Authors :
Betty Namaalwa; Dr. Josephine Bweyale; Dr. Oscar Mugula
Volume/Issue :
Volume 9 - 2024, Issue 3 - March
Google Scholar :
https://tinyurl.com/rh6web3w
Scribd :
https://tinyurl.com/45f8msdr
DOI :
https://doi.org/10.38124/ijisrt/IJISRT24MAR105
Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.
Abstract :
The study investigated the Stakeholders’
attitudes on the transition from knowledge-Based
Curriculum (KBC) to Competence-Based Curriculum
(CBC) in selected Secondary schools A and B found in
Kampala District. The implementation of CBC was
driven by the need for Uganda to move away from rote
memorisation and focus on practical skills and
knowledge that will be useful in the workforce. The
study was guided by curriculum implementation theory
by Gross et al (1971).
The study adopted a qualitative research approach
that analysed the case of CBC from the subjective point
of view while involving the study participants’ opinions.
The study followed the Interpretivist paradigm which
enabled participants to create and construct their social
reality in line with the study. The study also adopted a
single case study research design in order to get an in-
depth understanding of the stakeholders’ attitudes on
the transition from KBC to CBC. A sample of 23
participants including a UNEB official (U), Headteachers
(H), Teachers (T) and Students (S) were selected
purposively and used for the study. This enabled the
researcher to gather qualitative responses, from the best-
fit participants whose responses were relevant to the
study. The study employed the use of the interviews to
one UNEB Official, two headteachers and eight teachers
and focus group discussions to twelve students while
using a group of six students from each school to collect
data. Through triangulation the methods enabled the
researcher to collect in-depth subjective reality which
was analysed using thematic analysis. The findings of the
study indicated that; to a greater extent stakeholders had
a positive attitude towards the transition from KBC to
CBC. This is because CBC had led to development of
skills and it is more practical compared to KBC.
However, the findings of the study also revealed a
negative attitude of stakeholders on a transition from
KBC to CBC while stressing that, CBC is expensive and
time for preparation was not enough. The study
recommended the government of Uganda through the
MoES to; train teachers so as to equip them with the
necessary skills of teaching and assessment methods,
facilitate schools with enough educational facilities and
materials to use and continuously monitor, supervise and
evaluate CBC practices in schools.
Keywords :
Stakeholders’ attitudes; Transition; Knowledge Based Curriculum; Competence Based Curriculu.
The study investigated the Stakeholders’
attitudes on the transition from knowledge-Based
Curriculum (KBC) to Competence-Based Curriculum
(CBC) in selected Secondary schools A and B found in
Kampala District. The implementation of CBC was
driven by the need for Uganda to move away from rote
memorisation and focus on practical skills and
knowledge that will be useful in the workforce. The
study was guided by curriculum implementation theory
by Gross et al (1971).
The study adopted a qualitative research approach
that analysed the case of CBC from the subjective point
of view while involving the study participants’ opinions.
The study followed the Interpretivist paradigm which
enabled participants to create and construct their social
reality in line with the study. The study also adopted a
single case study research design in order to get an in-
depth understanding of the stakeholders’ attitudes on
the transition from KBC to CBC. A sample of 23
participants including a UNEB official (U), Headteachers
(H), Teachers (T) and Students (S) were selected
purposively and used for the study. This enabled the
researcher to gather qualitative responses, from the best-
fit participants whose responses were relevant to the
study. The study employed the use of the interviews to
one UNEB Official, two headteachers and eight teachers
and focus group discussions to twelve students while
using a group of six students from each school to collect
data. Through triangulation the methods enabled the
researcher to collect in-depth subjective reality which
was analysed using thematic analysis. The findings of the
study indicated that; to a greater extent stakeholders had
a positive attitude towards the transition from KBC to
CBC. This is because CBC had led to development of
skills and it is more practical compared to KBC.
However, the findings of the study also revealed a
negative attitude of stakeholders on a transition from
KBC to CBC while stressing that, CBC is expensive and
time for preparation was not enough. The study
recommended the government of Uganda through the
MoES to; train teachers so as to equip them with the
necessary skills of teaching and assessment methods,
facilitate schools with enough educational facilities and
materials to use and continuously monitor, supervise and
evaluate CBC practices in schools.
Keywords :
Stakeholders’ attitudes; Transition; Knowledge Based Curriculum; Competence Based Curriculu.
