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CHALLENGES TO IMPLEMENTATION OF THEMATIC CURRICULUM IN KAYONZA SUB-COUNTY
CHAPTER ONE
1.0 Introduction
This chapter introduces the key study concepts i.e. the background to the study, the research problem, objectives, research questions, study scope and significance of the study.
1.1 Background of the study
The unsatisfactory levels of educational achievement in many parts of the world have led to various studies and to modifications to curricula in favour of mother tongue (MT) instructed curricula, in an attempt to improve literacy skills (cf. Benson, 2002). Globally, and in Africa in particular, the language of learning and teaching (LoLT) in schools has been contentious for many years. In contexts where children have been introduced to formal education in European languages rather than in familiar languages (Knagg, 2013a), children’s performance has generally not been desirable.
The debate on the use of MT as a LoLT has been on-going for many years, particularly after UNESCO’s (1953) recommendation that local languages be used in education. Subsequent to this recommendation, many studies have been conducted on the role of MT use in educational achievement. MT educational models (such as MT-based programmes, transitional models, and immersion and submersion programmes) are operative in different contexts, and each of these educational innovations has strengths and perils (see section 2.2).
Many studies have confirmed that LoLT and children’s language skills play an important role in educational achievement of learners during the early years. In one such study, reported by Barron (2012:17), a literacy programme, Literacy Boost, was introduced in a local language in Nepal after it was found in 2008 that 42% of Grade 3 learners could not read a single word. Post-implementation testing indicated that learners in this programme outperformed those in comparison programmes in which MT use did not occur (cf. also Abdazi, 2010 for the case of Mali).
Uganda is a country with over 40 languages (Lewis, Simons, & Fennig, 2013). Ever since the introduction of formal education in the country, attempts have been made to employ MTs as LoLTs in education. These endeavours have at one time included the use of dominant or languages of wider communication followed by stages during which English is used exclusively as LoLT (Lasebikan, Ismagilova, & Hurel, 1964). Given the multilingual nature of the country, and its desire to seek national and regional integration, Kiswahili has also been proposed as a national language and LoLT but with very limited success (Ssekamwa, 2000, 2008). Even though Uganda proclaimed a language-in-education policy in 1992 (Government of Uganda, 1992), it was only in 2006/2007 that the commitment towards policy implementation became operational. As from 2006/2007, the opportunity has reopened for the use of MTs and/or languages of wider communication in rural schools. This implementation was motivated by poor literacy skills among primary school learners. The new curriculum for Primary one to three (P1 to P3)2 involves instruction through MT, with Primary four (P4) being a transitional class: teachers and learners are expected to shift from MT to English as LoLT in P4, and although MT use is allowed in this class, teachers are expected to keep the use of MT to a minimum. The National Curriculum Development Centre (NCDC; 2006a) guidelines are that by the end of P4, teachers should use MT only to explain difficult concepts. In P5, MT becomes a subject and English becomes the only LoLT, up to P7 (Government of Uganda, 1992; Kajubi, 1989; Kateeba, 2009).
Walter and Dekker (2011:667) have observed that in the past, “language (of instruction) was generally viewed as a minor variable readily overcome by standard classroom instruction”. In other words, the opinion had been that as long as the general standard of instruction was good, language of instruction did not matter. However, “as researchers have sharpened their focus to the reasons for educational failure, language has begun to emerge as a significant variable in producing gains in educational efficiency”. Equally, Wolff (2006:50) has noted that “language is not everything in education but without language everything is nothing in education”.
