It’s time to make ICT a principal subject

Following the release of PLE 2024 results on January 23, 2025, the UCE 2024 results will be released within two weeks of the first term.

The students awaiting the results of their UCE exams are the first cohort of students to follow the New Lower Secondary Curriculum (NLSC), which began in 2020.

The reporting date for S.5 has been set for February 24th, but there will most likely be an extension if UCE results are delayed.

As teachers, we expected that before their results were released, a new A-level curriculum would be implemented for those who chose the A-level path.

However, the National Curriculum Development Centre (NCDC) stated that this would not be the case. These pioneers would have to follow the same old A-level curriculum.

According to NCDC, the A-level curriculum has been specifically adapted (abridged) to incorporate NLSC elements such as learner-centered and competency-based teaching methods, continuous assessment, and the use of activities of integration (AOI) and projects.

This is good because it provides learners with some continuity. This current situation presents two challenges.

First, during the NLSC rollout, the majority of O-level teachers attended retooling workshops. Most A-level teachers stayed away. Now, there’s an urgent need to organize retooling workshops for these small number of teachers.

Secondly, not all the subjects in NLSC are in A-level. For example, Kiswahili, Physical Education (P.E.), and Information and Communication Technology. Despite initial praise, P.E has received little support in schools, with only a small number of students sitting for it in S.4.

These three subjects should be added to the menu of principal subjects available to A-level students. ICT is currently taught as a subsidiary subject at A-level, but many people want it to be promoted to a principal subject. It was introduced in 2012 and is well-liked by learners.

After 12 years, I believe it is time to make ICT a principal subject. Continuing to teach ICT as a subsidiary subject means that its learning content remains basic, it receives little time on the timetable, and both teachers and students regard it as a low priority.

Besides, many schools now have computers and teachers, which means access to computers and qualified teachers is no longer a barrier.

Currently, subsidiary ICT has two papers. Paper 1 (S850/1) contains 20 structured questions, while the practical paper assesses proficiency in the use of Microsoft Office applications such as Word, Excel, PowerPoint, Access, and Publisher.

ICT has two papers at O-level, with the practical paper focusing on Microsoft Word, Excel, Access, Publisher, and Web development.

Thus, for students who studied ICT at O-level, this A-level ICT curriculum would be a disappointment and a repetition of content. It demoralizes even teachers. Nonetheless, countries are investing in new and emerging technologies like artificial intelligence, virtual reality, augmented reality, and metaverse.

Uganda should not fall behind as other countries adopt these novel technologies.

In Rwanda, the A-level ICT curriculum includes interesting topics such as Python, Java, and C++ programming, the System Development Lifecycle (SDLC), object-oriented programming (OOP), and databases (using SQL), as well as practical exams in programming and system development tasks.

Young people who study these are better prepared to thrive in the digital economy than those who only learned Microsoft Office applications.

Making ICT a principal subject would increase the number of science subject combinations at A-level and universities, which our neighbouring countries have long practiced. For example, in Tanzania, students can study Physics, Mathematics, and Computer Science.

In Rwanda, it is even compulsory to study Maths-Computer Science-Economics (MCE) or Maths-Physics-Computer Science (MPC).

Uganda’s Vision 2040 emphasizes science, technology, and innovation as critical drivers of national development. The government aims to build a knowledge-based economy, where ICT plays a central role in improving public services, governance and business efficiency.

As a result, the inclusion of ICT as a primary subject in A-level education must be prioritized because it provides students with the high-tech skills, knowledge, and global mindset required to navigate and shape the complex digital world.

By taking this bold step, Uganda can unleash the potential of its youth, drive innovation, and secure its place in the global digital economy.

The writer, Emmanuel Angoda, is the founder of Triskelion Education and Skills Initiative (TESI) and a teacher at Lira Town College.

| angodaemmanuel@gmail.com