story by Tumworobere premier

QN.   “FUTURE MEN AND WOMEN ARE DESTINED TO PERFORM DIFFERENT ROLES IN SOCIETY AND IT IS SIMPLY INEFFICIENT TO TRAIN THEM IN THE SAME WAY”   WITH REFERENCE TO CURRICULUM DIMENSIONS, DISCUSS HOW A COUNTRY CAN ESTABLISH A HOLISTIC EDUCATION SYSTEM FOR ITS CITIZENS.

Future men and women are simply all the children, youth, students, learners ranging from nursery, primary secondary and all other institutions of higher learning. All these have different abilities, capacities and strengths therefore they are entitled to perform different activities in the society. Some have talents in football, construction, cooking, dancing, carpentry, mechanics and academically talented ones. It would be automatically unfair to train them in the same way, one class, one content, and one situation yet they are gifted differently. For example  a student starts to fail mathematics from primary, finds its compulsory at O’level and made to pursue subsidiary mathematics at A’level which doesn’t make any sense as far giving holistic education is concerned. The government of a country like Uganda should arrange different strategies and put across all the required necessities in order to provide holistic education that would favour all students in their respective capacities and abilities, produce skilled citizens that are going to cause change in the society.

There is no standard definition of curriculum since all the educationists have varying views. Curriculum is a greek word which is embedded with different meanings from different scholars and philosophers . some take it as syllabus, notes, textbooks, teaching aids, among others. Its therefore from this point that different scholars have given their views on the meaning of curriculum basing on the fact that no single definition can define it. Bishop (1985) defines curriculum as the total sum of all experiences a pupil undergoes, Kerr (1965) defines it as all learning which planned and guided by the school whether it is carried out in groups or individually inside or outside the school, Farrnt(1964) defines it as all that is taught in school including subjects and all those aspects of life the exercise and influence the life of the children, Bobbit (1918) in Okello V and Ocheng M.K(1996) defines curriculum as those things which children and youth must do and experience by way of developing ability to do things well that make up affairs of adult life. Finally Stehouse (1975) defines curriculum as the total effort of the school to bring about desired outcomes in school and outside school situations. However according g to all definitions given by all different scholars, I therefore view curriculum as the skills and experiences the child must undertake than only receiving knowledge and content given by the teacher in classroom.

From the above definitions of curriculum, we obtain curriculum dimensions as viewpoints of curriculum, they include formal, non-formal, informal, and guidance and counselling as the major dimensions. Formal curriculum includes formal activities undertaken in class or outside for which the timetable of the school allocates specific periods of teaching time. This dimension is documented in scope and sequence for example lessons. Non-formal curriculum comprises of all those planned experiences outside the formal curriculum for example sports, clubs, drama, debates etc. it is voluntary in nature and favours learners interests and preferences. According to Urevbu(1990), informal curriculum is not formalised in that they are those things learners learn at school because of the way in which work of the school is planned and organised for example school life teaches obedience to authority, punctuality, neatness, techniques for passing exams and leadership roles. Guidance and counselling is process by which learners are helped to understand, and use aptitude abilities and interests, they are given career guidance and advice on how to make choices.

Education according to Farrnt (1964), defines it as a universal practice engaged in by societies at all stages of development leading to new knowledge and experience hence growth. However Sirous Mahmoud in his article defines education as  encompassing views of reality education experiences that promote a more balance development of cultivate relationships among different aspects of an individual.

Holistic education refers to a philosophy of education based on the premise that person finds identity, meaning and purpose in life through connections to the community and the entire world. It can also be defined as functional education relation between parts and the whole. However according to my own view, holistic education is defined as education that favours all kinds of students with different talents, abilities, strengths and capacities to live independent adult lives. This is got through imparting skills at all stages that can help them change the societies they live in. the actual determinants of holistic education can be teachers available since they perform a big role in designing the curriculum and imparting skills to learners, resources available, culture and need. According to Tylor 1949, alleges that need is used in psychological writings of Prescott and others. They view a human being as dynamic organism and to keep it in equilibrium, its necessary that needs be met. In this sense, every organism is continually meeting its needs that is reacting in such a way as to relieve these forces that bring about imbalance.

Therefore for a country like Uganda to establish a holistic education for its citizens, must design and draw the curriculum which balances all four dimensions and should be carefully implemented than not following the kind of behaviour expected and the content the behaviour applies. However the new curriculum cannot be implemented until necessary teaching materials like textbooks, workbooks and any other visual audio materials that are essential to the course that have been produced and distributed to schools and teachers and teachers have been trained in their use consequently. Introducing new curriculum is  a complex task according to Farrnt 1964. Therefore the following reforms must be put into consideration while designing the curriculum for Uganda to establish holistic education.

To begin with, the government should do emphasise vocationalisation of skills that aim at producing job creators than job seekers per the case in Uganda today. the government can do this by setting up technical institutions for tailoring, agriculture, catering, brick making, mechanics, carpentry, weaving where learners of different skills can take part. Further more according to Bobbit  (1918) emphasised the development of skills whereby he encourages ‘development of ability to do things well that make up the affairs of adult life’ He adds that learners should not be taught what they will never use in life because that would be a waste or spoilt education. So in order to reduce waste, educators had to institute a process of scientific measurement leading to predictions as ones future goals in life. He therefore emphasised and advocated for education according to need and predicted social and vocational roles. In my own view, I agree with Bobbit in that they are those skills that can give education for life. A student can use them to provide sustainability and cause change in the society than formal curriculum. Though this may be of great impact to the education system of Uganda, resources, teachers, and institutions may not be available to provide holistic education.

