Exploring the Role of Parents in Supporting the Implementation of the MTP Curriculum in Luwero District
Why this work is in the frame
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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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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.002 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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 it