Local languages were introduced as subjects in Ugandan upper primary schools in 2010 according to government policy, but an evaluation has never been conducted to assess how effectively this has been implemented. Preliminary school visits by NCDC in 2017 suggested local languages were not being effectively taught in many upper primary schools. Therefore, NCDC decided to conduct an official assessment to empirically evaluate the status of teaching local languages in upper primary schools.
Local languages were introduced as subjects in Ugandan upper primary schools in 2010 according to government policy, but an evaluation has never been conducted to assess how effectively this has been implemented. Preliminary school visits by NCDC in 2017 suggested local languages were not being effectively taught in many upper primary schools. Therefore, NCDC decided to conduct an official assessment to empirically evaluate the status of teaching local languages in upper primary schools.
Local languages were introduced as subjects in Ugandan upper primary schools in 2010 according to government policy, but an evaluation has never been conducted to assess how effectively this has been implemented. Preliminary school visits by NCDC in 2017 suggested local languages were not being effectively taught in many upper primary schools. Therefore, NCDC decided to conduct an official assessment to empirically evaluate the status of teaching local languages in upper primary schools.
In line with the government white paper (1992) and the language policy, Local Language was introduced as a subject of study at Upper Primary in schools in Uganda in 2010. This was further necessitated by the deficiencies in competence in local languages that continued to characterise majority of the primary school pupils (UWEZO, 2016). Since its introduction, no formal evaluation has been conducted to determine the progress of its implementation. Preliminary visits to a few primary schools by NCDC in 2017 have also cast doubt on the effectiveness of its teaching and learning as very few of the visited schools were found teaching local language in upper primary. However, without a formal study, such informal or non- commissioned reports or public outcry may not warrant much attention. It therefore became imperative that NCDC conducts an official assessment to get empirical evidence on the status of the implementation of Local Language at Upper Primary Level. !
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