Teachers’ perception on implementing the revised lower secondary curriculum in selected schools in Uganda: A Focus on emerging issues and coping strategies

dc.contributor.authorWambi, Moses
dc.contributor.authorOcheng, Mary Teophira Kagoire
dc.contributor.authorWere, David
dc.contributor.authorBuluma, Alfred
dc.contributor.authorTusiime, Wycliff Edwin
dc.contributor.authorBalituumye, Michael
dc.date.accessioned2024-07-02T15:08:25Z
dc.date.available2024-07-02T15:08:25Z
dc.date.issued2024-03-29
dc.description.abstractThis 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.en_US
dc.identifier.citationWambi, M., Ocheng, T. K., Were, D., Buluma, A., Tusiime, W. E., & Balituumye, M. (2024). Teachers’ perception on implementing the revised lower secondary curriculum in selected schools in Uganda: A Focus on emerging issues and coping strategies. Journal of Effective Teaching Methods, 2(1).en_US
dc.identifier.issn2755-399X
dc.identifier.urihttps://dir.muni.ac.ug/handle/20.500.12260/643
dc.language.isoenen_US
dc.publisherEuropean Institute of Knowledge & Innovationen_US
dc.subjectPerceptionen_US
dc.subjectCurriculum-changeen_US
dc.subjectRevised lower secondary curriculumen_US
dc.subjectCompetency-based curriculumen_US
dc.titleTeachers’ perception on implementing the revised lower secondary curriculum in selected schools in Uganda: A Focus on emerging issues and coping strategiesen_US
dc.typeArticleen_US

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