The use of effective communication in the implementation of the lower secondary curriculum in Uganda: a case study of Manafwa district

Abstract

This study examined the use of effective communication in the implementation of the Lower Secondary Curriculum (LSC) in Uganda, with a focus on Manafwa District. The goal was to assess the communication strategies and channels used in implementing Uganda's new LSC and establish their effectiveness, as well as identify communication barriers encountered during implementation. The study employed the Diffusion of Innovations theory and Knowledge Gap communications theory, as a framework for analysis and interpretation.The findings indicated that implementers used diverse and multiple strategies to complement communication of the new LSC. Legacy media effectively created mass awareness but did not facilitate comprehension. Physical or face-to-face interactions proved powerful in enabling understanding, while social media demonstrated its potential by offering personalized and nearly free interaction with the masses.The study also found that the National Curriculum Development Centre's (NCDC) communication strategies achieved awareness, explained the importance, and led to adoption of the new learning concept. However, gaps exist in monitoring and evaluation, addressing ambiguities, and clarifying responsibilities for implementing the new curriculum and procuring materials.Challenges encountered included costs, accessibility, and literacy differences among key consumers of the new LSC. Feedback on the effectiveness of the strategies was contradictory.