Exploring the Role of Parents in Supporting the Implementation of the MTP Curriculum in Luwero District
Bibliographic record
Abstract
In this paper, we explored the role of parents in supporting the implementation of the Mother Tongue Policy (MTP) curriculum in rural primary schools in Luwero District, Uganda. There have been growing concerns that, despite the recognised benefits of mother tongue instruction in early learning, parental involvement in curriculum implementation remains limited. This gap has contributed to low acceptance of the MTP and persistent challenges in language development among early-grade learners. Drawing on Epstein’s theory of overlapping spheres of influence and Vygotsky’s sociocultural theory, we examined how parents can contribute to language development and curriculum support. A qualitative ethnographic case study design was employed. This involved ten parents of children in one government-aided primary school in a rural context in Uganda. Data was collected through key informant interviews and community visits. The data was analysed thematically to capture lived experiences and patterns of parental engagement. The findings reveal that parents play a vital role in promoting local knowledge, providing learning materials, reinforcing the use of the Luganda language at home, and facilitating practical learning experiences. These contributions involve school-related knowledge, cultural, and emotional domains. However, the study also highlights uneven levels of involvement, socio-economic limitations, and a lack of structured engagement. We recommend stronger school-parent collaboration, community sensitisation, and policy adjustments to support a gradual transition from mother tongue to English instruction. Enhancing parental involvement is critical for realising the full potential of mother tongue-based education in Uganda
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.007 | 0.017 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.005 | 0.002 |
| Scholarly communication | 0.003 | 0.002 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".