Early childhood care and education describes the period of learning that takes place from birth to 8 years old. Early Childhood Education is a term that refers to educational programs and strategies geared toward children from birth to the age of eight. Early childhood education often focuses on guiding children to learn through play.

The Aims and Objectives of Early Childhood Care and Education

According to the “Education for National Integration and Development”, (Government White Paper on The Education Policy Review Commission Report – 1992), the aims and Objectives of pre-primary education are under listed:

• To develop capabilities and healthy physical growth of the child through play/ activities.
• To help the child develop good social habits as an individual and as a member of society.
• To develop moral values in the child.
• To receive work from the academic departments and evaluate make recommendations on how to improve it.
• To enrich the child’s experience by developing imagination, self-reliance and thinking power.
• To help the child towards appreciating his/her national cultural background and customs, and developing a feeling of love and care for other people and for Uganda and a sense of unity leading to a national stance.
• To develop language and communication skills in the mother tongue.

The primary school Curriculum is intended to address the following national aims of education in general and the aims and objectives of primary education in particular as outlined in the Government White Paper on the Education Policy Review Commission Report (1992).

Aims and Objectives of Primary Education in Uganda

At the Primary education level, the national aims of education can be translated to include the following aims and objectives:

• To enable individuals to acquire functional literacy, numeracy and communication skills in Ugandan languages and English.
• To develop and maintain sound mental and physical health.
• To instil the value of living and working cooperatively with other people and caring for others in the community.
• To develop cultural, moral and spiritual values of life.
• To inculcate an understanding of and appreciation, for, the protection and utilization of the natural environment using scientific and technological knowledge.
• To develop a sense of patriotism and unity, an understanding of one’s rights and responsibilities and an appreciation of the need to participate actively in civic matters.
• To develop the pre-requisite for continuing education and development.
• To develop adequate practical skills for making a living.
• To develop an appreciation for the dignity of work and for making a living through one’s honest effort.
• To develop the ability to use the problem-solving approach in various life situations.
• To develop discipline and good manners

The curriculum is meant to consolidate the achievements of the earlier classes. Each subject has learning outcomes for each topic; content and language competencies. It is also intended to provide the learners with basic knowledge in the various subjects, skills, attitudes, practices and values important for learners and to prepare them for:

• Secondary education.
• The world of work.
• Scientific and technical application of knowledge.
• Life skills.

The curriculum is divided into three phases, each with its own structure of knowledge, skills and learning outcomes specified in terms of the type and level of skills to be achieved.

Phase 1 (Primary One – Three): Basic Skills; The thematic approach is used as the organising principle for arranging the competencies and knowledge content in Primary 1 – 3.

The Thematic Curriculum (P.1-P.3) has the following key features:

1. The use of themes that interest children; the class-teacher-system.
2. Use of non-textbook materials.
3. The class-teacher system
4. The use of a familiar Language/language commonly used by the community as a medium of instruction.
5. Continuous assessment of learners’ achievement

The themes were selected as those most likely to be relevant to learners reflecting their everyday interests and activities as well as educational aims and objectives. The themes focus on the knowledge and skills to be acquired by learners which include literacy, numeracy, life skills and values. However, Religious Education and Physical Education, are presented separately and taught alongside the themes. There are twelve themes per class. The content in the themes is organised under the strands which include; News, Oral Literature, Mathematics, Literacy I, Literacy II, English, Creative Performing Arts (Music, Art and Crafts), Physical Education, Religious Education, Free Activity, Library. Each strand indicates the competences to be developed and demonstrated by the learners

Phase 2 (Primary Four): The Transition Year; This is a single year in which learners change from a theme – based to a subject based curriculum and gradually from the use of a familiar language to English as a Language of instruction. The emphasis is rearranging content, concepts and skills rather than introducing new content or concepts. The Primary4 curriculum is unique because it is placed between two levels, the Thematic and the Subject-Based arrangement. They also gradually shift from using a familiar language to English as a medium of instruction. The focus for Primary 4 is on the development of English language since it is the language of instruction from Primary 4 to 7.

Phase 3 (Primary Five – Seven) Subject-based; The concepts, knowledge and skills are arranged in subjects. Primary school subject syllabuses were aligned with and lay a good foundation for secondary school subjects. The content to be taught from Primary 4 to Primary 7 is organised into subject areas. Two types of competences are introduced: subject and language competences and are based on the content of the topic. The language competences aim at promoting learner’s confidence in the use of English or local language for both oral and written forms.

