Teachers’ experiences of implementing the competence-based curriculum in Uganda : a case of selected secondary schools in western Uganda

Abstract

This study explored teachers’ experiences in implementing the Lower Secondary Curriculum (LSC) in Mbarara City in Uganda with a focus on planning for teaching, teaching and assessment. Underpinned by a constructivist research paradigm which enabled interpretation of subjective meanings of participants, this study employed a qualitative multiple case study design. Data was collected using in-depth interviews, classroom observations and documentary analysis from teachers of English and Mathematics from a well-resourced, averagely resourced and low resourced school. The study was guided by the following research questions: How do secondary school teachers experience planning for teaching using the Lower Secondary Curriculum in Mbarara City in Uganda?; How do secondary school teachers experience teaching using the Lower Secondary Curriculum in Mbarara City in Uganda?; How do secondary school teachers experience assessment using the Lower Secondary Curriculum in Mbarara City in Uganda? Data were analyzed following analysis procedures in qualitative research. With regard to planning, findings revealed that the LSC planning involved occasional lesson plan development, internet use, scheme of work construction, collaborative scheming and engagement with generic skills. While teachers found planning beneficial for readiness and teaching competences, it was constrained by inadequate resources and time. Teachers required training opportunities and availability of resources to optimize planning. Teaching involved adoption of learner-centered, teacher-centered methodologies as well as integration of both; use of authentic and non-authentic materials. It further fostered critical thinking, and a conducive environment but part-timing, resource inadequacy, large classes and low achieving students limited its application. Enablers included resource access, LSC design, learner nature and supportive school environment. Assessment involved examinations, activities of integration, daily class activities, peer assessment, triangulation methods. Teachers perceived assessment of the LSC as fair, motivating, required commitment and small numbers coupled with providing an avenue for studying the learner. Enablers to assessment included teachers’ desire to conduct assessment, teacher knowledge of their students, some formative assessment methods and collaboration. However, assessment was constrained by the use of RACE, inadequate teacher competences in assessing projects, large classes, insufficient guidelines on how to set exams, and failure to fully follow stipulated guidelines. Teachers needed training in assessment. This study recommends that the Ministry of Education and Sports (MoES) allocates more funding to teaching resources and facilities especially in the low resourced schools to support teaching and assessment, intensify teacher training to equip teachers with competencies in planning, teaching and assessment. Furthermore, collaborative support structures be designed at school level to aid teacher planning and assessment. The MoES should reduce the teacher learner ratio to increase teacher commitment to assessment as well as strengthen instructional supervision and monitoring to enhance compliance to stipulated assessment practice of the LSC.