The Stakeholders’ Attitudes on the Transition from Knowledge-Based Curriculum (KBC) to a Competence-Based Curriculum (CBC) in Selected Secondary Schools in Kampala District

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.