Browsing by Author "Mwesiga, Dickson"

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    Visual arts practices, needs, and challenges in the implementation of competence-based education in selected schools in Mbarara city, Uganda
    (East African Journal of Education Studies, 2026) Mwesiga, Dickson
    Competence-Based Education has emerged as a transformative framework within Uganda’s educational landscape, emphasising practical skills, critical thinking, and learner-centred pedagogies. This research investigated the practices, requirements, and challenges associated with implementing competence-based education in Visual Arts across selected secondary schools in Mbarara City, Uganda. Anchored in Constructivist Learning Theory and the Taba Curriculum Model, the study employed a descriptive cross-sectional design. Semi-structured interviews were conducted with 12 Visual Arts educators, 6 school administrators, and 2 curriculum coordinators from secondary schools in Mbarara City, Southwestern Uganda. Braun and Clarke’s (2006) framework for thematic analysis was employed to investigate classroom, institutional, and curriculum perspectives concerning the implementation of Competence-Based Education (CBE) in Visual Arts. This methodology offered a comprehensive overview of the efforts and experiences of the participants. The findings revealed that although teachers frequently implement project-based and experiential learning strategies aligned with CBE principles, significant gaps persist in professional training, instructional resources, and institutional support. Major challenges identified included insufficient teaching materials, limited opportunities for professional development, large class sizes, and inadequate integration of CBE-aligned assessment strategies. The study concludes that the successful implementation of CBE in Visual Arts education necessitates continuous teacher training, improved resource allocation, and strong policy support. Recommendations entail targeted capacity-building initiatives, the provision of specialised instructional materials, and the establishment of institutional frameworks to monitor and promote the consistent adoption of CBE practices within Visual Arts classrooms.