Abstract:
Competency-Based Curriculum (CBC) has been implemented in various educational systems around the world, including Uganda, with the aim of improving the quality of education and preparing students for the demands of the 21st century. This report analyzed the implementation of competency-based curriculum in the Luganda language classroom in selected secondary schools in Rubaga Division, Kampala district. The study was guided by the multiple causation model and a case study design alongside a qualitative approach were used as reflected in both data collection and analysis. This study did include five secondary schools in Rubaga division, Kampala district. Data was collected using Focus Group Discussions, interview guides and documentary review method. The data was analyzed and the findings showed that awareness of the competency-based learning practices among teachers requires effective use of information and communication technologies for teaching and to engage teachers more in planning within evaluative and accountability frameworks. The study revealed the need for effective implementation of CBC so as to bolster various language competencies among students, because these competencies are necessary in society. It was revealed that all stakeholders have to collectively be supportive in regard to solving CBC’s challenges. The study concluded that awareness of CBC among Luganda language teachers is vital in regard to implementation of competency-based curriculum in the Luganda language classroom. This would foster various language competencies that emerge as a result of its effective implementation among learners. It is an obvious case that challenges encountered are inevitable but there must be collective effort to address them. Therefore, the study recommended that the Luganda teachers in secondary schools in Rubaga Division should be trained more in regard to CBC implementation, and be provided with adequate teaching–learning materials. In addition the funding should be bolstered to ascertain effectiveness of the implementation process.
Key Words: Competency Based Curriculum, Challenges, Awareness, Teachers.
