ANALYSIS OF THE SHIFT FROM KNOWLEDGE BASED TO COMPETENCY BASED EDUCATION AMONG SECONDARY SCHOOL TEACHERS IN UGANDA
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Inroduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
Abstract:
This abstract provides a concise overview of the analysis conducted on the transition from a knowledge-based to a competency-based education system among secondary school teachers in Uganda. The study aimed to investigate the extent to which teachers have embraced and implemented the competency-based approach in their teaching practices, as well as the challenges and opportunities associated with this educational shift.
The research employed a mixed-methods approach, combining both quantitative and qualitative data collection methods. A sample of secondary school teachers from various districts in Uganda was selected using stratified random sampling techniques. The data was collected through surveys, interviews, and classroom observations.
The findings of the study indicated that while there has been progress in the implementation of competency-based education, several challenges persist. On the positive side, the majority of teachers recognized the importance of developing students’ competencies such as critical thinking, problem-solving, collaboration, and communication skills. They acknowledged the potential of competency-based education to better prepare students for the demands of the 21st-century workforce and society.
However, the study also revealed that teachers faced significant obstacles in fully transitioning to a competency-based approach. These challenges included inadequate training and professional development opportunities, limited availability of teaching resources aligned with the new curriculum, and resistance to change from both teachers and students. Additionally, the assessment practices and examination systems were found to be more aligned with the previous knowledge-based approach, which created tensions for teachers attempting to implement competency-based teaching methods.
The study concludes that while there is a growing awareness and acceptance of competency-based education among secondary school teachers in Uganda, there is a need for comprehensive support and capacity-building initiatives. These should include targeted training programs, provision of adequate teaching resources, and revisions to assessment systems to align with the desired learning outcomes. Addressing these challenges will enhance the successful implementation of competency-based education and ultimately contribute to the development of well-rounded, competent learners in Uganda’s secondary schools.
Keywords: Competency-based education, knowledge-based education, secondary school teachers, Uganda, teaching practices, curriculum implementation, challenges, opportunities.
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