Entrepreneurship New Lower Secondary Curriculum Syllabus

Entrepreneurship New Lower Secondary Curriculum Syllabus

Uganda’s Vision 2040 and the National Development Plan emphasizes the importance of developing our ability to use the technologies available to us – both emerging and traditional – to build our society. This syllabus emphasises that the learner should be able to understand and use these technologies, and
also know how to extract value from them. This means that the learner must have strong skills and should developcompetences to contribute to creating employment opportunities for self and for others.

Uganda has abundant resources which are either unutilized, under utilised or misutilised. Entrepreneurship Education will help build the abilities of learners to identify these resources and
put them to proper use to make a productive living. This helps to increase the standards of living of the people.

This will go a long way in preparing learners to be self-reliant and productive in the society to meet the demands of the competitive market. Entrepreneurship education will also help to utilise and apply the skills from other subjects in order to produce goods and services. Entrepreneurship Education is designed to introduce the learner to the importance of scanning the environment for opportunities and resources, identifying viable business ventures, starting-up a business, managing a business and utilising support services to run a business effectively and successfully.

Download the syllabus using this link

https://www.ncdc.go.ug/resource-form-submissions/secondary-curriculum/o-level-curriculum-revised-competency-based/entrepreneurship-syllabus

Teaching and Learning Entrepreneurship

The thrust of the new syllabus is experiential and towards deeper understanding. The focus in Entrepreneurship is on the development of the understanding and skills needed to develop ideas, identify commercial possibilities and to plan and develop a business enterprise. The new syllabus provides learners with a wide range of contexts in which to develop this understanding, and these contexts are designed to engage the interest of the learner and to provide opportunities to build life-related knowledge, experience and skills. Teachers are encouraged to go beyond the textbooks and provide as many meaningful contexts as possible. The generic skills have been integrated throughout the curriculum and can only be acquired through active approaches.

The role of the teacher is to build on learners’ existing knowledge and experience, and to extend them think about their own ideas and experiences as well as that by posing problems to the learners. This makes adding new knowledge and skills to it. Learners need to interact with real situations inside
and outside the classroom. They need to look at pictures or diagrams, examine statistics, or read texts
from a range of sources. They need to find out knowledge and ideas for themselves. They should
then be expected to express these in their own words, not those of the teacher, and so demonstrate
that they have understood what they have learnt.

In this approach, learners are encouraged to:

• Be responsible for their own learning
• Think for themselves and form their own ideas and opinions
• Become critical thinkers, ready to face new challenges and situations for themselves