1.2 Problem statement
Taking into account the multilingual nature of the country, the government of Uganda formulated a policy that promotes the practice of MT3 education based on an early-exit transitional model. The country’s language in-education policy stipulates that rural schools select a dominant local language (MT) to be used as a LoLT from P1 through P3, with P4 then being a transitional year in which there is minimal use of MT as learners are being prepared to transition to English, which is the LoLT from P5 through P7. Urban schools, presumed to be “too multilingual” to choose one MT as LoLT, use English as a LoLT and teach MT as a subject throughout primary school (Government of Uganda, 1992; Kateeba, 2009; Ministry of Education and Sports, 2004, 2008), however despite of the government effort to use local language in schools the academic performance of pupils has still remained poor in rural schools especially in rural school as observed in the UNEB results 2015, this study therefore intends to investigate into the challenges to implementation of thematic curriculum in Kayonza sub-county.
1.3 Purpose of the Study
The purpose of the study is to investigate into the challenges to implementation of thematic curriculum in kayonza sub-county.
1.4 Specific Objectives
- To establish the challenges faced in adoption of thematic curriculum.
- To explore benefits of thematic curriculum in education.
- To examine the strategies to enhance the adoption of thematic curriculum.
1.5 Research Questions
- What are the challenges faced in adoption of thematic curriculum?
- What are the benefits of thematic curriculum in education?
- What are the strategies to enhance the adoption of thematic curriculum?
1.6 Scope of the Study
1.6.1 Geographical scope
The study was carried out at kayonza sub-county , kayunga district.
1.6.2 Content scope
The study will focus on the challenges faced in adoption of thematic curriculum, the benefits of thematic curriculum in education and the strategies to enhance the adoption of thematic curriculum.
1.6.3 Time scope
The study will cover literature from 2000 to 2015 on the challenges to implementation of thematic curriculum in kayonza sub-county.
- Significance of the Study
The study will help academicians have information on the challenges faced in adoption of thematic curriculum.
The study will also help other researcher understand the benefits of thematic curriculum in education.
The study will help the government have information on the strategies to enhance the adoption of thematic curriculum.
CHALLENGES FACED IN ADOPTION OF THEMATIC CURRICULUM
Available literature attests that MT education appears to have gained momentum after the 1951 UNESCO meeting that produced a report titled Use of vernacular languages in education, published in 1953 (UNESCO, 1953). This report states that “the best medium for teaching is the mother tongue of the pupil” (UNESCO, 1953:6). As will be elaborated below, this statement became central to educational research which sought to determine the value and validity of MT education in educational achievements of learners the world over. It is through and from research studies undertaken subsequent to 1953 that the present day MT education programmes and arguments for and against MT education have stemmed (Cummins, 2000b).
In a MT based education model, learning is conducted only in the learner’s home language, the MT (Ball, 2011). It is not clear whether or not learners under this educational model are exposed to a L2 at all. Learners under this model are said to be highly academically competent in their MT and possess an elaborate repertoire of expression given their extensive exposure to the MT. This model is mostly applicable to monolingual communities where learners’ home language (MT) is the LoLT at school as well as the official language and/or language of wider communication in that community.
Ball (2011) recognises that much as it is decades since UNESCO (1953) declared the value of
MT education, the practice is still unpopular in some contexts. Elaborating on the challenges facing MT education, Ball, firstly, cites that many policy makers consider MT to be costly. Such a line of thinking has led many policy makers to either neglect MT in education or to allow it for only a very limited number of years – the latter is referred to as an “early-exit model”. Secondly, Ball (2011) concurs with Benson (2008) that many policy makers believe
that MT impedes L2 acquisition and learning, and that, for many, learning English (as a L2)
is of greater importance than learning through the medium of the MT, given the benefits that
are said to result from English learning.
Third and fourth challenges to the implementation of MT education (recognised by UNESCO, 1953; cf. Ball, 2011) are that some languages have no lexicographical and orthographical components which makes it difficult for them to be used in teaching and learning. Other languages, though possessing a written form, have not sufficiently developed to allow for their use in academic discourses (cf. Fafunwa et al., 1989). Some languages do not have enough teachers trained in teaching (in) the MT and for other languages such teachers are non-existent. A sixth challenge is that in contexts where communities are at liberty to choose a local dominant language as a LoLT, they often disagree on which language is the majority and/or which language should be used as the LoLT.
