Challenges facing the implementing of thematic curriculum in lower primary schools in Uganda:  A case of Nabingoola sub-county, Mubende district

Mabirizi, Mohammed

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dc.contributor.author	Mabirizi, Mohammed
dc.date.accessioned	2021-12-09T07:56:20Z
dc.date.available	2021-12-09T07:56:20Z
dc.date.issued	2018-08
dc.identifier.citation	Mabirizi, M. (2018) Challenges facing the implementing of thematic curriculum in lower primary schools in Uganda: A case of Nabingoola sub-county, Mubende district, Nkumba University	en_US
dc.identifier.uri	https://pub.nkumbauniversity.ac.ug/xmlui/handle/123456789/104
dc.description	Research report	en_US
dc.description.abstract	This study addressed challenges facing the implementing of thematic curriculum in lower primary schools in Uganda in general. Nabingoola Sub-County, Mubende District in particular. Four research questions were tested: What are the factors that influence the use of thematic curriculum in lower Primary in Uganda? What are the challenges teachers and head teaches face in implementing the thematic curriculum in Nabingoola sub-county schools Mubende District? What is the parents’ perception towards the implementation of thematic curriculum in lower primary schools Nabingoola sub-county? What are the possible solutions available towards solving challenges of implementing the thematic curriculum in primary schools of Nabingoola sub-county? A descriptive research design was used and both qualitative and quantitative data collection methods were used to obtain findings from a total of 160 respondents who were selected both through purposive and simple random selection. The study findings revealed that the factors influencing the use of the thematic curriculum in Uganda were both external and internal to the country, there was an effort to make a curriculum based in local language to enable pupils quickly learn how to read, understand and write in their local language, however, all this not forthcoming because the implementation phase was still lagging behind. Further revealed that financial incapability’s of the school in the sub-county, lack of enough instructional materials and competent teachers and many others could not enable effective implementation of the thematic curriculum. The study suggested that, Stakeholders should receive appreciation from the implementers in order to effectively put the curriculum into practice, adequate facilitation of the schools by the government to ensure that instructional materials are provided to the school. The study recommends that thematic curriculum implementation should be based mainly on the trends of globalization and its products should be well suited for the society and tailored to the need of the pupils.	en_US
dc.language.iso	en	en_US
dc.publisher	Nkumba University	en_US
dc.subject	Thematic	en_US
dc.subject	Curriculum	en_US
dc.subject	Lower primary	en_US
dc.title	Challenges facing the implementing of thematic curriculum in lower primary schools in Uganda: A case of Nabingoola sub-county, Mubende district	en_US
dc.type	Thesis	en_US