portrayed
   2. Gender
   3. Objectivity
   4. National groups
7. Layout and design.
   1. Binding
   2. Quality of paper used
   3. Font type according to the target users
   4. Colour used according to the target users

Introduction:

The department of Lifelong Skills and Co-curricular (LS and CC) aims at promoting holistic education through enhancement of lifelong skills and co-curricular activities to ensure that education addresses the diverse needs of learners beyond classroom. These skills boost both personal and professional development, prepare learners for real life and world challenges. They complement learning by promoting collaboration and teamwork, critical thinking and creativity, effective communication, problem solving, leadership, digital literacy, and entrepreneurship skills among others. Co-curricular activities on the other hand include sports, athletics, clubs, community services, arts, music, dance, and drama, etc.

Objectives of the department:

Functions of the Department:

Key Areas of Focus are:

Thus, the Department complements other academic departments by promoting co-curricular activities alongside classroom learning; which fosters personal growth and social responsibility.

Access for the departmental materials can be found here: Materials are availiable Here