Pedagogical renewal in sub-Saharan Africa: the case of Uganda

There has been an unprecedented interest in reforming pedagogical practices in sub-Saharan Africa in the past two decades. The reform efforts are often characterised by a move away from teacher-centred instruction to child-centred pedagogy (CCP). Uganda has been no exception to this trend as the new curriculum adopted the principles of CCP and efforts were made to popularise and institutionalise the reformed pedagogies in primary schools. Based on a fieldwork study in selected schools in Kampala, this article seeks to explore teachers' views on CCP, their classroom practices, and the perceived challenges in implementing CCP. The article suggests that the implementation of CCP in Ugandan classrooms has not occurred in the ways intended by policy-makers and offers some explanations for the discrepancy between policy and practice. It also raises questions with regard to the appropriateness of CCP as the most suitable pedagogy in African classrooms.