Indigenous Agricultural and Ecological Knowledge in Uganda’s Competency-Based Lower Secondary Curriculum: Nature, Forms, and Structural Coherence of Integration

Grace Kanyiginya Baguma, Jesse Lukindo · 2026 · East African Journal of Education Studies

Summary. Uganda's competency-based lower secondary curriculum claims to integrate indigenous agricultural and ecological knowledge, but the study finds this integration remains largely implicit and unevenly distributed across subjects. Teachers strongly support including indigenous practices like organic farming and traditional food preparation, yet curriculum documents show weak alignment with competency progression and assessment frameworks. Systematic curriculum mapping and structural embedding are needed to move beyond superficial inclusion toward genuine decolonization.

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@article{baguma-2026-indigenous-agricultural-ecological-knowledge-uganda,
  title   = {Indigenous Agricultural and Ecological Knowledge in Uganda’s Competency-Based Lower Secondary Curriculum: Nature, Forms, and Structural Coherence of Integration},
  author  = {Grace Kanyiginya Baguma and Jesse Lukindo},
  journal = {East African Journal of Education Studies},
  year    = {2026},
  doi     = {10.37284/eajes.9.2.5217},
  url     = {https://doi.org/10.37284/eajes.9.2.5217}
}

TY  - JOUR
TI  - Indigenous Agricultural and Ecological Knowledge in Uganda’s Competency-Based Lower Secondary Curriculum: Nature, Forms, and Structural Coherence of Integration
AU  - Grace Kanyiginya Baguma
AU  - Jesse Lukindo
JO  - East African Journal of Education Studies
PY  - 2026
DO  - 10.37284/eajes.9.2.5217
UR  - https://doi.org/10.37284/eajes.9.2.5217
ER  - 

Details

DOI

10.37284/eajes.9.2.5217

Countries

Uganda

Regions

Africa

Categories

education, indigenous-innovation, policy, general-innovation

Added

2026-09-01