Secondly, the government/ country should put emphasis on practical teaching that can promote holistic education for example apart from first world schools, many of the schools don’t have enough resources like laboratories in case of science subjects( biology, physics, chemistry, principles of agriculture etc), libraries for research, trained teachers to impact students with skills. According to bishop (1985) encourages more science in schools in order to produce better qualified candidates for higher level technical and scientific studies. He goes ahead to emphasise that resources would promote the prosper of science in schools even starting from primary level. He alleges “many schools have a prejudice against teaching practical subjects since the theorist has more snob prestige than the practitioner, schools tend to be snobbish against their pupils( dirtying their hands). In the lower classes of primary school, work experience may take the form simple handwork with the objective being to train them use their own hands”. I support bishop in that it may take a form of learning a craft which develops technical thinking and creative capacities. Therefore at this stage some work experience can be produce in real life. In addition to the above, the star magazine Mengo senior school emphasises and practices the teaching of practical subjects like woodwork and tailoring. “ Mengo is unique in that it is concentrating on education and training that builds fundamental traits, we believe that a person who is morally educated will be a lot better equipped to move in life and succeed. However much this would be of great importance on Ugandan education system, it may be hindered and ineffective since the resources are scarce and almost a large percentage of schools cannot afford it.

Thirdly, the government should check and adjust its curriculum that is based on culture. Learners should be taught in their own language to promote holistic education. This would help to teach students their traditions, norms, beliefs and customs. Further more, not only that, Uganda’s education is more based on western culture that is students are taught in English language. Therefore as the mode of communication can also play a big role in promoting holistic education since students are well conversant with the content taught in their language. However much this may be possible, Uganda has limited resources like teachers and textbooks for teaching native languages. Uganda is a multi-linguistic country

Much emphasis should also be put on the promotion of talent and ability of a student. Students or learners with abilities and talents like rugby, football, netball, tennis, athletics, actors and actresses should be helped to develop their talents. This must be favoured all along from childhood whereby they be helped to develop their talents and earn a living for example Denis Onyango of Uganda cranes, and Bobi wine (the singer turned politician) who are popular and have caused change in the societies they live in. according to Herbert, in Tanner D and Tanner L (1995) stresses that the teacher must present new ideas in a way that associates them with ideas that are already part of the students experience. This meant that a teacher had to know of the child’s previous knowledge and interest.  In my abide with the above scholar, teachers are entitled to renovate their learners and motivate them to use their talents that would turn them into skilled individuals hence providing holistic education. To top on that, in the Monday January 25^th 2010 new vision, the DEO of Wakiso district blamed some teachers who put much emphasis on examinations at the expense of talent developing. In line with the DEO, Mathias Mazinga in new vision 28^th February 2017 supports development of firm structures to develop talents in sports. “sports is now a history to most students today, what matters most is passing with good grades” therefore if the government would be in position of implementing sports and other talents through offering scholarships/ bursaries to encourage students develop their talents in addition to constructing complex sports arenas at least this would be a step forward to holistic education.

Lastly, the government/country should emphasise child centred system of education. This is where children take command of their own learning. Teachers are there to provide support and facilitate the child’s learning but children determine the direction of their own following their capabilities, interests, and desires for example when one wants to be a footballer or musician. Kelly (1989) also supports tanner D and tanner l by saying that teachers need to be sensitised and helped to recognise and identify the hidden implications of some of the materials and experiences they offer to their pupils. This can be done by encouraging them to specialise earlier enough in subjects of their own interests and desires by providing necessary materials required. Tyler (1949) agrees with Kelly and emphasises the theory of progressive education where learners interests must be identified so as to serve a purpose on educational intention. This specialisation would lead to holistic education in that a child who would have started practising music dance and drama, by the time he becomes an adult would be very well talented and can sustain him or herself hence holistic education. However this would be made in a country like Uganda where students are taught from similar classes from nursery to secondary yet they gifted differently.

To sum it all, holistic education would be established in a country like Uganda if all the four dimensions would be put into practice and, actual determinants of holistic education would be put into consideration like resources and teachers. Therefore if the curriculum of Uganda in particular would be adjusted according to culture, following learners interests, putting emphasis on talents, among others. If all this is done, holistic education will be established.

REFERENCES ( TEXT BOOKS)

1.     Bishop.G (1985) Curriculum development, macmillan education ltd, London P 1-3, 16-22

2.     Bobbit 1918 curriculum development, longman, London, P 1,3 and 7

3.     Farrant. J.S (1964) principles and practices of education, longman, UK P 18-24

4.     Kelly. A.V (1989) The curriculum theory and practice, chapman publishing limited, london P 12-13

5.     Kelly. A.V (1977) The curriculum theory and practice, sage publications, London P 10

6.     Okello. V and Ochieng M.K 1996 curriculum studies, Makerere university, Kampala, P 3

7.     Tanner D and Tanner L 1995 curriculum development theory into practice, Merill, an imprint of prentice Hall Columbus ohio opio

8.     Tyler. R.W 1949 Basic principles of curriculum and instructions, the university of Chicago press, London  P 5-7

OTHER SOURCES

1.     Emmanuel Byamugisha, DEO wakiso blames some teachers, New vision Monday January 25^th 2010

2.     https://en.m.wikipedia.org.>wiki>holisticeducation

3.     Mazinga Mathias, the gov’t must build firm structures to develop sports, New vision 28^th February 2017

4.     Stephen Sima, schools focus on tests is damaging education, New vision Tuesday march 20^th 2018

The star magazine Mengo senior school , kampala , relevancy of school subjects to the community outside school P 42,57,5