A Comparative Analysis of the Effectiveness of the Knowledge-Based Curriculum and the Competence-Based Curriculum in Enhancing Student Performance in Lower Secondary Schools in Uganda: A Systematic Review
Background: The transition from knowledge-based to competence-based curriculum has become a major educational reform aimed at improving learner outcomes and equipping students with twenty-first-century competencies. In Uganda, the National Curriculum Development Centre introduced the Competence-Based Curriculum (CBC) for lower secondary education in 2020 to replace the Knowledge-Based Curriculum (KBC). However, evidence comparing the effectiveness of the two curriculum and the factors influencing successful implementation remains fragmented. Objective: This systematic review compared the effectiveness of the Knowledge-Based Curriculum and the Competence-Based Curriculum in enhancing learning outcomes in Uganda's lower secondary schools and synthesized evidence on the strengths, implementation challenges, and strategies for strengthening the CBC. Methods: The review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA 2020) guidelines. Electronic searches were conducted in Google Scholar, Scopus, ERIC, Web of Science, ScienceDirect, SpringerLink, Taylor & Francis, Wiley Online Library, and SAGE Journals. Empirical studies published between 2005 and 2026 that examined the KBC, CBC, or lower secondary curriculum reforms in Uganda were eligible for inclusion. Methodological quality was assessed using the Mixed Methods Appraisal Tool (MMAT 2018), and findings were synthesized narratively because of methodological heterogeneity. Results: Twenty-two studies met the inclusion criteria. The evidence indicates that the CBC provides greater potential than the KBC to improve learner outcomes by promoting learner-centred pedagogy, competency development, continuous assessment, critical thinking, creativity, collaboration, communication, and problem-solving skills. Nevertheless, its effectiveness is constrained by inadequate teacher preparedness, limited instructional resources, insufficient assessment literacy, overcrowded classrooms, weak ICT infrastructure, and inconsistent implementation across schools. In contrast, although the KBC effectively supported content mastery and examination performance, it was characterised by teacher-centred instruction and limited opportunities for developing transferable competencies. Conclusion: The review concludes that the Competence-Based Curriculum represents a more effective framework for improving educational quality and learner competencies than the Knowledge-Based Curriculum. However, realizing its full potential requires sustained investment in teacher professional development, instructional resources, assessment systems, implementation fidelity, and institutional support to ensure consistent and equitable curriculum delivery across Uganda.