10/23/2023 CURRICULUM

DESIGN
AYEBARE EUNICE

Reg no. RM23M50/025

Lecturer. DR. KAGOIRE MARY
OCHENG
Critically analyze the context of formal curriculum implementation in Seed Secondary
schools in Uganda and explain how you would use the hidden curriculum to enhance
academic performance and holistic development of learners in such schools.

A holistic and hands-on learning environment is the main goal of seed schools, which are
academic institutions. For pupils to succeed in the twenty-first century, these schools work to
develop their creativity, critical thinking, and problem-solving abilities. The emphasis on
individualized learning in seed schools is one of their main features. Seed schools customize
teaching to meet the unique needs and interests of each student, in contrast to traditional
schools that frequently take a one-size-fits-all approach. This method acknowledges the
distinctive strengths, weaknesses, and learning preferences of each learner. Seed schools
work to enhance each student's potential and involvement in the learning process by
individualized education. The project-based curriculum used in seed schools is a
distinguishing feature since these institutions place a strong emphasis on practical learning
experiences rather than just using textbooks and lectures. Students are urged to investigate
real-world issues and create answers through group projects. This strategy encourages
teamwork and communication skills in addition to critical thinking, creativity, and problem-
solving ability.
The actual implementation of the formal curriculum in seed secondary schools in Uganda
happens in a specific manner under the regulation of the National Curriculum and
Development Centre which sets the specific curriculum which is formal to use in schools.
This curriculum is developed after an analysis and study of the different government policies
as set by the Ministry of Education which is a major player in the development of the
different curriculums in the country, cultural values of the area, the education industry, and
also infrastructure. This formal curriculum is developed with a major focus and target output
being to have self-assured individuals, responsible and patriotic citizens, lifelong learners,
and positive contributors to society (Lower Secondary Curriculum NCDC (1)-1, n.d.). All
these objectives target the knowledge competence skills and applicability, skills that are
aimed at the development of career and academic excellence. In Uganda's Seed Secondary
schools, formal curriculum implementation is described as the process of converting the
proposed curriculum into actual teaching and learning activities. (Ssekamwa, 1997) It entails
the preparation, delivery, and evaluation of curricular material as well as the distribution of
the resources and assistance programs required for efficient teaching and learning.
Government policies, school leadership, teacher capacity, and community involvement are
just a few of the variables that have an impact on the context of formal curriculum
implementation in Seed Secondary schools. (Rogers, 2005)
Formal curriculum is a dimension of curriculum that looks at the study of activities that are
scripted down in the syllabus and arranged to take place both in and out of class by the
school. Seed secondary schools have a formal curriculum that they follow that is clear with
the targets and objectives of the schools aimed at achieving the main learning objectives.
(Gordon et al., 2005) The setting in which a formal curriculum is implemented is
significantly shaped by government policy. National curriculum frameworks must be
developed and implemented in Uganda only by the Ministry of Education and Sports. (fx
Cortina et al., 2017) These frameworks offer recommendations for what should be taught at
each educational level.
While in the fight to implement the formal curriculum in seed secondary schools, still
challenges like limited resources that cater for the needs of students, textbooks that are well
equipped for these students, teaching materials for effective delivery of content, the
unavailability of qualified and trained teachers to handle such students in seed secondary
schools are still a great challenge to the formal curriculum. However, due to scarce resources,
insufficient teacher preparation, and a mismatch between the curriculum and regional
circumstances, the implementation of these policies might be difficult hence creating a void
that can easily be bridged with the incorporation of a hidden curriculum. ( Semantic Scholar,
n.d.) howver for Uganda, many issues are still affecting the delivery and actualization of the
formal curriculum

Hidden curriculum in itself is a section of informal curriculum that looks at the different
things that result from interactions and different activities that are not necessarily planned by
the teacher or even scripted to be taught but result in to different positive results for the child
even when the teacher or school did not intend to have these different teachings. (Sultan et
al., 2019). It looks at the actual simple unintended and unplanned teachings and lessons that
are given to students by teachers, mentors, peers, social environment, and school
environment. It handles the relation system that happens while in the school setting and
directs students’ actions, beliefs, values, and morals. This hidden curriculum can be engaged
through different tactics and modes to better education and content delivery. (Kentli, 2009)
A continuous participation from the community is essential in determining how the formal
curriculum will be implemented and yet this is not the exact case in most of the schools in
Uganda. A supportive atmosphere for learning can be created by involving parents,
guardians, and community members in the educational process. Communities that get
involved can offer resources, share local knowledge, and support the total development of
students.
Another crucial component affecting the formal execution of the curriculum is teacher
capacity. To effectively teach pupils the curriculum's material and pedagogical strategies,
teachers must possess a solid understanding of both. Programs for ongoing professional
development are required in Uganda to improve instructors' subject expertise and
instructional techniques. Teachers should also receive assistance in modifying the curriculum
to suit the various needs of their students.
Additionally, the leadership of the school is very important in determining how the official
curriculum is implemented. Effective school leaders have to ensure that teachers have the
resources and professional development opportunities they need to properly implement the
curriculum by giving them clear direction and support.
The unintentional lessons or ideals that pupils pick up from their day-to-day interactions at
school are referred to as the hidden curriculum. It encompasses the subliminal signals spread
by the school's culture, interpersonal dynamics, and institutional design. The following
strategies can be used in conjunction with the hidden curriculum to improve academic
achievement and overall development.

