Neo-colonizing Ugandan Education: Analysis of Neo-colonial Effects on History Education Management at Ordinary Level in Uganda

The study investigated the effects of Neo-colonialism on the History education Management at O-level learning system in Uganda. A descriptive cross-sectional survey research design was used in the study. A total sample size population of 316 participated in the study which included 8 officials from National Curriculum Development Centre (NCDC), 4 District education officers from the selected districts, 8 policymakers and administrators from MoES who were purposively selected respectively and 296 secondary school History teachers were selected using simple random sampling technique. Data was collected using a self-administered questionnaire and qualitative methods. It was found out that Neo-colonialism has a strong bearing on O-Level history education management policies like the language of instruction and the Universal Secondary Education policies that are a cocktail of the colonial education policies which lead to cramming and memorization of the O-Level graduates in Uganda. It was also found out that most decisions and directives on History education at O-Level learning system in Uganda are arrived at with the advice of colonial masters. It was therefore concluded that History education management policies at O-Level learning system in Uganda does not fully suit the needs of the local people as it favours needs of developed countries. It was recommended that, history education curriculum designers should emphasize skill development rather than the knowledge acquisition at O-Level learning system in Uganda to avoid dependency syndrome. History education management policies should focus on local textbooks, staffing and materials than those of colonial masters.