Dynamics in the Implementation of Comptency Based Curriculum in Selected Secondary Schools in Kamuli Munipality

Abstract

The study aimed at examining the stakeholders’ involvement in the implementation of the Competency-Based Curriculum (CBC) in Kamuli Municipality, Uganda. It specifically sought to provide insights into the roles of various stakeholders in the implementation process, assessing their impacts in the curriculum implementation and identifying challenges faced by these stakeholders. The research utilized a case study design, adopting qualitative methods such as in-depth interviews and focus group discussions to explore the details of CBC implementation within the natural setting. The approach enabled an exploration of local socio-economic and cultural factors influencing curriculum implementation. The source of data was mainly on primary data from interviews and focus groups involving diverse participants, and data analyzed qualitatively, basing on thematic content analysis. The findings revealed that the implementation of the Competency-Based Curriculum (CBC) in Kamuli Municipality though involved various stakeholders; they were few with uneven roles. While the National Curriculum Development Centre (NCDC) led teacher training and workshops, challenges arose from inconsistent content delivery and confusion during sessions. The findings revealed that head-teachers facilitated internal training and learner supervision but lacked external monitoring support. Parents and school boards offered financial backing, though many parents were inadequately sensitized about their roles. Stakeholder collaboration, including teacher involvement in assessment, strengthened CBC delivery despite limited initial consultation. The study concluded that the Competency-Based Curriculum (CBC) in Kamuli Municipality being implemented though several stakeholders; where, headteachers facilitated internal training and learner supervision; however, they lacked external monitoring support. Key recommendations would benefit policy makers and education officials after implementing strategies such as such as; standardized teacher training, peer-led mentoring, strengthened supervision frameworks, sensitization through workshops, funding through partnerships, and infrastructure development which were found to be crucial.