By Herbert Kayongo | Diaspora Connect International
Uganda’s education system has taken bold steps towards modernization, notably with the introduction of the Competence-Based Curriculum (CBC). The CBC is a progressive framework aimed at bridging the gap between education and the world of work by prioritizing skills, competencies, and problem-solving abilities over rote memorization. Its foundation was laid through the efforts of the National Curriculum Review Commission, which produced the influential Amanya Mushega White Paper—a critical document that continues to shape educational reform in Uganda.
Several eminent scholars and educationists played key roles in conceptualizing and developing the CBC. Among them are Dr. Lawrence Muganga, a vocal advocate for learner-centered and practical education; Dr. Yuda Taddeo Kaahwa; Dr. Rebecca Nambi; Dr. Richard Balikoowa; Mr. Edward Kansiime; and Mr. Cale Santus. Their combined expertise contributed to the formulation of competencies that seek to produce well-rounded, work-ready graduates equipped to meet Uganda’s social and economic demands.
While the CBC represents a transformative vision, it is not without its concerns, particularly in the context of Uganda’s systemic challenges. This article does not critique the CBC per se but highlights pressing issues that the implementers and policymakers must address for the curriculum to achieve its full potential.
One of the most critical issues is teacher preparedness. While the CBC demands a shift in pedagogy from traditional, content-heavy methods to student-centered, practical learning, many teachers lack the requisite training and resources to make this transition effectively. For instance, research in Kabale Municipality reveals that significant gaps exist in teachers’ professional development regarding CBC delivery. Without well-equipped educators, even the most robust curriculum risks being reduced to another bureaucratic exercise.
Resource constraints further exacerbate this problem. The CBC emphasizes experiential and hands-on learning, requiring well-equipped laboratories, workshops, libraries, and access to technology. However, many Ugandan schools, particularly in rural areas, continue to operate with severe shortages of basic learning materials and infrastructure. Findings from Rubaga Division in Kampala indicate that schools often lack instructional materials and face infrastructural challenges, which hinders the successful rollout of the CBC. This perpetuates inequities between urban and rural learners, stalling the national development agenda.
Assessment mechanisms also require urgent rethinking. While the CBC aspires to produce critical thinkers and problem solvers, the tools used to assess competencies are still largely aligned with traditional examination systems that favor memory-based learning. Until Uganda shifts towards authentic, performance-based assessments, the CBC risks failing in measuring what it claims to cultivate—skills, creativity, and innovation.
Beyond these structural challenges, socio-economic inequalities remain deeply embedded within Uganda’s education system. Research published in the Quality Education Assurance journal demonstrates that learners from disadvantaged backgrounds are disproportionately affected by the inadequacies of CBC implementation, as wealthier schools can afford supplementary materials and better-trained staff. If left unaddressed, these disparities could reinforce Uganda’s cycle of poverty and limit the CBC’s transformative capacity.
Another overlooked dimension is stakeholder engagement. CBC implementation demands the concerted efforts of educators, policymakers, parents, and the private sector. However, studies such as those by Kintu et al. (2024) identify poor collaboration between key players, lack of sensitivity towards learners with special needs, and inadequate institutional support as major impediments to successful curriculum delivery.
Corruption compounds these challenges, undermining resource allocation, policy enforcement, and accountability mechanisms. As Dr. Lawrence Muganga and other reformists have frequently pointed out, an education system cannot deliver on its promises if compromised by inefficiencies and mismanagement. The CBC, for all its merits, risks being derailed if corruption continues to choke public institutions and frustrate grassroots implementation.
To advance the CBC agenda meaningfully, implementers must prioritize teacher capacity building, infrastructure development, and equity-focused policies that address the socio-economic divide in Uganda’s education system. Moreover, forging partnerships with industries and communities will strengthen the curriculum’s relevance by aligning it with real-world labor market demands.
While the CBC has set Uganda on the path towards a more responsive and dynamic education model, it is far from being the final destination. The curriculum must evolve alongside reforms aimed at dismantling systemic inefficiencies that hinder its operationalization. A successful education system will require both policy innovation and an unwavering commitment to the broader socio-economic transformation of Uganda.
Therefore, stakeholders—including policymakers, university administrators, and civil society actors—must recognize that practical education under CBC should not be an isolated policy objective but part of a larger strategy to address corruption, resource inequalities, and capacity deficits within Uganda’s broader socio-political framework.
