Once in a long while, in the case of Uganda, once in ten years, everyone who has the time, and hears the news, gets an opportunity to participate in the curriculum development process by sending views and arguments for propositions. As a responsible citizen, I also send my views, arguing that talent identification programs should be instituted in the lower primary; comparative global political history should be taught to all students in high school as a compulsory course; grading of marks for extra curricula activities should take into consideration, and apportion marks, for participation in extra curricula activities like sports, drama, or leadership; and an integrated financial literacy approach in lessons plans.

On talent identification programs

The best employment is that which utilizes our strengths, and not our weaknesses. Indeed, the best job is that which we do naturally with our talents. Consequently, the productivity of the nation will be multiplied several times over if we institute programs to identify talent at early age, and when children grow up, they just shine their expertise, and become better in areas which they are already best suited. Such programs should cover the three talent areas: art, academics and sports. Such an identification program should be adaptable, and inexpensive, but nationally reaching and mandatory.

On comparative global political history

The world is run, and run down, by political leaders. Indeed, domestic policy is in most instances, especially for third world, and naturally weak nations, shaped by regional geopolitics and global currents, which in turn are a result of yester years causes. In essence, we are because of our past, and understanding of our past relationships is very instrumental in producing future leaders who are aware and alive to the global world political affairs. Further, the best time to do this is when the children are in high school, as this is also the moment when they critical analysis aptitude is most alive and amenable to expansion.

On grading using extra curriculum activities

Flowing from the principle that the purpose of education is skills development, and not limiting skills to academic, sports or art; it is paramount to have all skills, both formal, and interpersonal, tested, and graded as part of students’ performance in schools. This will in addition to creating an active student community, also lead to fuller exploitation of students potential, as everyone will seek to identify where they are good at, and participate fully for award of marks just as the case with examinations. Such areas for award of marks will be participation in sports, drama, leadership, and volunteering, to name but a few.

On integrated financial literacy

The import of financial literacy for the purposes of guaranteeing financial independence through responsible managing of personal finance cannot be understated. But as Ojijo writes in Making My Child Financially Intelligent - Money Lessons by Age Group (from 3-13 yrs), financial literacy should be integrated in normal lesson plans, and both teachers and parents should participate in running exercises with children to make them learn to acquire, manage, and use money in such a way to reduce their liabilities and expenses, and increase their income and assets. This is the beginning of financial freedom.

By Ojijo Pascal
Lawyer, Guest lecturer, and author.
[email protected]