education 7 September 2026 Daily Monitor (Uganda)
Teachers struggle to implement new competency-based curriculum, report finds
A recent national assessment indicates that some Ugandan schools are reverting to traditional teaching methods and assessment styles, despite the introduction of a competency-based curriculum in 2020. This shift away from the new curriculum's focus on practical skills and continuous assessment is hindering its effective implementation. Source: https://www.monitor.co.ug/uganda/news/education/teachers-struggle-to-master-new-syllabus-report-5586414
A national assessment on teaching and learning quality in Uganda has revealed that many schools are struggling to fully adopt the competency-based curriculum (CBC) rolled out in 2020. Instead of embracing learner-centered approaches, practical skills, and continuous assessment, some institutions are reverting to the old knowledge-based system characterized by lecture-heavy teaching and frequent examinations.
Ms. Jane-Frances Atima, acting director of education standards, noted that planning is often inadequate, and teachers are employing outdated methodologies not aligned with the CBC. “Even if you talk about group work, and learner-centered methods, you still find some teachers using teacher-centred methods,” she stated. Furthermore, schools are still holding mid-term and end-of-term exams, which are contrary to the CBC’s emphasis on continuous assessment that accounts for 20 percent of final national examination scores.
The Ministry of Education and Sports is aware of these challenges and is implementing measures to address them. These include enhanced support supervision, classroom observations, and leveraging the Teacher Effectiveness and Learner Achievement (TELA) system to monitor teacher attendance and performance. The ministry is also working with the Association of Secondary School Headteachers (ASSHU) to disseminate inspection findings and provide guidance on CBC implementation.
While the National Curriculum Development Centre (NCDC) acknowledges that resource ratios for learning materials remain a challenge, especially in rural areas, they affirm that materials for the CBC have been distributed nationwide. The NCDC is also piloting a mentoring guide for headteachers to strengthen their monitoring roles and is employing a blended approach for retooling teachers. Experts emphasize that a shift in teacher ideology towards a learner-centered approach is crucial for the CBC’s success, ensuring students take the central stage in their own learning process.
Despite the implementation hurdles, there are signs of progress, with reports indicating learners are undertaking innovative projects that address community needs, demonstrating a move towards skill acquisition. However, concerns remain about teacher retraining and ensuring all schools adhere to the CBC guidelines. The Ministry plans to reach 3600 secondary schools with its inspection and support efforts by the end of the financial year.