1Charles Kyasanku
Makerere University - Uganda

REFLECTIONSTeacher competence• No education system is better than the quality of its teachers• Because we are the nation is• The quality of teachers is a reflection of the quality of teacher
training• The teaching profession is not adequately professional in
UgandaCurriculum review• A curriculum is the result of human agency• ITE curriculum should achieve a symbiosis with the reformed
secondary education curriculum which teachers will implement• ITE curriculum must be responsive to changing values andexpectations in secondary education if it is to remain useful2

WHAT ARE TEACHER COMPETENCIES
Teacher competencies are descriptions of what a qualified teacher/educatorin a given country should know and be able to do.
A competence profile is an assessment tool that consists of a list of tools thatan employee needs to possess to be successful in a position
1. To promote “best practices”
2. To provide teachers with a clear focus of goal setting for professional
growth and efficiency.
3. To provide employers with a clear guide of competences to use forpromotion, relocation etc.
4. To help guide teacher training and institutionalization of professional
development activities.

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WHY DEFINE COMPETENCIES
Governments• the results of research and of international comparisons such as PISA and TALIS;• international commitments such as SDG 4• the desire to enhance the quality or effectiveness of education;• other system developments, such as moves towards expressing school curricula in terms oflearning outcomes, or reforming the system of teacher education;• demand from parents or other stakeholders for greater accountability in education systems.
Teaching profession• the need to make the teaching profession more attractive and provide for careerprogression;• the desire to promote teachers’ lifelong learning and engagement in continuing professionaldevelopment;• demand for the professionalization of teaching;• a desire to clarify teachers’ roles;• the growing importance of the role of school leadership; and• the need to assess the quality of teaching.
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REFORMING LOWER SECONDARY CURRICULUM IN UGANDA
 Today’s economy demands a better educated workforce than ever before, and jobs in thisnew economy require more complex knowledge and skills than the jobs of the past.
 In Uganda there is often a cited myth that the economy lacks jobs for young people to fill,finding instead that industries across the economy have created a wealth of new jobs that
require workers with appropriate education and training. This points to a dent in the current
secondary curriculum.
 Over the past 30 years, the lower secondary curriculum has only been changed by adding
content. In spite of new subjects and new content being added, important major areas remainexcluded.
 Recent reform efforts took the approach of attempting to reduce the overall number ofsubjects, mainly by grouping existing ones although with little consensus on what should be
removed from the curriculum to lighten individual subject load.
 To meet the workforce needs, government has set a goal of ensuring that every Ugandan has
access to secondary education to gain the skills needed to rebuild the economy and meetworkforce demands.
 Hence, a radical shift within the secondary education sub-sector; from a curriculum that wasinitially designed for an elite minority of elite children bound for positions within the publicservice, to a curriculum that allows every learner to develop understandings and skills
according to his or her ability and to gain skills needed to meet the workforce demands.
 The proposed reformed framework has eight learning areas: Creative Arts, Languages, Life
Education, Maths, Religious Education, Social Studies, Science and Technology and Enterprise.
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AIMS OF SECONDARY EDUCATION IN UGANDA
1. Instill and promote national unity and an appreciation ofinternational relations and its benefits
2. Appreciation and understanding of Uganda’s cultural heritage
3. Impart sense of self discipline, ethical and spiritual values andresponsibility
4. Acquire understanding of society’s needs
5. Provide current knowledge and practical aspects relative toUganda
6. Develop basic skills required for self employment
7. Develop a range of generic skills
8. Lay the foundation for further education
9. Acquire skills for community problem solving
10. Instill positive attitudes towards work

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BUT WHAT DO WE SEE IN OUR PRODUCTS?
 Inadequate mastery of content

 Lack values & correct attitudes,
 Inadequate analytical skills,
 Inadequate Critical & decision making skills,
 lack of other soft skills,
 Inadequate Entrepreneurial skills,
 Undeveloped talents etc.

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OBJECTIVES OF THE CURRICULUM REFORM• To promote effective learning and acquisition of skills• To address the needs of all students and lay the foundation forimproved pedagogy and assessment procedures which allow
learners to more effectively realise their full potential anddemonstrate their achievements• To address the social and economic needs of the country bymeeting the educational needs of learners who will take jobs in theworld, become self employed people, pursue academic studies
beyond senior four• To allow flexibility to absorb emerging fields of knowledge in a
rapidly changing world• To reduce content overload by specifying a realistic set of
expected learning outcomes with a range of essential generic skills
at the heart of the curriculum.

