A descriptive analysis of the progress made in the implementation of the competence based Curricuilum in the selected schools in Karamoja region.
| dc.contributor.author | Namoe, Amalia | |
| dc.date.accessioned | 2026-05-24T07:31:32Z | |
| dc.date.available | 2026-05-24T07:31:32Z | |
| dc.date.issued | 2023 | |
| dc.description.abstract | Quality of education depends on various factors among which are good preparations of students’ education programmes. The development of a student requires a lot of application of skills learnt through practice, various class activities and personal research which are all aimed at proper development of the child. However, to achieve proper development of students, there needs to be implementation of a competent based curriculum which makes students active participants during study time other than passive participants like in the knowledge-based curriculum where the teacher is the fountain of knowledge. The main stakeholders in implementing competence-based curriculum are teachers, thus the professional competence of teachers can endow learner’s competent knowledge in their profession which promotes national and global development. Soon after her independence in 1962, Uganda, like many other African countries, adopted a knowledge-based curriculum. However, in 2008, the Ministry of Education and Sports set a plan to introduce a curriculum which would to the development of competence-based curriculum for learning and assessments in the lower secondary level (Ordinary level). The curriculum was later implemented in the 2020 academic year, and it met a big challenge of the pandemic. Nevertheless, the ministry continued to emphasize its use across the country. This study sought to investigate the progress of the implementation of competence-based curriculum in secondary school in Karamoja region in North Eastern Uganda. Specifically, the study focused on the resources, instructional strategies, training provided for the teachers and assessment procedures in implementing competence-based curriculum. The study employed qualitative research methods with a phenomenological approach to come up with the best possible results, and data was analyzed qualitatively. The study used Kaabong Secondary School and Jubilee 2000 Secondary School as the case study to analyze the progress of the competence-based curriculum in Karamoja region in Eastern Uganda. | |
| dc.identifier.citation | Namoe, A. (2023). A descriptive analysis of the progress made in the implementation of the competence based Curricuilum in the selected schools in Karamoja region. [Undergraduate, Research report]. Busitema University. | |
| dc.identifier.uri | https://bdears.busitema.ac.ug/handle/123456789/3580 | |
| dc.language.iso | en_US | |
| dc.publisher | Busitema University | |
| dc.title | A descriptive analysis of the progress made in the implementation of the competence based Curricuilum in the selected schools in Karamoja region. | |
| dc.type | Thesis |