A thematic analysis of the Uganda lower secondary school curriculum : requirement for inclusion in schools
1University of Oulu, Faculty of Education, Educational Sciences
|Online Access:||PDF Full Text (PDF, 0.9 MB)|
|Persistent link:|| http://urn.fi/URN:NBN:fi:oulu-201606042304
|Publish Date:|| 2016-06-06
|Thesis type:||Master's thesis
Uganda has registered profound levels of primary and secondary school attendance since the introduction of Universal Primary Education in 1997 and Universal Secondary Education in 2007. Introducing Universal Secondary Education made Uganda the first country in sub-Saharan Africa to introduce the compulsory secondary level education. While this policy has improved access, there has not been a corresponding increase in quality, and large numbers of children are still missing out on secondary education. This master thesis is analyzing inclusive education at the heart of the reformed lower secondary school curriculum. To reach this goal, the lower secondary school curriculum framework document and two interviews from people familiar with the reform process serves as the data for the analysis.
The research is a qualitative study and the data was analyzed using content analysis approach. The theoretical framework consists of theories of inclusive education and aims of Education for All global movement (EFA) as well as Sustainable Development Goal 4. The Uganda lower secondary school framework document is analyzed visa-vis the aims of EFA and SDG 4.
The main categories that emerged from the data concerning inclusive education were: Participation as a requirement addressing diversity; inclusive, alternative ways of learning for all; inclusive and safe learning environment; teaching material addressing diversity without stereotypes; and assessment addressing all learners and their achievement.
There were also topics that were missing from the data, such as, specific discussions about people or groups that might be in danger of exclusion or concrete methods or pedagogy of including everyone.
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