Seventhly, learning materials may not be available for a language to be employed as a LoLT.
In the Ugandan context, a language is cleared to be used as a LoLT if it has a developed orthography and at least three literature materials. Eighthly, as indicated in the available literature, teachers and parents might resist MT education. For example, Kagolo (April 30, 2012) reports on parents in Uganda removing their children from schools that teach through MT; Sun (2009) reports on a similar situation in Southeast Asia
Lack of political will is a ninth challenge facing MT education world-wide (see Ball, 2011). Given that the contemporary trend is to demand English or another international language as
LoLT, parents in many countries exert pressure on schools to teach in English, and ensure that their children are proficient as early as possible (Ball, 2011). This pressure is not always countered by government-funded or government-led information campaigns on the possible
benefits of MT education.
Lastly, it is also noticeable in the literature that earlier studies (before the 1950s), conducted
primarily in the United States (USA), recommended the elimination of MT education as use
of the MT was considered an impediment to L2 acquisition. Cummins (2000a) explains that
opponents to MT use in school reasoned that instructing learners through their MT denied
them academic advancement and the proficiency that they could acquire in a L2 (mostly
English), i.e., that the MT got in the way of acquiring a L2.16 In this regard, Cummins
(2000a) points out that the teaching of English at that time was “too diluted” to enable non-
English speaking learners to master it – had English (or any other L2) been taught well, the
minority language learners would have acquired it with ease
Related to the foregoing is that there was a misconception that for one to be proficient in
English, one had to start English instruction immediately upon entering school (McLaughlin,
1992; Dutcher, 1997; Benson, 2008). Gersten and Woodward (1995) point out that there is
still no consensus among some scholars as to when to introduce learners to intensive English
as LoLT.
Those who support the instruction of learners through their MT in the early years of learning
have advanced reasons for their support of this endeavour. Firstly, children in MT programmes have a solid foundation to their schooling (Barron, 2012; UNESCO, 2013). This is the case because use of a child’s familiar language at school provides continuity between home and school in the sense that they will find their home language used at school. Children who find a nonfamiliar language spoken at school might develop low self-esteem and/or a negative attitude towards school, eventually culminating in dropping out of school (Baños, 2009:3; Henrik-Magga, Dunbar, & Skutnabb-Kangas, 2008; Skutnabb-Kangas, 2011). With use of MT in the early years of schooling, failure rate is considerably reduced (Barron, 2012; Ouane & Glanz, 2010; also see Henrik-Magga, Dunbar, & Skutnabb-Kangas, 2008; Skutnabb-Kangas, 2011).
Among the studies that produced results in support of MT programmes is the Ife Project of
Nigeria, conducted from 1970 to 1978 (Fafunwa et al., 1989). In this project, learners were
taught through their MT, Yoruba, for six years of primary school. This project’s results
indicated that when children are instructed uninterruptedly through their MT for their first six
school years and when English (the L2) is taught as a subject during the first 12 years of a
child’s life,17 these children can academically achieve more or as much as their counterparts in an English-only programme (c. Dutcher, 1997). Note however that the success of the Ife project is also possibly attributable to various other factors apart from MT education, including non-linguistic ones such as curriculum changes, new course materials, and experienced teachers who received specific training and who changed their classroom practices (cf. Akinnaso, 1993) to meet the project’s needs.
