Factors affecting implementation of competence based curriculum in selected Secondary Schools of Kabale Municipality- Kabale District

Abstract

This study aimed to explore factors affecting the implementation of the competence-based curriculum in selected secondary schools in Kabale municipality, Kabale district. The research objectives were to identify the teaching approaches used, determine the impact of instructional materials, and assess the role of education agencies in the implementation of the curriculum. The study used Social constructivism theory by Lev Vygotsky, a Russian psychologist who believes that individuals play an active role in creating their own knowledge. The study used a case study design alongside qualitative approach, and data was collected through interviews guides in one on one and focus group discussion with teachers, learners, and head teachers, from the selected secondary schools and Municipal education officer and analysed thematically. Purposive sampling was used to get the study population of 126. Findings revealed that project-based learning, experiential learning, inquiry-based learning, and collaborative learning were the common teaching approaches used in the implementation of the competence-based curriculum. Instructional materials were found available though inadequate to have a significant impact on the implementation of the curriculum. Furthermore, education agencies such as the Ministry of Education and Sports, the NCDC and UNEB are the responsible bodies and play crucial role in providing guidelines, training, and support to teachers and head teachers to ensure the effective implementation of the curriculum. The study recommends that teachers should be trained on various teaching approaches to effectively implement the curriculum through training programs and workshops organized by Education agencies to equip teachers with necessary skills and knowledge to provide quality education and ensure that students receive the best possible education and also should provide adequate support and resources to ensure the effective implementation of the competence-based curriculum.

Keywords: Competence based curriculum, Secondary school, teaching approaches, Education Agencies