The Primary 5,6 &7 Curricular are presented in two sets of documents. Set One comprises English, Integrated Science, Social Studies, Local Language, Mathematics and Religious Education (Christian Religious Education & Islamic Religious Education while Set Two comprises Creative Arts and Physical Education.

Structure of the Curriculum

The Primary Four to Seven Curriculum consists of the following subjects:

1. English
2. Mathematics
3. Social Studies
4. Integrated Science
5. 5.Local Language
6. Creative Arts and Physical Education

• CAPE 1 – Music, Dance and Drama
• CAPE 2 – Physical Education
• CAPE 3 – Art & TechnologReligious Education:

• Christian Religious Education
• Islamic Religious Education

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.
• Carrying out assessment in different areas of special needs.
• 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?

• 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

1. Conformity to the Syllabus.
2. Content/Subject matter.
   • Relevance of the subject
   • Accuracy of facts & concepts
   • Appropriateness to the target users
   • Logical Presentation
   • Promotion of Ugandan local issues
   • 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.
   • Persons and events portrayed.
   • Gender
   • Objectivity
   • National groups
7. Layout and design.
   • Binding
   • Quality of paper used
   • Font type according to the target users
   • Colour used according to the target users

NCDC has a vibrant research and evaluation department whose strategic objective is to provide relevant and up-to-date information for curriculum Development. The department has continued to inform and guide the curriculum development process in this country. The Research and Evaluation department at NCDC is a cross cutting department that supports other academic departments in research and evaluation related activities. It consists of two units. The Research and evaluation and the library unit.

The responsibilities of the Research and Evaluation department include; conducting research and evaluation studies in curricula and educational programs; Evaluate the effectiveness of instructional materials and methods in educational institutions; training panel members in research methods and techniques; producing research reports for curriculum planning and management; disseminating information and findings to promote understanding and better practices of curriculum implementation; maintaining an efficient document unit and providing relevant and up-to-date information resources for curriculum development.

The department of recent has engaged in a number of activities including; dissemination of the findings on the Effectiveness of the Uganda Primary Four Curriculum in the four regions in Uganda; A study on assessing the implementation of the Subsidiary Mathematics and Subsidiary Information Technology Curricula at Advanced level.

The Library Unit

The Library is a Unit under the Research and Evaluation Department with an aim of providing relevant and up-to-date information for Curriculum development. It consists of the main library (reading space), the front/service desk, and the Librarian’s office which has the Reserve, Special collection, and the Reference sections.

It has a collection of about 7,700 books including syllabi for Pre-Primary and Primary, Secondary and BTVET levels; textbooks for different subjects (Curriculum development, Research, Human resource management, Economics, Physics, Biology, etc); UNEB Past papers; various Government publications; Newspaper dailies; local language Orthographies; and other reference materials. The Library subscribes to and is a member to the Consortium of Uganda University Libraries (CUUL) and this enables it have access to at least 32 Electronic Databases Other Library Services include: providing lending services to staff, Current Awareness Services, Reference Services, User education and Training, Issuance of the ISBN & ISSN to the Production unit, Selective Dissemination of Information, and assisting in the acquisition of Copyright for NCDC publications.

Functions

• Controls, guides and implements the Centre’s research and consultancy programs
• Coordinates the initiation, planning and development of a research and consultancy strategy for the organization that contributes to the overall development of the Centre’s strategic plan
• Coordinates research and consultancy projects and monitor contract performance to ensure that they deliver timely and cost-effective results that enhance the effectiveness of the Centre’s service delivery.

• Develop and Implement ICT policies, procedures and plans.
• Oversee the implementation of NCDC’s Digital Agenda.
• Provide ICT awareness and guidance on Integration of ICT in all operations of the Centre.
• Source and promote partnerships and collaborations for the advancement of ICT use in Education.
• Maintain the inventory of all curriculum materials developed by the Centre.
• Support all departments with the ICT tools required to undertake their activities.
• Come up with ICT innovations that focus on cost cutting and sustainability.
• Manage and maintain the ICT infrastructure at the Centre.
• Ensure functionality and security of all ICT systems.
• Illustrate, Design and Layout NCDC publications
• Design and maintain NCDC’s communication channels including the website and social media.