KAMPALA — Uganda is preparing for a major shift in early education, with the new Competency-Based Curriculum (CBC), expected to roll out in lower primary from 2028, proposing a maximum of about three hours of structured learning daily for young children. Under the proposed framework, children aged three to four would spend up to two hours in structured activities, those aged four to five between two and three hours, while five-to-six-year-olds would have about three hours. The National Curriculum Development Centre (NCDC) says the approach recognises that young children should not spend excessively long hours in formal classroom learning.
The proposed timetable represents a significant departure from traditional school routines that often emphasise long lessons, note-taking and memorisation. Instead, learning activities would generally last between 15 and 30 minutes, allowing children to remain engaged before moving to another activity. The curriculum will focus on physical, cognitive, language, social and emotional development, using age-appropriate approaches such as play, storytelling, songs, movement, exploration and practical activities.
At the centre of the reform is a shift from teaching children merely to remember information towards helping them develop critical thinking, creativity, communication, practical skills and problem-solving abilities. Rather than measuring learning only through what a child can reproduce in an examination, the CBC approach seeks to build competencies by encouraging learners to ask questions, explore ideas, interact with others and apply what they learn in real-life situations.
The lower-primary reforms form part of Uganda’s broader effort to transform its education system into one that is more learner-centred and competency-based. NCDC is reviewing the primary curriculum ahead of the planned 2028 rollout, while the competency-based approach has already been introduced at lower secondary level and is being extended to Advanced Level, where the new curriculum is being developed, implemented and tested in selected schools. The reforms aim to create greater continuity from early childhood through secondary education.
However, the success of the new approach will depend heavily on teachers, parents and schools. Teachers will need adequate training to move from traditional teacher-centred instruction to facilitating interactive and continuous learning, while parents will be expected to play a stronger role in supporting children’s development beyond the classroom. Schools will also need appropriate learning materials, safe environments and enough flexibility to ensure that shorter structured hours do not translate into reduced learning opportunities.
If effectively implemented, Uganda’s proposed three-hour structured learning model could mark one of the boldest changes in the country’s early education system. The message behind the reform is simple but significant: young children do not necessarily learn better by spending longer hours sitting in class. Instead, Uganda’s new CBC seeks to make every learning moment more meaningful, engaging and developmentally appropriate — replacing excessive cramming with curiosity, creativity, competence and practical problem-solving.
