It seems the Competence-Based Curriculum is a nightmare after all. With just a few weeks to go before the Uganda Certificate of Education (UCE) final examinations kick off on October 11, a cloud of uncertainty hangs over students, teachers, and parents.
The traditional briefing and orientation for candidates is approaching, but many are left with lingering questions about the exam format and what it will require.
Teachers and community members express deep concerns about whether learners will be adequately prepared.
Many worry that the shift to a competency-based approach, which stresses practical skills over rote memorization, may not equip students to tackle the questions they will face in the exams.
As the exam date comes closer, the atmosphere is charged with anxiety and scepticism about the effectiveness of the new curriculum and its impact on student’s performance.
However, many others are confident that everything will go smoothly, with students achieving great success in their exams.
While some schools are facing challenges with the new Competence-Based Curriculum (CBC), often referred to as ‘the new curriculum,’ many believe it’s a positive change that provides learners with a fresh direction.
A recent survey in three Mukono schools shows that headteachers and students appreciate the government’s decision to implement this system.
They feel it will better prepare students for future challenges. Interviewees mentioned that the initial fears and difficulties that come with new systems are common and often turn out to be manageable upon closer examination.
Frederick Mbaziira Kawumi, the headteacher of Mukono High School, highlighted that while more resources and learning aids are needed, this system effectively trains students through hands-on projects.
He noted that although the government is responsible for providing textbooks, parents should consider buying books for their children to help them focus better, rather than sharing.
He praised the National Curriculum Development Centre (NCDC) for organizing workshops to help teachers adapt to the new system.
His school has also been proactive, holding internal seminars and encouraging collaboration among teachers to share ideas and strategies.
Deputy headteacher Peace Nakitende Muyimbwa pointed out that while there was initial resistance to the new curriculum in 2020, teachers’ attitudes are improving.
They are enhancing their training to better guide students. Although full success hasn’t been reached yet, teachers are gaining confidence in their roles.
Students expressed some concerns, being the first group to experience the new curriculum. However, Mellisa Nalumansi is optimistic, noting that the emphasis on student interaction allows for better learning. She believes it’s often easier to learn from peers than from teachers.
Trinity Atai shared that the revised curriculum has boosted their creativity and problem-solving skills.
At Mukono High, students have worked on projects like a mobile phone charger that generates light and an auto-bridge to alleviate traffic.
At Nile High School, students are growing tomatoes and spinach, planning to share their skills with their communities.
Felix Kisekka, a senior four candidate, mentioned they can grow their produce and even sell to nearby residents, solving local supply issues.
This approach has not only improved students’ diets but also taught them essential survival skills. In the ICT department, students have created a marks management system to address issues with missing grades.
Mercy Gertrude Anzoa expressed pride in their shift from theoretical to practical learning, thanking the Ministry of Education and Sports for implementing the new curriculum.
Nile High’s Deputy Headmaster for Academics, Mubangizi Daniel Mpiirwe, noted that the initial adjustment to the new system was challenging, requiring a trial-and-error approach.
However, he believes students are now well-prepared for their exams, having become adept at research and self-expression.
Headteacher Arthur Mubangizi stressed the progress made over four years, particularly after government training for teachers, which helped bridge gaps in knowledge.
He praised the Ministry for creating a comprehensive curriculum that has alleviated fears among students, who have completed mock exams.
Joseph Kamya, headteacher of St. Cyprian High School Kyabakadde, warned that schools that did not train their teachers may face difficulties with the new curriculum.
He highlighted the importance of teachers conducting thorough research and tailoring their approaches to individual students’ needs.
Kamya also noted that the increased workload could lead to demands for higher teacher salaries, a cost that might ultimately fall on parents.
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