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112 Teacher Trainees participated in this study. The purpose of the study was to identify and explain teacher trainee's perceptions, experiences and their assessment of the teacher education programme in the school of Education. The objectives of the study included; To assess the teacher trainees' expectations when joining the School of Education. Identify the teacher trainee's experiences at the School of Education as they undergo the programme. To solicit the views of the teacher trainees on how to improve the teacher education programme. A qualitative approach was used to collect data using open ended questionnaires and focus group discussions. Results show that Teacher trainees do not receive adequate and appropriate career guidance at secondary school level. The School of Education does not effectively explain to them what is involved in the programme. Teacher trainees feel they are not adequately prepared to meet the demands and needs of secondary school curriculum. Recommendations include lecturers attending/oriented to a course of teacher education, more government funding and revision of teacher education curriculum

With the frequent changes in education environment caused by dynamic economy, politics, and global trends among others, primary teacher education should keep abreast with these trends. However, in Uganda this has not been the case. While government designs new curriculum for primary schools, the changes in teacher education curriculum seem to be slower. Teacher educators are not familiar with the new trends in education such as ICT in teaching and learning, gender, learner centered education etc. The teaching materials are not easily available in the teacher training colleges because of shortages of funds. The study sought to: analyse the curriculum of Primary Teacher Education (PTE) since 1990, assess the challenges Primary Teacher Colleges (PTC) experience in the preparation of quality teachers and analyse the extent to which PTE curriculum is responding to the new trends in primary education. Using mainly interviews and focus group discussion, this paper explored the relationship between teacher preparation and quality of teachers produced. Findings showed that the curriculum of the teacher training colleges is not tailored to the requirements of the primary curriculum. In addition PTE faces many challenges that affect the preparation of teachers. Key words: primary teacher education, primary school curriculum, quality education.

Geography is an interdisciplinary subject which includes both the physical and human components. It is about the relationship between the people and the physical environment, as well as the interaction among people themselves. The environment in which people live changes in time and space making geography a dynamic subject which call for constant change in the content and the methodology of teaching it. Gender is one of the current issues in society which help to explain the low levels of development in most developing countries. This paper critically examined the O-level geography to identify topics where it can be integrated, as well as, recommending methods can be used to teach it. The author recommends that the government of Uganda should integrate gender in the geography teaching syllabus, train teacher through in-service programmes to sensitize them about the importance and values or integrating gender in the subject. The Uganda National Examinations Board should be oriented to current issues in education and set questions relevant and appropriate to gender issues.