Education Sector Strategic Plan 2004-2015 - Planipolis

Work Plan 2004/5-2006/7: NCDC
Intervention Activities Manager Completion date
2.1.3. Use pre-Primary programs and other measures to prepare children for intellectual requirements of primary school.
2.1.3.8 Provide instructional
materials for pre-reading and
other readiness skills to P.1
Survey and consult with relevant stakeholders in the pre-primary sector for provision of pre-learning
and play materials. Plan, design, prepare and produce Business and Technical Education related
instructional materials for the acquisition of pre-reading skills. Design, organise and carry out
stakeholder sensitisation on Business/ Technical pre-reading instructional materials and orientation
of pre-school instructors on the use of the materials. Monitor the use of materials.
2.2 Post-primary students to enter the workforce and higher education
2.2.1 Give highest priority to competencies with broad application (for the workforce and higher educaiton)
2.2.1.1 Provide a curriculum
for all post-primary students
that focuses on these
competences - see also under
sub-objective 1.2
2.2.1.1 (b) Revise general
secondary curricula and
instruction to emphasize
critical thinking, problemsolving,
science ana
2.2.1.4 Construct, equip and
manage laboratories and
libraries in S1-S4 schools and
workshops in BTVET centres
Carry out situational analysis on desired competencies with broad application in Uganda's context.
Evaluate existing curricula on their capacity to deliver competencies with broad application and
engendering a wealth creation ethic and effective environment management practices through
emphasis on critical thinking, problem-solving, mathematics and science/technology skills. Carry oul
identified curriculum development actions as under sub-objective 1.2, strategies 1.2.1 and
1 22.Develop, prepare and produce teachers' guides on all the syllabuses reviewed or adopted for
the post-primary programmes.Develop and write manuals for the teaching of Local and foreign
languages and Literature at post-primary. Design and conduct effective curriculum innovation trials
on all new curriculum specifications and follow up periodical formative evaluation interventions.
Develop new curricula and work with secondary and TDMS to make the curricula accessible to
teachers and materials"; "Design and implement a participatory monitoring and evaluation system
Carry out regular surveys of laboratories in schools and colleges to identify resources that can be
repaired/rehabilitated by STEPU at NCDC.Survey the workshops and laboratories in BTVET
centres to identify the 'needs for tools, equipment, machinery and training. Procure raw materials
s
and spares for use in the maintenance/repairs of laboratory facilities and apparatus carried out by
materials and produce science and technology equipment for schools, pre-learning
and play materials. Organise and carry out repairs, maintenance servicing and rehabilitations
services of laboratory resources in schools and colleges.Design and conduct orientation training
activities for technicians and librarians on management of labs, libraries, workshops for instruction.
Train laboratory technicians and science teachers in handling, care and repair of laboratory
equipment and apparatus
NCDC NCDC
NCDC, Secondary
BTVET and Teacher
Education.
NCDC and Teacher
Education
Dec-05
Throughout 04-06
Throughout 04-06
2004-07