BENEFITS OF THEMATIC CURRICULUM IN EDUCATION
Other projects have also shown the positive role of MT in learners’ educational achievement. These include the bilingual education study in Mozambique (Benson, 2000, 2002); the Rivers Readers Project of 1970 (Fyle, 2003) in Nigeria; Ramirez, Yuen, Ramey and Pasta’s (1991), study in America; and Collier and Thomas (2004), Thomas and Collier (2002; 1997), Collier (1987), and Walter and Chuo (2012) in Cameroon. In sum, these scholars agree that for children to develop their academic potential in their L2s and to succeed in their academic career, they need to learn the L2 as a subject for a period of 4 to 7 years. This period may vary depending on the availability of resources and exposure to the language outside school
As stated above, MT is seen to enable learners to understand the academic content. A second
advantage to using MT as LoLT is that the MT provides a link between home and school and,
as such, learners are able to start their schooling successfully. The predicted benefit of MT use is that it provides scaffolding for the acquisition of the L2. According to Cummins (2000b), empirical evidence indicates that transfer of academic skills across languages is possible in addition to the other benefits that accrue from MT education. In this regard, Gándara (1999) states that language and mathematics skills can transfer from a primary language to the L2 (cf. Ball, 2011).
A third benefit of the use of MT education is that such education enables family participation
in children’s educational life. In situations where home language is different from school language, and where parents and/or family members are not literate, they feel alienated and may not easily support their children in learning (Barron, 2012; Cummins & Genzuk, 1991; Dutcher, 1997; NCDC, 2011; Ramirez et al., 1991). Fourthly, it has been shown that MT education supports lifelong learning. Lifelong learning is a process in which a person continues to pursue knowledge post-school for career purposes or for personal gain. Learners who received their education via their MT are confident of what they learn and, as a result, are prepared to face the world (Ministry of Education and Training (Vietnam) & Unicef,2012).
A fifth benefit pertains to language preservation. MT skills are often still fragile and can
easily be lost in the early school years if not used at school and/or home (Cummins, 2001; cf.
Fillmore, 1991). Cummins (2001) notes that if this is continued, a child may only retain
receptive skills in their MT, with no ability to respond in it. Using a MT as LoLT could thus
lead to language preservation.
A sixth benefit is that MT education makes education more inclusive (Benson, 2002, 2005;
Romaine, 2013). Girls have been reported to be severely more disadvantaged than boys when
education takes place in nonfamiliar language. Thus, with MT education, more female
learners are likely to enrol for schooling, develop literacy skills and also stay longer in the
education system and attain better results.
These benefits of MT education have not been realised to their fullest in most African
countries. They could however assist these countries in order to achieve Millennium
Development Goals (MDG), particularly goal 2 (Barron, 2012; Romaine, 2013), viz.
achieving universal primary education. Romaine (2013) notes that if it is acceptable that
education is more meaningful when given in a learner’s language, then the pivotal focus of
MDG achievement should be language in education. Accordingly, since the majority of
children in African countries do not proceed beyond secondary education (Department of
International Development, 2010), capitalising on MT education would be beneficial.
Different appellations have been used to refer to the transitional model: “bridging” model
(Ball, 2011; Kosonene & Young, 2009a; World Bank, 2010); “bi/multilingual education”
(Ball, 2011:21); and “subtractive bilingual model” (Alidou et al., 2006:60; Heugh, 2011).
Kosonen and Young (2009a:14) define bridge language of instruction as “a situation in which
an educational programme is organised in such a manner that mother tongue speakers of nondominant
languages can build a culturally and linguistically appropriate educational foundation in their home language first, and subsequently learn additional languages”. Where such a condition is met, learners would be able to have the capacity to use for lifelonglearning all those languages to which they are exposed (Kosonen & Young, 2009). Ball (2011:65) defines a transitional bilingual model as “an education program that aims to provide learners with planned transition from one language of instruction (as the primary or only medium of instruction) to another language of instruction (regardless of grade). That is, one language is phased out and another language is phased in to replace it”. There are three forms of a transitional model. The first, a form of bilingual education where instruction in MT lasts for between 1 to 4 years, is commonly referred to as an “early-exit” model (Benson, 2005; Dutcher, 2004; Ouane & Glanz, 2010); the second, where the MT is used for up to 6 years, is called a “late-exit” model; and, finally, the “very late-exit” model involves transition after 8 years of MT as LoLT (Heugh, 2011a:138). In effect, transitional models promote monolingualism (cf. Stroud, 2002).
