contribution to uganda’s curriculum development process Once in a long while, in the case of Uganda, once in ten years, everyone who has the time, and hears the news, gets an opportunity to participate in the curriculum development process by sending views and arguments for propositions. As a responsible citizen, I also send my views, arguing that talent identification programs should be instituted in the lower primary; comparative global political history should be taught to all students in high school as a compulsory course; grading of marks for extra curricula activities should take into consideration, and apportion marks, for participation in extra curricula activities like sports, drama, or leadership; and an integrated financial literacy approach in lessons plans. On talent identification programs The best employment is that which utilizes our strengths, and not our weaknesses. Indeed, the best job is that which we do naturally with our talents. Consequently, the productivity of the nation will be multiplied several times over if we institute programs to identify talent at early age, and when children grow up, they just shine their expertise, and become better in areas which they are already best suited. Such programs should cover the three talent areas as classified by Ojijo in his best selling “Talanta - Ojijos Guide to Identifying, Developing & Selling My Talent & Career Skills” into art, academic and sport talent. Such identification program should be adaptable, and inexpensive, but nationally reaching and mandatory. On comparative global political history The world is run, and run down, by political leaders. Indeed, domestic policy is in most instances, especially for third world, and naturally weak nations, are shaped by regional geopolitics and global currents, which in turn are a result of yester years causes. In essence, we are because of our past, and un understanding of our past relationships is very instrumental in producing future leaders who are aware and alive to the global world political affairs. Further, the best time to do this is when the children are in high school, as this is also the moment when they critical analysis aptitude is most alive and amenable to expansion. On grading using extra curriculum activities Flowing from the principle that the purpose of education is skills development, and not limiting skills to academic, sports or art; it is paramount to have all skills, both formal, and interpersonal, tested, and graded as part of students performance in schools. This will in addition to creating an active student community, also lead to fuller exploitation of students potential, as everyone will seek to identify where they are good at, and participate fully for award of marks just as the case with examinations. Such areas for award of marks will be participation in sports, drama, leadership, and volunteering, to name but a few. On integrated financial literacy The import of financial literacy for the purposes of guaranteeing financial independence through responsible managing of personal finance cannot be understated. But as Ojijo write sin his leading book, Making My Child Financially Intelligent - Money Lessons by Age Group (from 3-13 yrs)”, financial literacy should be integrated in normal lesson plans, and both teachers and parents should participate in running exercises with children to make them learn to acquire, manage, and use money in such a way to reduce their liabilities and expenses, and increase their income and assets. This is the beginning of financial freedom. On integrated financial literacy Teaching is a profession that requires patience, skill, and compassion. The teacher, by whatever name, be it lecturer, professor, doctor, trainer, instructor, or consultant, must not only appreciate the subject matter being taught, but also the special s kills of how to teach, that is, how to pass on the knowledge he has. This requires an understanding on student needs, and other competing interests in the students mind and agenda, and teaching in such a way to meet every students’ learning needs. This requires training; training in how to teach-pedagogy. However, today, lecturers are part times, and teach simply because they have the experience and skill in the subject matter, and they want the money, but do not have compassion, patience, or the pedagogical skill. The government should pass a policy that anyone who wishes to teach must undergo a training in pedagogy, and everyone already teaching must undergo refresher course sin pedagogy once every so many years.