System (In)Coherence Seen through a Curriculum Lens: Ugandan Teachers Face Conflicting Demands from Curriculum and Examination Bodies

This text examines the issue of (in)coherence in the Ugandan education system, specifically regarding conflicting demands on teachers from the curriculum and examination bodies. It highlights the importance of aligning education systems towards learning outcomes. The study finds low coherence between the curriculum and exam, leading to conflicting demands on teachers' time. Incoherence arises from separate processes in curriculum and exam development. The RISE framework and the "Surveys of Enacted Curriculum" methodology are used to analyze and quantify incoherence. The findings underscore the need for better alignment between the curriculum and exam to prioritize learning.