Although transitional models are criticised as being weak, given the fact that they involve
removing MT early, Benson (2008:6) states that the extent of exposure to the MT in such
models is “better than none at all”; it is possible for learners in the early-exit programmes to
register some benefits that accrue from MT education. Available evidence in, for instance,
Ramirez’s report in Cummins (1992), Ramirez, Yuen, Ramey, and Pasta (1991), and Walter
and Chuo (2012) indicates that early-exit learners are able to catch up with the immersion
learners. In addition, Kosonen (2009) reports that, in the Philippines, use of local languages18
up to Grade 3 in a transitional model has improved the learning achievement of the learners.
Regarding the time of introducing the L2, many scholars agree that for transition and transfer
to take place successfully, one should aim for late transition, which entails the use of MT as
LoLT and exposure to the L2 as a subject for 6 to 8 years (Benson, 2008a; Fafunwa et al.,
1989; Heugh, 2011a; Magga et al., 2003; Ouane & Glanz, 2010). The point of transfer
recommended by many scholars seems to be P6 (or Grade 6)19 (see Ball, 2011), but Heugh
(2011) states that in countries where MTs are not well resourced, transfer after 8 years of
formal schooling is preferable. According to Benson (2008), it might seem illogical to have
children spend so much time in their MT when the goal is ultimately to transfer to English,
but a strong foundation built in MT aids in L2 learning. In this regard, Ball (2011:29) states
that “while children clearly need some exposure to a language to learn it, research does not
support a ‘time-on-task’ hypothesis predicting a correlation between the amount of exposure
to, and degree of proficiency in, L2, except in the very earliest stage of learning”.
STRATEGIES TO ENHANCE THE ADOPTION OF THEMATIC CURRICULUM
CHAPTER THREE
METHODOLOGY
3.0 Introduction
This chapter presents the methodology to be used in the study. It will include; Research design, population and sample of techniques, Target/Accessible population, Sample, Sample Techniques, data collection, quality control, data analysis, assumptions and limitations.
A research design is a plan of how the researcher will conduct the study (Kothari 2004). In this study, a cross-sectional survey research design will be adopted where both qualitative and quantitative research approaches will be used. This design will be useful as it will be the most appropriate way to gather data from a large population at a particular time (Amin, 2005). Qualitative methods will be used to collect, present, interpret and analyze verbal data (descriptive and narrative). Whereas quantitative methods will be used to interpret and analyze numerical data and this will be done inform of tables, frequencies and percentages. The design will be chosen because it generates quick self-reports from the participants under the study, (Creswell, 2005). Also, cross sectional survey design will be chosen because the study will involve collecting data from a relatively large number of respondents in its geographical setting, cheaply and in a short time (Elliot 1999). This design is also chosen because of the nature of the study as it requires cutting across a representative sample of all respondents in the study population.
3.2 Population and Sampling Techniques
According to Mugenda (1999) population is a large group of people or objects from which a number of individuals are selected for a study. The target population for this study, will be teachers and head teachers of secondary schools because head teachers are directly involved in the management of school. This study will involved 15 teachers, 9 members from school management committee, 6 head teachers and deputies and 30 pupils selected from kayonza sub-county.
3.2.1 Sampling Procedure
Sampling is the process of obtaining information about an entire population by examining only part of it (Mingers, 2005 & Myers, 1997). The target groups will be primary school teachers, head teachers, school management committee members and school teachers and Head teachers.
Simple random sampling will be used because it prevent bias and ensures that all members have an equal chance of being selected in the study. This technique will be used in selected pupils and teachers to participate in the study, while purposive sampling technique will be used in selecting Head teachers and deputies, school management committee members.
Purposive sampling technique will be used to select the above respondents because their target population is small and is known.
3.2.2 Target/Accessible Population
This study will be conducted in 3 primary schools in Kayonza sub-county with specific schools of Lukonda P/S, wabunyonyi C/U and Bugato C/U in kayunga district.
