Institutional Dynamics of Education Reforms and Quality of Primary Education in Uganda

Abstract

This article scans Uganda’s topical responsibility to transformation of the country’s primary school education arrangement with attention to the Institutional dynamics that constitute school factors such as the curriculum, assessment methods, course content, subject composition, teaching methods, and instructional materials; among others that influence the likelihood of the education reform processes to promote the quality of teaching and learning at the school level. The Government of Uganda/Ministry of Education (GoU/MoES) undertook a series of education reforms meant to improve the quality of basic education, which include large-scale changes in the primary curriculum, language of instruction for the lower primary sub-sector, provision of basic learning materials, primary teacher development, establishing and maintaining education standards. Given that the institution’s own capacity for change is a key driving force behind the successful implementation, and ultimately sustainability, of an education reform.