2026· Journal of scientific reports-A· Vol 13, pp. 436-453· 0 citations
Abstract
The global transition toward Competency-Based Curricula (CBC) in higher education represents a fundamental reorientation from knowledge transmission to demonstrable skill application. Ugandan universities, guided by the National Council for Higher Education, have been mandated to fully transition to competence-based learning by the 2027/2028 academic year. However, the success of this ambitious reform depends critically on the human infrastructure tasked with its implementation: academic staff. This conceptual review examines the relationship between academic staff welfare and CBC implementation readiness in Ugandan universities. Drawing on Herzberg's Two-Factor Theory, the study synthesizes evidence from existing literature to demonstrate that poor remuneration, job insecurity, excessive workloads, and inadequate professional development act as powerful hygiene factors that demotivate faculty and directly undermine the pedagogical shifts required for CBC. The review identifies specific welfare dimensions that most significantly affect CBC readiness and proposes a conceptual framework linking welfare conditions to implementation outcomes. The analysis concludes that without strategic investment in holistic academic staff welfare—financial, professional, and psychological—CBC implementation in Uganda will remain a symbolic policy exercise rather than a transformative reality. This review contributes to the literature on higher education reform in developing contexts by foregrounding the often-neglected human factor in curriculum change and provides evidence-based recommendations for integrating staff welfare into national CBC implementation strategies.
Kenya’s introduction of the Competency-Based Curriculum (CBC) in 2017, renamed Competency-Based
Education (CBE) in 2024, marks a significant reform of the country’s basic education system. The reform
replaced the 8-4-4 structure with a 2-6-6-3 model designed to promote competency development, values
formation, and learner-centered teaching. Nearly a decade into implementation, a growing body of research
has examined the reform across diverse educational contexts; however, findings remain dispersed across
empirical studies, policy documents, government reports, and graduate theses. Using PRISMA-informed
review procedures and thematic synthesis, 198 records were identified and screened, yielding 62 sources
for analysis. The review draws on Fullan’s theory of educational change, Tikly and Barrett’s framework for
quality education in the Global South, and the capability approach of Sen and Nussbaum. Six recurring
implementation challenges were identified: teacher preparedness and pedagogical capacity; infrastructure,
instructional resources, and digital access; assessment design and integrity; parental engagement and
household economic burden; equity and inclusion for learners in marginalized settings; and governance and
policy coherence in the transition to Junior Secondary School. Evidence from Tanzania and Rwanda indicates
that many of these challenges extend beyond Kenya and reflect broader constraints associated with
competency-based reforms in East Africa. The findings suggest that the long-term success of CBE will depend
on sustained investment in teacher development, equitable resource allocation, credible assessment
systems, and meaningful stakeholder engagement. The review contributes to the literature by synthesizing
current knowledge of CBC/CBE implementation in Kenya and identifying areas requiring further research,
policy attention, and leadership support.
Kennedy O. Ongaga· Journal of Education and Hum...· 0 citations
Uganda's transition to competency-based education and training represent one of the most significant pedagogical and regulatory reforms in contemporary African education policy. This article critically examines the legal and policy frameworks underpinning this transition at national, regional, continental, and international levels. Through a qualitative case study design employing document analysis and the IRAC framework for legal analysis, the study draws on parliamentary records, assessment data, labour market surveys, and recent scholarly literature. The findings reveal a fundamental implementation paradox: institutional compliance with regulatory mandates coexists with persistent deficiencies in applied competencies that competency-based education was designed to cultivate. Despite possessing one of the most progressive legal frameworks in Sub-Saharan Africa, Uganda faces significant challenges including definitional ambiguity in the Technical and Vocational Education and Training Act 2025, delayed issuance of subsidiary legislation for the Skills Development Levy, inadequate teacher preparedness, resource disparities across institutions, and weak industry engagement mechanisms. The study identifies three interrelated gaps: legislative ambiguity, institutional capacity deficits, and absence of outcome-based accountability. These gaps are compounded by regional and gender disparities, with labour underutilization reaching 58.3% among youth aged 15-19. The article concludes that sustainable reform requires moving beyond regulatory compulsion toward outcome-based accountability, genuine industry partnership, equitable resource distribution, and policy coherence across national, regional, and international frameworks. Evidence from across Sub-Saharan Africa confirms that legal mandate alone is insufficient without congruent resource allocation, pedagogical transformation, and sustained stakeholder engagement. The article offers targeted recommendations for legislative amendment, regulatory development, and equity sensitive implementation.
Mpaata Ibrahim Kaziba, Richard Wemesa, Joshua Mwesigye et al.· Journal of scientific report...· 0 citations
The introduction of Junior School in Kenya in 2023 represented a significant milestone in the roll out of the Competency-Based Curriculum (CBC), transitioning learners from primary grade six into Junior school grade seven (7), a new educational structure. To evaluate the effectiveness of curriculum implementation, the Ministry of Education conducted a National Monitoring Exercise across 14 counties between 23rd and 29th September 2023. Key gaps identified included teachers’ challenges in interpreting curriculum design, preparing schemes of work and lesson plans, employing learner-centered pedagogy, integrating ICT in teaching, using learning aids effectively, and applying assessment for and as learning.
