Abstract:
Purpose – This paper aims to explore the extent to which the Uganda lower secondary curriculum (LSC)
reform, instituted in January 2020, has ensured equitable educational opportunities for secondary school
learners considering school and learner socio-economic status.
Design/methodology/approach – A qualitative approach was adopted in which the experiences and perceptions
of both facilitators and implementers of the reform were gathered using interviews and lesson observations.
Findings – Data revealed disparities among high and low socio-economic-status schools in their preparedness
and capacity to implement the reform, with the consequence of divergent educational opportunities for learners in
these contexts.
Research limitations/implications – The sample was limited to government-aided secondary schools and
thus excluded private schools; the majority in Uganda. This means that the findings may be limited in
generalizability. However, the majority of private schools serve the lower socio-economic demographic, so the
study findings and implications may extend to them as well.
