Exploring the Role of Parents in Supporting the Implementation of the MTP Curriculum in Luwero District
Abstract
In this paper, we explored the role of parents in supporting the implementation of the Mother Tongue Policy (MTP) curriculum in rural primary schools in Luwero District, Uganda. There have been growing concerns that, despite the recognised benefits of mother tongue instruction in early learning, parental involvement in curriculum implementation remains limited. This gap has contributed to low acceptance of the MTP and persistent challenges in language development among early-grade learners. Drawing on Epstein’s theory of overlapping spheres of influence and Vygotsky’s sociocultural theory, we examined how parents can contribute to language development and curriculum support. A qualitative ethnographic case study design was employed. This involved ten parents of children in one government-aided primary school in a rural context in Uganda. Data was collected through key informant interviews and community visits. The data was analysed thematically to capture lived experiences and patterns of parental engagement. The findings reveal that parents play a vital role in promoting local knowledge, providing learning materials, reinforcing the use of the Luganda language at home, and facilitating practical learning experiences. These contributions involve school-related knowledge, cultural, and emotional domains. However, the study also highlights uneven levels of involvement, socio-economic limitations, and a lack of structured engagement. We recommend stronger school-parent collaboration, community sensitisation, and policy adjustments to support a gradual transition from mother tongue to English instruction. Enhancing parental involvement is critical for realising the full potential of mother tongue-based education in Uganda
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