KYAMBOGO UNIVERSITY

FACULTY OF EDUCATION

FOUNDATIONS OF EDUCATION DEPARTMENT

DIPLOMA IN SECONDARY EDUCATION

COURSE UNIT: HISTORY OF EDUCATION

NAME : JJUUKO FRANK

REG. NO. : 19/U/TEC/20449/GV

COURSE TITLE : EDUCATION 2

DATE : 11/11/2021

LECTURER’S NAME : MR. OMODIMG BASIL SGN: …………………………

 1) Discus the reasons why the following ordinance was introduced in Uganda.
a) 1942 educational ordinance.

The 1942 education ordinance was influenced by the recommendations of the management, operation,
and functions of boards of governors in post primary institutions. The education ordinance made legal
the recommendations of Thomas education committee of 1940.

The law was meant to strengthen the administrative conditions in the education sector at post primary
level.

The consideration of the reviewed education system in Uganda since 1925 when the Ugandan
protectorate government had joined the missionaries in the education field and to put in place the
recommended new development and strategies.

It was also specifically requested to examine the issue of starting non-denominational schools under the
government.

There was need to draw the community in closer connection with the administration of schools in
Uganda. The concern of the community was to send children to school and leave the missionaries to
educate them.

There was a need to establish the board of governors (BOG)and involve the local government in the
financing of primary schools which was intended to lessen the missionary predominance in the
education administration

There need to emphasize the other sectors eg agriculture, child care and other practical subjects other
than focusing on Christian religion which education irrelevant to others.

The education sector had a low system of supervision and inspection which compromised the quality
and accountability and the government had to increase its force in education.

The colonial government was thinking of giving independence to her colonies in east, central, and west
Africa consequently and wanted to raise the levels of education in those colonies before they regained
their independence.

There was a need to realize that by 1951, secondary schools in Uganda were to produce 250 students
annually for o-level school certificate.

There was also an attempt to make all schools run a uniform curriculum which would comprise both
academics and technical practical skills and subjects.
 2) What have you learnt as a teacher as far as history of education is concerned ( relevance of
history of education to a teacher trainee)

The study of history of education helps a teacher trainee to appreciate the various aspects of
their past education process so as to link them to present.

It enables me as the teacher in training to know what type of education we had and purpose it served in
the past.

It gives the teacher in training opportunity of knowing our past mistakes in our education with view to
making necessary amends.

History of education gives a teacher in training opportunity of studying other people’s education ideas
and programs with the aims of developing ours.

It also gives teachers in training a solid foundation to plan for our present and our future educational
developments.

History of education guides teachers in training to proffer some positive solution to our present day
educational problems.

It help teacher in training to understand some major trends and developments in our education system.

It helps us as teachers in training to formulate and implement better philosophies of education.

History of education is a good academic exercise to improve teachers in training’s knowledge

It widens the scope and knowledge of the teacher trainee and makes him or her more comfortable and
complete in class.

Knowledge of history of education can help teachers in training to be competent in handling any political
appointments on education, nationally or internationally.
References

Fafunwa 1,2A.B) history of education in Nigeria

Jekayinfa 2, A.A $ kolawole D.O. (conceptual background to history of education)