MAKERERE UNIVERSITY - Office of the Academic Registrar ...

Chatry-Komarek (2003) Literacy at Stake. Teaching Reading and Writing in African Schools,Windhoek: Gamsberg Macmillan Publishers.Day, R.R. (Ed.) (1993) New Ways in Teaching Reading, Virginia: Teaching of English toSpeakers of other Languages, Inc.Muwanga, N.K. et al (2007) Literacy Practices in Primary Schools in Uganda. Lessons forFuture Interventions, Kampala: Fountain Publishers.Parry, K. et al (Ed.) (2005) Literacy for All in Africa. Teaching Reading in African Schools,Kampala: Fountain Publishers.Whitehead, M. (2009) Supporting Language and Literacy Development in the Early Years,Second Edition, Open University Press Maidenhead: McGraw Hill.Wyse, D. and Jones, R. (2001) Teaching English Language and Literacy, London & New York:Routledge Falmer.AssessmentThe course will be assessed by coursework, marked out of 40%, and written examination,marked out of 60%. Coursework will consist of both short written assignments and practicalcase-based problem-solving activities. The latter will be assessed in part during seminarpresentations on cases of teaching reading and writing that are selected and presented bylearners.CUS 7102 CONTEMPORARY CURRICULA ISSUES IN EDUCATION(Core for All MED students at SoE)Course Description:This course is intended to assist students identify the current contemporary curricula issues ineducation and engages them into a critical analysis and discussion of these issues within theUgandan and international contexts. This course further provides a forum for developingstudents‟ competencies for their roles as educational planners and policy makers, curriculumdevelopers, language educators, social science educators, science educators, teacher educators,teachers, school managers, and academics. This course also inspires students to become mindfulof the contemporary issues in the hope of proper planning and improving education systems.The course also emphasizes the need for stakeholders in education to appreciate theinterrelatedness of different subjects and the need to use multi-disciplinary approaches inachieving the total/whole curriculum that is relevant to societal needs.Course Objectives/ Aims:The trainees should be able to;i. Identify and critique contemporary curricula issues and trends within local, national andglobal educational contexts.ii. Discuss the implications of contemporary curricula issues to educational planning fordifferent cultural contexts.iii. Select particular contemporary curricular issues in society and develop appropriatecurricula interventions to these issues.21