A Critical Analysis of Early Childhood Education Curriculum Reforms in Uganda. A Case Study of Buloba Primary Teachers College, Uganda

Luttamaguzi John Bosco; Augustine Mugabo; Muweesi Charles; Kalule John; Tendo Shira Namagero; Disan Kuteesa Mugenyi; Nabateregga Judith; Sserwadda Lawrence; Kaweesi Muhamadi; Nakonde Justine; Nabbona Betty Mirembe; Ndagire Shiba; Anthony Muwagga Mugagga

doi:10.37284/eajes.8.2.3092

Luttamaguzi John Bosco Muteesa I Royal University
Augustine Mugabo Makerere University
Muweesi Charles Busitema University
Kalule John Makerere University
Tendo Shira Namagero Busitema University
Disan Kuteesa Mugenyi Kyambogo University
Nabateregga Judith Zhejiang Normal University
Sserwadda Lawrence Zhejiang Normal University
Kaweesi Muhamadi Busitema University
Nakonde Justine Kyambogo University
Nabbona Betty Mirembe Kyambogo University
Ndagire Shiba Muteesa I Royal University
Anthony Muwagga Mugagga Makerere University

DOI: https://doi.org/10.37284/eajes.8.2.3092

Keywords: Early Childhood Education, ECE Reforms, ECE Curriculum

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Abstract

This exploratory qualitative case study critically examined the impact, challenges, and effective implementation of Early Childhood Education (ECE) curriculum reforms, with a focus on Buloba Primary Teachers College in Uganda. Anchored in social constructivist theory, the study sought to: (1) analyze the impact of ECE curriculum reforms on teaching methodologies; (2) identify challenges faced by educators in implementing the reformed ECE curriculum; and (3) explore strategies to enhance the effectiveness of these reforms among students. These objectives were addressed through three guiding research questions: How have ECE curriculum reforms influenced teaching practices? What challenges do educators face in implementation? And to what extent are the reforms contextually relevant to Uganda’s cultural and social landscape? To answer the research questions, a qualitative case study design was employed. Data were collected through interviews, focus group discussions, and classroom observations involving 45 participants. The collected data were rigorously analyzed using thematic analysis, which involved systematically identifying, coding, and interpreting patterns and recurring themes across the data set. This method enabled the researcher to uncover both explicit and latent meanings within participant narratives, and to develop a nuanced understanding of how curriculum reforms are experienced and enacted in the college context. The findings revealed that the ECE curriculum reforms have significantly enhanced child-centred learning, interactive teaching strategies, and inquiry-based, experiential learning. These pedagogical shifts led to improved learner engagement and observable cognitive, emotional, and social development among student teachers. The study concludes that ECE curriculum reforms have successfully initiated a transformation from traditional, teacher-dominated instruction to more interactive and learner-driven pedagogies. Nonetheless, the sustainability and impact of these reforms depend on overcoming institutional and resource-related barriers. The study recommends increased government funding to strengthen infrastructure and resource availability in Primary Teachers’ Colleges. Additionally, the institutionalization of continuous, context-specific professional development programs for tutors is essential. Finally, integrating culturally responsive pedagogical frameworks and support systems will ensure that ECE reforms are locally relevant and sustainably implemented across Uganda’s diverse education contexts.

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