NURTURING AND UPBRINGING; THE FORGOTTEN ASPECT IN CURRICULUM DEVELOPMENT AND IMPLEMENTATION AT HIGHER EDUCATION INSTITUTIONS(HEIS)

Autores

  • MIIRO FAROOQ
  • GRACE K. BAGUMA

DOI:

https://doi.org/10.26619/1647-7251.DT0325.7

Palavras-chave:

Educação, Formação, Desenvolvimento Curricular, Implementação Curricular

Resumo

No atual contexto global caracterizado por volatilidade, incerteza, complexidade e ambiguidade (VUCA), a Humanidade confronta-se com desafios crescentes resultantes de novas tendências nos estilos de vida, orientação e pensamento. Estas complexidades emergentes revelam-se, em grande medida, como consequência de uma educação desprovida de dimensão ética, espiritual e axiológica, bem como da ausência de uma formação sólida que prepare os jovens com atitudes positivas, competências essenciais e comportamentos moralmente responsáveis, capazes de sustentar a autoidentificação e a gestão pessoal. A proliferação de fenómenos sociais como a violência, a apropriação ilícita de terras, os homicídios brutais e as alterações climáticas, entre outros, constituem evidências claras de que os sistemas educativos contemporâneos têm descurado, tanto no desenho como na implementação curricular, a integração de uma educação orientada por valores e por uma formação humanista. Torna-se, por isso, premente reconsiderar não apenas os conteúdos que integram os programas de ensino, mas também os métodos e as finalidades da aprendizagem em todos os níveis de educação. Acresce ainda que se tem assistido a um declínio progressivo da espiritualidade, do respeito pelas culturas e da preocupação com a preservação das gerações futuras. Esta realidade tem contribuído para o surgimento de condutas consideradas por diversos sectores da sociedade como eticamente problemáticas, tais como a corrupção generalizada, o enfraquecimento do respeito interpessoal e a quebra da confiança social. Paralelamente, tem-se verificado uma distorção de referenciais fundamentais, nomeadamente a religião, as normas sociais, os valores culturais e o património histórico, comprometendo gravemente a possibilidade de construir um futuro mais promissor para as próximas gerações. Neste cenário de transição civilizacional, torna-se imperativo reorientar os sistemas educativos para que integrem, de forma estruturada e intencional, componentes formativos centrados na promoção de atitudes construtivas, valores éticos, competências para a vida e um profundo respeito pela dignidade humana e pela sustentabilidade ambiental. O presente artigo tem como propósito evidenciar as dimensões negligenciadas no processo de conceção e implementação curricular, com especial enfoque na educação para os valores, nas competências pessoais e sociais e na formação integral dos indivíduos, de modo a contribuir para a preparação de uma geração apta a enfrentar os desafios da nova ordem mundial.

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Biografias Autor

MIIRO FAROOQ

Acting Coordinator and Founder, Centre for Teaching Thinking Skills and Wisdom Pedagogy, Institute of Teacher Education Research, College of Education and External Studies, Makerere University (Uganda). Dr. Miiro Farooq is an accomplished educational researcher, curriculum specialist, and advocate for transformative pedagogy in higher education. He holds a PhD in Educational Management and Leadership from the International Islamic University Malaysia (IIUM), where his research focused on strategic innovation in educational institutions. He also earned a Master of Education and a Bachelor of Arts with Education from the Islamic University in Uganda.Dr. Farooq is the founder and Acting Coordinator of the Centre for Teaching Thinking Skills and Wisdom Pedagogy at Makerere University, a pioneering initiative that integrates ethical reasoning, critical thinking, and Islamic pedagogy into mainstream curriculum development and instructional practices. From 2018 to date, he has collaborated with national and international institutions—including the National Curriculum Development Centre (NCDC) of Uganda—on projects aimed at contextualizing wisdom pedagogy as a framework for both human and socio-economic transformation.His work has led to the institutionalization of thinking skills pedagogy at Makerere University and informed national teacher education strategies. He serves as a consultant on curriculum reforms, focusing on integrating the Tawḥedic worldview with competency-based education. He has authored and co-authored more than 28 peer-reviewed journal articles and book chapters and regularly presents at academic conferences, workshops, and policy colloquia.Dr. Farooq’s current research examines the institutionalization of wisdom pedagogy within higher education institutions to foster innovative behavior, moral consciousness, and community-responsive education. His work directly engages with internationalization discourses by proposing culturally grounded and spiritually anchored models of curriculum reform relevant to both African and global education systems.

GRACE K. BAGUMA

Director, National Curriculum Development Centre, NCDC (Uganda). Dr. Grace K. Baguma is a seasoned curriculum expert and educational leader with extensive experience in national and regional curriculum development. She holds a Doctorate in Organisational Leadership and Management from the Commonwealth University in collaboration with the London Graduate School, and is currently pursuing a PhD in Curriculum Studies at the Open University of Tanzania. Her academic background also includes a Master of Arts in Public Administration and Management and a Bachelor of Education from Makerere University, a Diploma in Advanced Study in Technical Education (D.A.S.T.E) from the University of Manchester, and a Diploma in Education from the National Teachers College, Kyambogo.Dr. Baguma currently serves as the Director of the National Curriculum Development Centre (NCDC) in Uganda, where she leads national education reforms and the implementation of Uganda’s Competency-Based Curriculum (CBC). She has held several key positions within NCDC, including Deputy Director, Head of Business and Technical Education, and National Coordinator for Entrepreneurship Skills Education for secondary schools.Beyond Uganda, she has contributed significantly to international education development through her work as a curriculum expert supporting the Government of South Sudan in the design and implementation of basic and secondary education frameworks, including Technical and Vocational Education and Training (TVET), under the auspices of the Intergovernmental Authority on Development (IGAD).Dr. Baguma’s expertise intersects curriculum innovation, leadership in education systems, and regional capacity building, making her a strong voice in advancing educational transformation and the internationalization of curriculum across Africa. Her work reflects a commitment to building responsive, skill-oriented, and contextually relevant education systems capable of addressing the evolving demands of 21st-century societies.

Publicado

2025-06-03