Firstly, Creating a warm school climate through use of tender loving care which is basically a
hidden curriculum aspect. Creating a supportive school environment is key for seed schools
to motivate students to find comfort and love in school and also the teachers plus the
environment and this can be easily achieved through engaging hidden curriculum. This
promotes positive relationships among students and teachers. (Edwards, 2019). A positive
school climate enhances students' emotional well-being and creates a conducive atmosphere
for learning. (Tierney & Sablan, 2014) which will boost the overall performance in school.
I would Nurture life-building skills in the syllabus. Skills like critical thinking, problem-
solving, communication, and decision-making skills, can be taught easily and natured through
the use of a hidden curriculum, and the Integrating of these skills into the classroom and its
activities and also in extracurricular activities enhances students' performance, growth and
development to prepare them for their carriers. (Morris, 2005) this can be achieved by use of
case study learning techniques that involve the students where they need to use these skills
hence learning and enhancing these skills in the child

More so I would harness interpersonal skills , the skills that are developed by the hidden
curriculum are mainly focused on the development of interpersonal skills of a student like
discipline which helps in the running of the schools smoothly. The seed schools greatly
benefit from the use of hidden curriculum by using it to produce competently disciplined
students who don’t believe in practices like cheating of exams, and are able to behave
cordially in the society and their homes. (Martin et al., 2020)

Inclusively encouraging active citizenship and patriotism with in daily activities is a great
strategy. The hidden curriculum can be utilized to effectively instill values of civic
responsibility and active participation in the community. This can be a great help in building
the love of ones environment, culture and most importantly their country. By engaging
students in community service projects, organizing debates on social issues, and promoting
awareness of local, governmental and global challenges, Seed Secondary Schools can foster a
sense of social responsibility among learners. This helps them develop a broader perspective
and become active contributors to society.

Alternatively, promoting a positive school climate. The hidden curriculum can help create a
welcoming, respectful, and cooperative learning environment. This may foster an
environment that is favourable to education and overall growth. effectively teachers can use
the hidden curriculum to effect the calm environment that is controlled by enacting the need
for a conducive learning environment for each other.

Encouraging students to examine, analyze, and evaluate knowledge beyond what is

formally taught in the formal curriculum is one of the hidden curriculum's main goals. Their
capacity to apply knowledge in practical settings will benefit from this, as will their critical
thinking abilities. (Au, 2012)
Strategically fostering social and emotional growth, Through the hidden curriculum, kids
may have the chance to hone their empathy, self-awareness, and conflict-resolution abilities.
Building great connections and efficiently managing emotions require these abilities. This
still is a way to reduce solicism and promote freedom and confidence to confront problems
and reduce chances of mental health abrupcy.(Ssekamwa, 1997)

Promoting diversity and cultural awareness, Students can learn to accept and value many
cultures, customs, and viewpoints with the aid of the hidden curriculum. This can advance
diversity and tolerance and deepen their grasp of global challenges.(Giroux & Purpel, 1983)

Different professional development opportunities for teachers are essential for the successful
implementation of hidden curriculum in addition to the formal curriculum. Teachers should
possess the information and abilities necessary to identify and handle any hidden signals that
may appear in their lesson plans. Promoting inclusive teaching methods, encouraging positive
relationships with students, integrating life skills education into topic areas, bringing
character education into daily interactions, and putting social-emotional learning approaches
into practice are all areas where professional development can be concentrated. Schools may
make sure that teachers are well-prepared to effectively offer both the formal curriculum and
the hidden curriculum by investing in their professional development.

Overall, community involvement, school leadership, teacher capacity, and government

policies all have an impact on the context of formal curriculum implementation in Uganda's
Seed Secondary schools. Schools can improve academic achievement and encourage the
complete development of learners by making appropriate use of the hidden
curriculum. Additionally, they foster an educational environment that emphasizes teaching
and learning, which can improve academic achievement and student engagement. (Taylor &
Richards, n.d.) there fore by leveraging the hidden curriculum, Seed Secondary schools in
Uganda can enhance academic performance and holistic development of learners. It is
important to note that the hidden curriculum should align with the formal curriculum goals
and values to ensure coherence in educational outcomes.
References
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