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TEACHER ISSUES (TISSA REPORT, 2013)

 Teacher quality and quantity

 Proliferation of training institutions: QA issues,
 Competency gaps e.g. ICT, IE
 Model and process of training, CPD is project based & delinked from in-service andpre-service, Gender in teacher ed.,
 Professionalizing teaching, Career paths, institution based assessment,
motivation etc.
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The DACUM Process
Developing a Curriculum (DACUM) is a process that incorporates the use of afocus group in a facilitated storyboarding process to capture the major duties
and related tasks included in an occupation, as well as, the necessary
knowledge, skills, and traits. This cost-effective method provides a quick andthorough analysis of any job.

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DACUM PHILOSOPHY
Step 1. Initial occupational profile• Expert incumbent workers analyze their own job. DACUM utilizes a panel of six toeight high-performing incumbent workers. Over a two-day period, these skilledworkers identify the duties and tasks that make up their job. Under the direction of aneutral facilitator, the panel analyzes their job-related tasks• while using a modified brainstorming process that encompasses a storyboarding
technique. The final result is an occupational profile presented in a chart format,
which describes a job in terms of specific duties and tasks that competent workers
must perform.
Step 2 & 3. Validation process• The occupational profile is validated and vetted through various methods. A peerreview process is utilized in a validation workshop to review the initial profile. Oncepeer reviewed, the profile can then be analyzed through a management review,
allowing the management team to synthesize what the workers said, with what they
expect and believe the job should encompass.
Step 4 & 5. Curriculum development• Once the profile has been validated, a task analysis can be conducted to furtherdefine the job. The validated profile and the task analysis can then be used todevelop a curriculum.

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CURRICULUM ERRORS

1. Failure to teach WHAT should be taught (e.g.,the latest skills & concepts)
2. Teaching WHAT should not be taught (e.g.,
outdated skills & equipment)
3. Failure to consider training environment andglobal threats/trends
DACUM reduces these errors significantly
12Graphic Representation of Job, Duty,
and Task Relationships

Whole Job
Job Divided into
Duties (6-12)
Job Divided into
Duties & Tasks(75-125)

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Key Terms
 Duties A cluster of related tasks
Usually 6-12 per job

 Tasks

Specific meaningful units of work
Usually 6-20 per duty and 75-125 per job

 StepsSpecific elements or activities
required to perform a task
Always two or more per task

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OCCUPATIONAL PROFILE
DUTIES
DUTY A
Participate in planning ofschool programmes

TASKS
A1
A2
Participate in making Participate inschool activities
budgeting process

A3
Participate inmobilization of
resources

A4
Participate inallocation ofresources

A5
Participate indetermination ofschool activitiesB 3
Prepare learning
resources
B 8
Determine learning
venue
C3
Demonstrate skills /activities

B 4
Determine teaching
methods
B9
Organize projects
e.g. exhibition
C 4
Motivate learners’

B 5
Determine learning
activities.

C8
Register learners’
attendance

C9
Evaluate teaching
and learning
process

A6
A7
Participate inParticipate inprocurement process preparation of staff
development plans
DUTY B
Prepare teaching andlearning activities

B 1
Prepare schemes ofwork
B 6
Prepare Lesson notes

B 2
Determine source ofinformation
B 7
Prepare Lesson plans

DUTY C
Deliver teaching andLearning activities

C1
Organize learning
venue

C2
Perform diagnostic
assessment

C6
Manage theLearning process

C7Manage teachinglearning resources(tools + equipment +materials)

C 5
Administer learningassignments
C 10
Carry out remedial
work15

DUTY D
Assess Learning

D1
Prepare assessment
schemeD2
Determine areas ofAssessment

D6
Prepare scoring
guides

D7
D8
D9
Prepare resources for Sensitize learners on
Administer
assessment
assessment rules and Assessment
regulations
D 12
D 13

D 11
Prepare mark sheets
DUTY E
Carry out guidance andcounselling

DUTY F
Carry out co-curricular
activities

E 1
Identify individual
learners guidanceand counsellingneeds.
E 6
Prepare guidanceand counselling
reports

Analyses assessment
results
E 2
Provide sensitization
on guidance andcounselling

D3
Set objectives forassessment

F 2
Prepare equipment
tools and materials

F 6
Nurture learners’
talents

F7
Participate inmentoring ofparticipants.

