Uganda's education system was damaged and retarded by the military regime of the 1970's. About 50 percent of the primary school age children go to school and of these only 20 percent manage to proceed to secondary school. The ultimate number that manage to gain admission to the single university is 0.8 percent of these. Curriculum provides for an innovative change within an individual. Its implementation must be adjusted to suit the individual. Planning a curriculum necessitates its analysis as a first phase and must eventually end in its syntax before implementation. Administrative arrangements constitute what the Director of a Curriculum must add to a planned curriculum in order to develop it. Assessment of an individual's attainment is determined by and geared towards set objectives. Public examinations set at different levels in Uganda are confined more or less to the cognitive and affective domains of Bloom's taxonomy. (Author)