There is need to Re-think the University Curriculum to leverage the transition from theory to practice By Elizabeth Atuheire & Amanya Aklam Very recently, Ugandan education system has witnessed curriculum reviews at Primary and Secondary education levels intended to cut back what has been termed obsolete content and produce age-appropriate skills in a learner-centered manner. How have these reforms influenced the university curriculum? Having recently graduated from university education, our reflection is motivated by what we have observed as the persistence of social problems in Uganda despite the existence of diverse theoretical innovations by most researchers and academics as responses to these social challenges. The academy seems to be trapped in methods of teaching and knowledge production that are highly theoretical, at times characterized by repetitive review of existing literature, most of it from developed countries of the West. This not only limits learners’ creati
