Abstract
Uganda suffered a turbulent political history and is challenged by socio-economic diversity. Its school system was inherited from Britain. The government in partnership with bilateral and multilateral agencies is currently expanding the system through programs such as privatization. But most of these programs are focusing on improved access and management of education. Minimal development of curriculum is taking place
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
REFERENCES
Adler, J., Kazima, M., Mwakapenda, W., Nyabanyaba, T., & Xolo, S. (Eds.). (2007). Mathematics teacher education: Trends across twelve African countries. Johannesburg: ICMIE Marang Centre for Mathematics and Science Education.
Akala, W. (2006). Modernization versus cultural resilience in education in East Africa. Journal of Curriculum Studies, 38(3), 365–372.
Benavot, A. (2006). The diversification of secondary education: School curricula in comparative perspective. IBE working papers on Curriculum, 6. Geneva: IBE.
Bitamazire, G. N. (2005). Education for rural people in Africa: Policy lessons, options and priorities: Country report, Uganda. Kampala: Ministry of Education and Sports.
Bukenya, M. (2005). UNEB. Retrieved from http://www.agapewebconsult.com/test/uneb/?do=aboutus
Crossley, M., Chisholm, L., & Holmes, K. (2005). Educational change and evaluation in Eastern and Southern Africa. Compare: A Journal of Comparative Education, 35(1), 1–6.
D’Ambrosio, B. (2001). The dilemmas of preparing teachers to teach mathematics from a constructivist perspective. Proceedings of ICME, Tokyo Japan, August 2000.
Eglash, R. (1999). African fractals: Modern computing and indigenous design. New Brunswick, NJ: Rutgers University.
El Sawi, M. (1978). Change in mathematics education since the late 1950’s - Ideas and realization Sudan. Educational Studies in Mathematics, 9, 317–330.
Ernest, P. (1984). The CXC mathematics examination: A Caribbean innovation in assessment. Educational Studies in Mathematics, 15(4), 397–412.
Fuller, B., & Heyneman, S. P. (1989). Third world school quality: Current collapse and future potential. Educational Researcher, 18(2), 12–19.
Gerdes, P. (1998). On culture and mathematics teacher education. Journal of Mathematics Teacher Education, 1(1), 33–53.
Kaahwa, J. B. (2006). A study of a mathematics teacher educator change. Unpublished Doctoral Dissertation, University of Birmingham, UK.
Kaahwa, J. (1999). Culture, environment and mathematics learning in Uganda. In L. Burton (Ed.), Mathematics learning: From hierarchies to networks (pp. 135–140). London: Falmer Press.
Kanu, Y. (2003). Curriculum as cultural imagination: Post colonial imagination. Journal of the Canadian Association for Curriculum Studies, 1(1), 67–81.
McCarthy, C., & Dimitriades, G. (2000). Globalizing pedagogies: Power, resentment, and the renarration of difference. In N. C. Burbules & C. A. Torres (Eds.), Globalization and education: Critical perspectives (pp. 187–204). New York: Routledge.
Montero-Sieburth, M. (1992). Models and practice of curriculum change in developing countries. Comparative Education Review, 36(2), 175–193.
Mutonyi, H., Nielsen, W., & Nashon, S. (2007). Building scientific literacy in HIV/AIDS education: A case study of Uganda. International Journal of Science Education, 29(11), 1363–1385.
Namukasa, I. K., & Buye, R. (2007). Decentralization and education in Africa: The case of Uganda. Canadian and International Education, 36(1), 93–116.
Namukasa, I. K., Quinn, M., & Kaahwa, J. (2010). Historical influences on mathematics teaching and learning in East Africa: Taking the Ugandan case. Procedia - Social and Behavioral Sciences, 2(2), 3104–3110.
NCDC. (1990/1992). O-level teaching syllabus. Kampala: NCDC.
NCDC. (1991/2001). Uganda primary school curriculum. Kampala: NCDC.
NCDC. (1999). Uganda secondary school curriculum. Kampala: NCDC.
NCTM. (2000). Principles and standards for teaching school mathematics. Reston, VA: NCTM.
Nsibambi, A. (1998/2000). Decentralization and civil society in Uganda: The quest for good governance. Kampala: Fountain.
Ohuche, O. (1978). Change in mathematics education since the late 1950’s: Ideas and realization Nigeria. Educational Studies in Mathematics, 9, 271–281.
Opolot-Okurut, C. (2005). Student attitudes towards mathematics in Ugandan secondary schools. Sabinet Online, 9(2), 167–174.
Opolot-Okurut, C., Mwanamoiza, M., & Opyene-Eluk, P. (2008). The current teaching of statistics in schools in Uganda. In C. Batanero, G. Burrill, C. Reading, & A. Rossman (Eds.), Joint ICMI/IASE study: Teaching statistics in school mathematics. Challenges for teaching and teacher education. Proceedings of the ICMI Study 18 and 2008 IASE round table conference, Mexico.
Quinn, M. (1983). Curriculum development in mathematics in some East African countries in the past twenty years. Unpublished Master’s Thesis, University of Cambridge, England.
Ramatlapana, K. A. (2009). Provision of in-service training of mathematics and science teachers in Botswana: Teacher’ perspectives. Journal of Mathematics Teacher Education, 12, 153–159.
Hoadley, U. (2007). The reproduction of social class inequalities through mathematics pedagogies in South African primary schools. Journal of Curriculum Studies, 39(6), 679–706.
Ssekamwa, J. C., &. Lugumba, S. M. E. (2001). History of education in East Africa. Kampala: Fountain.
Umulasi. (2008). Learning from Africa: Mathematics. A report of Umalusi’s research comparing mathematics syllabuses and examinations in South Africa with those in Ghana, Kenya, and Zambia. Pretoria: Umulasi.
UNEB. (2003). Uganda advanced certificate of education: Regulation and syllabuses 2004–2008. Kampala: UNEB.
UNEB. (2005). Uganda certificate of education: Regulation and syllabuses 2006–2010. Kampala: UNEB.
Valverde, G. A. (2004). Curriculum convergence in Chile: The global and local context of reforms in curriculum policy. Comparative Education Review, 48(2), 174–291.
Vithal, R., & Volmink, J. (2005). Mathematics curriculum research: Roots, reforms, reconciliation and relevance. In R. Vithal, J. Adler, & C. Keitel (Eds.), Researching mathematics education in South Africa: Perspectives, practices and possibilities. Capetown: HSRC.
Woolman, D. C. (2001). Educational reconstruction and post-colonial curriculum development: A comparative study of four African countries. International Education Journal, 2(5), 27–46.
World Bank. (2007). Developing science, mathematics, and ICT education in sub-Saharan Africa patterns and promising practices. Working Paper 101, Africa Human Development series.
Zaslavsky, C. (1973/1999). Africa counts: Number and pattern in African culture (3rd ed.). Chicago: Lawrence Hill.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2012 Sense Publishers
About this chapter
Cite this chapter
Namukasa, I.K., Kaahwa, J., Quinn, M., Ddungu, R. (2012). Critical Curriculum Renewal in Africa. In: Abdi, A.A. (eds) Decolonizing Philosophies of Education. SensePublishers. https://doi.org/10.1007/978-94-6091-687-8_12
Download citation
DOI: https://doi.org/10.1007/978-94-6091-687-8_12
Publisher Name: SensePublishers
Online ISBN: 978-94-6091-687-8
eBook Packages: Humanities, Social Sciences and LawEducation (R0)
