Implementation of the Primary School Curriculum to Enhance Education for Life in Iganga District

*Sylvanus Twinomugisha Rwobusiisi – Kyambogo University, Uganda,
Dr. Waiswa Mark Micheal – Kyambogo University, Uganda &
Isiko Muhammed – University of Eastern Africa, Baraton, Kenya
*Corresponding author: stwinomugisharwobusiisi@gmail.com

Received May 14, 2020; Revised March 9, 2021; Accepted March 10, 2021

Abstract: The study investigated how teachers of primary schools implement the curriculum to enhance education for life in Iganga District, Uganda. The study objectives were: to establish the knowledge of implementing an education-for-life oriented curriculum, to examine how the teachers implemented the primary school curriculum to enhance education for life, and to establish the challenges teachers face in implementing the primary school curriculum. The study used a cross sectional survey design with both qualitative and quantitative data collection methods. A total of 64 teachers from private and public primary schools were stratified and randomly sampled for responses. Findings revealed that; education for life is still lacking in primary schools in Iganga District, teachers still implemented curriculum purposely to make learners pass Primary Leaving Examinations (PLE), and the teachers’ ways of teaching, emphasizing pupils’ memorization of content, did not promote skills acquisition in an education-for-life oriented curriculum. The study recommended that all primary school teachers should be involved in the promotion of life skills among pupils, there should be supply of life skills education materials to schools for pupils’ exposure to more life skills activities, and balanced academics with extracurricular activities that are child centred for promotion of life skills.