A Competence-Based Teaching and Learning Approach in the O'level Curriculum in Uganda

Abstract

EXECUTIVE SUMMARY This study was carried out to gather information on the possibility of adopting a competence -based teaching and learning approach in secondary schools in Uganda. It employed a qualitative descriptive approach using a cross-sectional survey design. The research was carried out in 25 secondary schools in Uganda selected according to regions i.e. central, eastern, western, and northern. The study was guided by the following objectives: 1. To determine the extent to which the statement of objectives in the O' Level secondary school curriculum encourage acquisition of competences. 2. To establish whether the methodology used by the teachers in delivering the O'Level curriculum promotes acquisition of competences. 3. To establish the extent to which the assessment of the O' Level curriculum is competence-based. 4. To find out the benefits of competence-based teaching and learning. 5. To establish the challenges of using competence-based teaching and learning approach. The respondents were teachers of the following subjects; Fine Art, Mathematics, History, English, Geography, Biology, Technical Drawing and Home Management. The researchers used both probability and non- probability sampling techniques. The data was obtained using questionnaires and interview guide. The questionnaires had both close-ended and open-ended items which allowed explanation and clarifications of certain points. Further information was obtained through documentary analysis technique.