This study concentrated on Nairobi County, with a particular focus on the role of Education Quality Assurance and Standards Officers (E-QASOs) in mentoring Junior School teachers. The research was guided by four objectives: assessing E-QASOs’ capacity to provide mentorship and instructional support, examining teachers’ preparedness and pedagogical practices under CBC, evaluating the outcomes of mentorship programs, and recommending strategies to strengthen mentorship models for improved teacher effectiveness and learner outcomes.
Employing a descriptive quantitative design, the study integrated baseline, mid-line, and end-line surveys with mentor–mentee sessions. Data collection tools included questionnaires, observation schedules, and digital platforms such as Tangerine. Analysis was conducted using Microsoft Excel and Artificial Intelligence, with findings presented on a table, diagrammatically and graphically. Eight E-QASOs were randomly sampled from Nairobi County, each mentoring two teachers across sixteen schools. E-QASOs selected junior schools and teachers within their jurisdiction using structured criteria.
Findings revealed notable gaps in E-QASOs’ capacity, with 87.5% demonstrating limited ability to support teachers in areas such as creative learning aids, lesson planning, inclusive approaches, and record keeping. Additionally, 75% moderately lacked skills in curriculum interpretation and time allocation. Teachers also faced challenges at baseline: 55.5% struggled with curriculum interpretation, 62.5% with schemes of work, and 80% with lesson planning. However, mentorship had a transformative effect. By the end-line survey, these challenges had reduced significantly, with only 14% struggling with curriculum interpretation, 18.75% with schemes of work, and 10% with lesson planning. Teachers reported improved ability to design schemes of work, enlist competencies, reflect on lessons, and structure lesson plans appropriately.
The study concludes that mentorship positively influenced teachers’ instructional behavior, leading to enhanced delivery and potentially improved learner performance. It recommends expanding the functions of E-QASOs to include structured mentorship, with emphasis on building their skills in curriculum interpretation, pedagogical support, and inclusive teaching practices. Strengthening mentorship models is seen as critical to ensuring sustainable teacher development and improved learner outcomes in Junior Schools, thereby supporting the broader goals of CBC implementation in Kenya.
Odhiambo John Okoth· KEMI Journal of Educational...· 0 citations
The professionalization of pre-university educational institution management constitutes an infrastructural imperative for ensuring quality and equity in contemporary educational systems. The shift from an administrative-bureaucratic model to one centered on instructional leadership represents the fundamental vector through which school management directly and measurably influences students' academic performance and progress, an aspect rigorously documented in the specialized literature by leading authorities in the field such as Bush (2011) and Fullan (2014). Effective school governance requires a profound transition toward collaborative leadership structures capable of responding to macro-educational reforms.
This study draws on first-hand professional involvement over a six-month period in both the comprehensive training and structured evaluation of school managers and school board members. Utilizing a robust mixed-methods research design that combines quantitative questionnaire data with qualitative feedback from semi-structured interviews, the research establishes a set of key actionable recommendations designed to optimize the framework of future professional development initiatives for educational leaders. The empirical inquiry specifically assesses the convergence between institutional expectations and current leadership competencies.
The findings emphasize the critical need to bridge the persistent gap between theoretical administrative knowledge and the practical, highly contextualized challenges faced by modern school boards. Data indicates that targeted modules focusing on conflict resolution, strategic financial planning, and organizational culture significantly enhance administrative resilience. Ultimately, this paper proposes an operational framework for institutional capacity building, arguing that continuous, tailored professional development for educational leaders is paramount to fostering sustainable school improvement, driving innovative teaching methodologies, and achieving long-term systemic equity across pre-university education.
Alina Sîrghea· International journal of res...· 0 citations
This study examines the preparedness of bachelor of elementary education (BEEd) students for campus journalism, focusing on their experience, skills, and readiness to serve as school publication advisers. Using a mixed-methods triangulation design, the study combined a quantitative survey of 170 BEEd students with qualitative feedback from alumni teachers to validate real-world professional demands. Findings reveal a notable gap between theory and practice: most students lacked prior journalism experience and showed only basic competency in key production skills, especially news writing (M = 2.22). While they recognize the importance of journalism for professional growth (M = 3.45), they feel unprepared to coach students effectively (M = 1.81). Alumni teachers confirmed these challenges, identifying limited teacher competence as a major barrier to quality student-run publications. The study recommends a mandatory, production-based campus journalism course paired with professional learning support, and suggests these findings inform CHED (Commission on Higher Education) policy to make campus journalism a standard component of BEEd training.
Remelie Roque Robles· The International Journal of...· 0 citations
The 2025 Nigerian Senior Secondary School curriculum represents a strategic effort to align
education with national development goals, skills acquisition, and 21st-century competencies.
This study evaluates the philosophical and practical impact of the curriculum reform,
examining its alignment with established educational philosophies and its potential for skills
development. Using a qualitative and documentary review approach, the study analyzes
empirical studies, policy documents, and scholarly works to assess the curriculum's
effectiveness. Findings indicate strong philosophical coherence, particularly with pragmatism,
humanism, and social reconstructionism, and emphasize the importance of vocational and
digital education in enhancing employability. Challenges identified include inadequate
infrastructure, teacher preparedness, and inconsistent implementation. The study recommends
strategic investments in facilities, teacher training, experiential learning, and monitoring to
maximize the curriculum's impact.
Michael Akam Abang· World Journal of Entrepreneu...· 0 citations
We use cookies to run the site and, with your consent, for analytics and to show ads.
See our Cookie Policy.