3.3 Information Sources
Both primary and secondary sources of information will be used by the researchers. A primary source of data is the one in which an individual describes an occurrence by actual observation while a secondary source of data is any publication written by an author who is not direct participant in the study described (Mugenda, 1999). Primary data will included information from questionnaires and interview while the secondary data will be from text books, educational journals, internet, news papers and magazines.
3.4 Research Instruments
Researcher will use methods that provide high accuracy, generalizability and explanatory power, with low cost, rapid speed and maximum management demands and administrative convenience (Warwick and Lininger, 1975). Basing on this fact, a combination of the following research instruments will be used in this study for complementary purposes: questionnaires and interview schedule.
3.4.1 The Questionnaire
Kakinda (1995) asserts that questionnaire is a set of related questions designed to collect information from respondents. The Questionnaires will be used to get information from the teachers. Questionnaires will be preferred because they are appropriate tools through which many respondents can be reached. The questionnaire will make it possible to obtain a wide variety of responses and to draw more reliable conclusions from the responses of teachers. Questionnaires will also facilitate easy and quick derivation of information within a short time (Borg and Gall, 1983).
3.4.2 The Interview Schedule
Verd (2004) defines interview guide as oral and vocal questioning technique or discussion. The interview schedule will be prepared and used to collect qualitative in-depth data. The interview schedules provided the researcher with greater opportunity to explain the purpose of the study (Stone and Harris 1984). This instrument will be used to obtain data from the head teachers and members of school management committee. The items in the school management committee members and head teachers’ interview schedule will seek information regarding the challenges to implementation of thematic curriculum in Kayonza Sub-County. The questions will be designed on the basis of the objectives of the study and the research questions stated in chapter one.
3.5 Quality Control
The instruments will be validated before their use in actual data collection. For the research instrument to be considered valid the content selected and included in the questionnaire must also be relevant to the variables being investigated. Validity for this study will be done through consultations with experts from the faculty of education, Kyambogo University. This will be done to assess the relevance of the content in the research tools in relation to the objectives of the study.
3.5.1 Reliability of the Research Instruments
Reliability is the extent to which the measuring instrument produces consistent scores when the same groups of individuals are repeatedly measured under the same conditions (Amin, 2004).
For consistency of research results from the study instrument, the researcher will use Cronbach’s alpha method with the help of SPSS.
3.5.2 Validity
Validity of instrument means that the instruments are serving the purpose for which they are intended (Keeves,1988;Sarantokos,1997).This is the ability to produce findings that are in agreement with theoretical or conceptual values or to produce accurate results and to measure what is supposed to be measured. The researcher will ensure that content validity of the SAQs by ensuring that questions in it conform to the study’s research objectives and conceptual framework. The research experts and with the help of the supervisor will independently judge the validity of the items in the questionnaire, interview guide in relation to research objectives. The Content Validity (CV) will be computed to determine the validity of the set of SAQs using the formula;
CVI=Total number of items rated as valid
Total number of items on the instrument
3.6 Data Analysis
This is because the research instruments will yield both qualitative and quantitative data. Qualitative data will be edited on a continuous basis to ensure that it is complete. It will be put into categories according to the variables. Content analysis will be done. Conclusions will be made from that type of data
3.7 Research Procedure
The researcher will obtained a letter of introduction from the faculty of education at Mutesa II royal university. He will then go to the schools to get permission from the head teachers and make arrangements of days and time to administer the questionnaires and to conduct interviews. The researcher will then personally delivered the questionnaires and conducted interviews in the schools.
3.8 Ethical Consideration
During the research, integrity and confidentiality will be considered. This will be done through seeking consent from the respondents and acknowledgement of the authors. The findings will be used for academic purposes only.
3.9 Limitations of the Study
The researcher may face few limitation including limited time by the respondents to participate in the study, but they will encouraged to participate in the study and they will be told that that the study is meant for academic purpose therefore their participation is extremely important.
