Exploring teachers’ and adminstrators’ experiences and perceptions with the transition to the new Lower Secondary Curriculum in Wakiso Subcounty, Wakiso District, Uganda.

Abstract

This study focused on teachers’ and administrators’ experiences and perceptions regarding the transition from the knowledge-based curriculum (KBC) to the new lower secondary Competency-based Curriculum (CBC) in government and private selected secondary schools in Wakiso Sub County. The research was centered on four basic areas that is, the curriculum shift understanding and experience, teacher training and professional development, challenges encountered regarding the implementation, and the perceived outcomes of the new curriculum. The study was qualitative; data collection was done in two schools (one government, one private) through interviews with some of the science teachers, arts teachers, and administrators. The study used thematic analysis, which was guided by a codebook to identify similar patterns and insights across participants’ narrative. Findings portrayed that while participants understood the aims of CBC such as development of practical skills, learners’ autonomy and creativity. There were challenges during implementation in the classroom. Participants reported often using both the old and new teaching methods due infrastructure, learner readiness, assessment and training challenges. Initial training, follow-up support and Professional development was perceived as inadequate. Despite these issues, the CBC revealed benefits like development of life skills, increased learner engagement and autonomy. However, parental resistance to change undermined the sustainability of these gains. The study concludes that for CBC reform to be successful in Uganda, it requires a more realistic coordination between policy expectations and the realities on ground level; including teacher training investment, school infrastructure, and sensitizing the community.