Academic publications

Permanent URI for this collectionhttps://hdl.handle.net/20.500.11951/16

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Browsing Academic publications by Subject "competency-based curriculum"

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    Teachers’ Autonomy in Adapting Pedagogical Practices for Effective Implementation of the Secondary School Competency-Based Curriculum in Uganda
    (Gitoya Centre for Academic Research and Dissemination, 2024-12) Mary Teophira Ocheng Kagoire; Moses Wambi; Alfred Buluma; Wycliff Edwin Tusiime; Emmanuel Humphrey Gusango; John Senkumba
    This study intended to explore teachers' opinions on how much they used their autonomy to adapt their pedagogical practices as they implement the competency-based curriculum. The study used an online snowball sampling strategy, which involved sharing an online survey questionnaire with teachers on the authors' social media platforms, such as WhatsApp and emails, requesting participants to further share it in their networks. One hundred ninety-three nationwide secondary school teachers for seniors one to four volunteered to participate in the study. The study adopted the cross-section design, grounded in the positivist paradigm, using quantitative data collection and analysis methods. The study findings led the researchers to conclude that although teachers’ autonomy positively triggered their intrinsic motivation to innovate and contextualize the curriculum during the pre-active phase, they are yet to adapt to new pedagogies expected in implementing a competency-based curriculum. The study recommends that the Ministry of Education and Sports as well as school administrators institutionalize the teachers’ use of their autonomy to adapt the competency-based curriculum in their school context.
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    Teachers’ Perception on Implementing the Revised Lower Secondary Curriculum in Selected Schools in Uganda: A Focus on Emerging Issues and Coping Strategies
    (European Institute of Knowledge and Innovation, 2024-03-09) Moses Wambi; Mary Teophira Kagoire Ocheng; David Were; Alfred Buluma; Wycliff Edwin Tusiime; Michael Balituumye
    This study explored teachers’ perception on the implementation of Comptency-based Curriculum (CBC) in lower secondary schools in Uganda that was rolled out in 2020. The shift from the Knowledge-Based Curriculum (KBC) to CBC caused a cultural shock to those who had been nurtured in a purely teacher-centred curriculum! Teachers got challenged over their authority and autonomy in the delivery of instruction. Discussion was centred on teachers’ readiness to implement; pedagogical competences to plan, facilitate and assess CBC. In this phenomenological study, data was collected from 12 randomly selected secondary schools in urban, semi-urban and rural areas of Uganda. The population comprised teachers of Lower Secondary, Directors of Studies and Headteachers. Data was analyzed qualitatively through codes and themes and reported thematically, backed with verbatim quotations and statements from participants. Majority of the teachers were struggling with gaps in planning and content delivery, CBC stimulated hands-on-learning, teachers’ preparedness was considerably low due to lack of prior training, ICT integration was still an uphill task, majority of teachers were still stuck to traditional methodologies. CBC is too demanding and ambitious! NCDC should, therefore, design retooling packages for continuous capacity building, schools should promote peer mentorship, collaboration and Network initiatives.