By Nyago Bosco
The Competency-Based Curriculum (CBC) in Uganda is designed to address the challenges of the traditional education system by focusing on practical skills, problem-solving, and real-world application of knowledge.
Its relevance and importance in the Ugandan context include: Skills-Oriented Learning – unlike the old content-heavy curriculum, CBC emphasizes hands-on skills, preparing learners for employment and entrepreneurship; Alignment with National Development Goals – the CBC supports Uganda’s Vision 2040 by producing a skilled workforce for economic growth and industrialization; Enhancing Critical Thinking – it encourages learners to analyze problems, think creatively, and develop innovative solutions, which is crucial for national development; and bridging the Skills Gap – Many Ugandan graduates face unemployment due to a lack of practical skills. CBC ensures students acquire relevant competencies required in the job market.
Others are Promoting Inclusivity and Adaptability – the curriculum is designed to accommodate diverse learning needs and abilities, making education more accessible and relevant to all learners; Integration of ICT and Digital Literacy – as Uganda moves toward digital transformation, CBC incorporates ICT skills, preparing students for the evolving job market; Continuous Assessment Over Exams – The shift from exam-based evaluation to continuous assessment helps track students’ progress in a more holistic way; and Encouraging Lifelong Learning – By focusing on adaptability and problem-solving, CBC prepares students to continue learning beyond school.
Challenges so far encountered
The implementation of Uganda’s Competency-Based Curriculum has encountered several challenges, but also achieved notable successes. The challenges include Inadequate Teacher Training: Many educators have not received sufficient training to effectively deliver the CBC, leading to difficulties in adopting new teaching methodologies; and Resource Constraints: Schools often lack essential materials and infrastructure to support competency-based learning, hindering effective implementation.
Other challenges are Assessment Limitations: Traditional assessment methods focusing on rote memorization are misaligned with the CBC’s emphasis on critical thinking and problem-solving; and Stakeholder Resistance: Some educators and parents exhibit reluctance towards the CBC due to unfamiliarity or skepticism about its effectiveness.
Possible solutions to these challenges
The challenges facing the new curriculum can be addressed throughEnhanced Teacher Professional Development: Implement comprehensive training programs to equip teachers with the necessary skills and knowledge for CBC delivery; Provision of Adequate Resources: Ensure schools are supplied with the required materials and infrastructure to facilitate competency-based learning; Reform of Assessment Strategies: Develop and adopt assessment methods that evaluate students’ competencies in critical thinking and problem-solving; and Stakeholder Engagement: Conduct awareness campaigns and workshops to inform and involve all stakeholders in the CBC implementation process.
Success Stories:
Teacher Training Initiatives: The government has trained a significant number of teachers to facilitate the CBC, enhancing their ability to deliver the new curriculum effectively.
Positive Student Outcomes: Early reports indicate that students are developing improved critical thinking and problem-solving skills under the CBC. Also the recently released O Level UNEB examination for the first cohort show significant improvement in performance.
These developments suggest that, despite challenges, the CBC is making strides in transforming Uganda’s education system.
Teachers and CBC
The implementation of Uganda’s Competency-Based Curriculum (CBC) has presented both opportunities and challenges for teachers. While the shift aims to enhance educational outcomes by focusing on practical skills and learner-centered approaches, educators have encountered several obstacles.
These include
1. Insufficient Training: Many teachers feel inadequately prepared to deliver the CBC due to limited training opportunities. The initial government strategy trained 35% of in-service teachers, who were then expected to train their peers through a cascade model. This approach has proven less effective, leaving a significant number of teachers without proper guidance.
2. Resource Limitations: The successful implementation of CBC requires adequate teaching materials and infrastructure. However, many schools lack these essential resources, hindering effective curriculum delivery.
3. Assessment Challenges: Transitioning from traditional examination methods to continuous assessment has been difficult. Teachers often struggle with developing and administering assessments that accurately measure competencies.
4. Resistance to Change: Some educators are accustomed to traditional teaching methods and exhibit reluctance toward adopting the new learner-centered approaches mandated by the CBC.
Positive Developments
Despite these challenges, there have been encouraging signs:
- Enhanced Student Engagement: Teachers have observed increased student participation and interest in learning activities, attributed to the practical and interactive nature of the CBC.
- Professional Growth: The shift to CBC has prompted teachers to pursue further professional development, enhancing their instructional skills and adaptability.
Recommendations:
To support teachers in effectively implementing the CBC, the following measures should be adopted:
- Comprehensive Training Programs: Establish ongoing professional development initiatives to equip teachers with the necessary skills and knowledge for CBC delivery.
- Provision of Adequate Resources: Ensure that schools are supplied with the required materials and infrastructure to facilitate competency-based learning.
- Assessment Support: Develop clear guidelines and tools to assist teachers in creating and implementing effective competency-based assessments.
- Change Management Strategies: Implement programs to help teachers transition from traditional methods to the CBC approach, addressing resistance and fostering acceptance.
By addressing these areas, the implementation of the Competency-Based Curriculum in Uganda can be strengthened, leading to improved educational outcomes.
Parents’ support
Parents play a crucial role in ensuring their children effectively benefit from the Competency-Based Curriculum (CBC). Here are key ways they can provide support:
1. Understanding the CBC Approach
- Parents should familiarize themselves with the CBC to understand its goals, methods, and expectations.
- Attend school meetings, workshops, and training sessions on CBC.
2. Encouraging Practical Learning at Home
- Provide opportunities for hands-on learning, such as cooking, gardening, or simple science experiments.
- Encourage creativity through arts, storytelling, and problem-solving activities.
3. Supporting Homework and Assignments
- Help children with research-based and practical assignments without doing the work for them.
- Provide a conducive environment for study and exploration.
4. Instilling a Positive Attitude Towards Learning
- Encourage curiosity, critical thinking, and self-directed learning.
- Praise effort and improvement rather than just focusing on grades.
5. Enhancing Communication with Teachers
- Regularly engage with teachers to track the child’s progress and address any challenges.
- Seek guidance on how to reinforce learning at home.
6. Providing Necessary Learning Resources
- Equip children with basic materials such as books, internet access, and educational tools.
- If possible, enroll them in extracurricular activities that complement CBC skills.
7. Promoting Social and Life Skills
- Teach children communication, teamwork, and problem-solving skills at home.
- Encourage participation in community activities, chores, and leadership opportunities.
8. Encouraging Digital Literacy
- Introduce children to safe and productive use of technology, as CBC integrates ICT in learning.
- Monitor their internet usage to ensure they access appropriate educational content.
9. Being Role Models
- Demonstrate a love for learning by reading, exploring new skills, and showing curiosity.
- Encourage discipline, responsibility, and a growth mindset.
10. Advocating for Better CBC Implementation
- Work with schools and policymakers to ensure adequate resources and teacher training for CBC.
- Join parents’ associations and participate in discussions about curriculum improvements.
By actively engaging in their children’s education, parents can maximize the benefits of CBC, making learning more meaningful and applicable to real-life situations.
In our next articles we shall explore some ways on how a teacher can leverage on ICT to efficiently and effectively deliver in the Competency-Based Curriculum.
Mr. Nyago Bosco is a sciences teacher at Naminyagwe Muslim Secondary School in Bugiri district. MOB Phone: +256 776 682130