D 5
Moderate
assessment
instruments
D10
Assess learners
competences

Provide feedback on
assessment
E 3
E 4
E 5
Source resource
Organize guidance Participate inpersons and+ counselling sessions career guidancematerials.
talks

E7
E8
Carry out research on Provide reproductive
development trends health education

F 1
Determine type ofactivities

D4
Prepare assessment
instruments

E9
Provide support tolearners with specialneeds

F 3
F 4
F 5
Prepare co-curricular Participate inSupervise covenues
coaching/mentoring curricular activitiesof participants

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DUTY G

G 1

G 2

G 3

G 4

G 5

Perform occupationalsafety, health + security
Activities.

Participate inhealth, safety &security training

Wear protectivegear

Manage waste
disposal andsanitation.

Apply occupational safety,
health and security
regulations
regulations

Maintain safety andsecurity Measures

G 6

G 7

G 8

G 9

Prepare first aid kit Administer first aid Display safety signs

Engage in sensitisation on
HIV/AIDS & other healthconcerns

DUTY H

H 1

H 2

H 3

H

Carry out administrativetasks

Manageinformation.

Participate inadmission oflearners

Participate in staff
recruitment

Sensitise learners on rules +regulations

Conduct school
assemblies

H 6

HH

H 9

H 10

Assign work

Supervise work

Evaluate work

Manage conflicts

Prepareadministrativerecords

H 11

H 12

H 13

H 14H 15Prepare
accountability
reports

Appraise staff /students

Participate in public
relations activities.

Participate in meetings

Participate indecision making

I 1

I 2

I 3

II

Attend refresher
courses

Provide Support

Mentor others

Attend professional
training

I 7

I 8

I 9

I 10

DUTY I

Participate in continuous Attend technicalprofessional development workshops(C.P.D)I 67844

H 5517

DUTY J
Participate in education
for sustainable
development Activities.

J 1
Participate
Landscapegardening

J 2
in Participate
planting.

J 6
Participate inentrepreneurshipactivities.

inJ 3
tree Engage
preservation
cultural heritage

J 4
J 5
in Apply environmental Promoteof guidelines
and equity.
regulations.

gender

J 7
J 8
Engage in sustainable Participate inenergy use practices sustainable use ofother resources.

DUTY K
K 1
Network with stakeholders Identify areas ofcollaboration
K 6
Monitor partnership
outputs/outcomes

K 2
Identify relevant
partners
K 7
Evaluate partnerships

DUTY L
L1
Promote awareness of Participate in
civic rights, responsibilities establishment ofand obligations.
patriotism activities.

L2
L3
Participate in national Participate in humanrights education.
civic activities.

K 3
Establish roles ofstakeholders
K 8Participate incommunity activities

K 4
Collaborate withpartners

K 5
Promotepartnerships

L4
Participate theobservance innational and worlddays

L5
Promotion andobservance ofhuman and childrights.

L6
Educate on National
Symbols.
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WHAT DO WE NEED TO SEE

1.the teacher as a reflective agent
2.the teacher as a knowledgeable expert
3.the teacher as a skilful expert
4. the teacher as a classroom actor
5. the teacher as a social agent
6.the teacher as a lifelong learner.

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IMPLICATIONS FOR ITE CURRICULUM REVIEW?
1. Design a framework for Integration
2. Strengthen thematic pedagogy
3. Build content around unifying themes
4. Have deeper content for Higher secondary school curriculum which has
separate subjects
5. Less emphasis on disciplines with little connection to other disciplines tomore emphasis on disciplines that incorporate connections to otherdisciplines
6. Less emphasis to fragmented instruction that moves from topic to topic
without connections to more emphasis on integrated instruction thatfocuses on fundamental concepts and processes
7. Less emphasis to concepts presented in isolation from real-world
applications to more emphasis on concepts and processes introducedwith a real-world context and explored in real-world applications
8. Less emphasis to no coordination among all disciplines on reinforcing
unifying themes to more emphasis in coordination throughout all grades
and all disciplines in terms of introduction and use of unifying themes
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THANK YOU FOR LISTENING

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