Towards a harmonized curriculum in East Africa: A comparative perspective of the intended secondary school mathematics curriculum in Kenya, Rwanda, Tanzania and Uganda

Document Type

Book Chapter


Institute for Educational Development, East Africa


This chapter presents the results and insights gained from a comparative analysis of the national secondary school mathematics syllabuses of Kenya, Rwanda, Tanzania and Uganda. Whilst considerable commonalities were found, it was particularly Rwanda, with a different colonial past, which was found to have a more formal curriculum, exemplified in the lack of mention of measurement below the fourth year of primary school and the absence of approximation as a topic. Differences in sequencing topics were found, and are acknowledged between the stated curriculum on the one hand, and what gets taught by teachers and indeed learnt by the children on the other.

Publication (Name of Journal)

Mathematics education in East Africa: Towards harmonization and enhancement of education quality