By Lydia Namatende-Sakwa (PhD) (African Population and Health Research Center, Kenya) and Jimmy Luyima (PhD) (Kyambogo University, Uganda)
Uganda’s 2020 shift to a Competence-Based Curriculum (CBC) was envisioned as a transformative moment for the nation’s education system. The CBC promises to nurture creativity, problem-solving, collaboration, and digital fluency among learners—skills urgently needed in today’s world[1]. But nearly five years later, as study a conducted by researchers from the African Population and Health Research Center in collaboration with the School of Education in Kyambogo University has shown, a quiet but telling trend has emerged: some schools, especially under pressure, are reverting to the old curriculum.
Despite the policy shift, lecture-based teaching, end-of-term exams, and rigid lesson delivery—hallmarks of the traditional curriculum—are creeping back into classrooms. Why is this happening, and what does it reveal about the gaps between policy and practice?
Old Curriculum, New Constraints
Many teachers report being overwhelmed by the demands of CBC implementation. The curriculum requires detailed planning, new methods of assessment, and hands-on teaching techniques. In theory, these changes should make learning more engaging and relevant. But in practice, many schools lack the resources to deliver[2].
Large class sizes, inadequate training, poor infrastructure, and limited access to ICT make it difficult—if not impossible—for some schools to meet CBC requirements. Faced with these challenges, teachers fall back on familiar ground: the old curriculum.
One teacher explained, “Sometimes we just go back to the old syllabus because the new books are too shallow. We end up supplementing with old notes so the students can understand.” Another admitted, “We still give exams at the end of term because parents demand to see marks. They want to see 90%, not a number grade without context.”
Unequal Pressure, Unequal Practice
The pressure to revert isn’t evenly spread. In affluent private schools, CBC implementation is more robust. Parents can afford textbooks and learning materials, classrooms are equipped with ICT tools, and teachers often work in teams, sharing the burden of preparation and assessment.
In contrast, public and under-resourced schools are buckling under the weight of CBC expectations. Without adequate materials, teacher support, or clear guidance, reverting to the old curriculum becomes a survival strategy. It’s a way to cope with large classes, appease exam-focused parents, and manage time.
As one teacher affirmed: “if the school does not have the necessary and well-equipped laboratory, it is very hard to deliver under the new curriculum especially for sciences.” Indeed, the lack of facilities culminated into reverting to more theoretically oriented methods of teaching as used in the old curriculum: “If you do not have materials in the laboratory you end up teaching theoretically like the old curriculum.”
Assessment Anxiety and Mistrust
One of the biggest triggers for the reversion is assessment uncertainty. Teachers and parents alike are uneasy about the CBC’s formative, activity-based assessment model. With national exams now only administered at the end of the education cycle, many fear students will lose motivation to study. Others simply don’t trust the new grading system.
In some schools, teachers are ignoring guidelines and holding unofficial termly exams. In others, administrators are pushing teachers to “cover more content,” mirroring old curriculum practices. These actions reflect a lack of confidence in the CBC system—fueled by gaps in training, communication, and support.
Policy Alone Is Not Enough
The slow slide back into the old curriculum sends a clear message: curriculum reform must be supported by system reform. Without adequate investment in teacher training, infrastructure, and learning resources, the CBC risks becoming a paper policy rather than a classroom reality.
What’s needed is not just enforcement, but engagement—with teachers, school leaders, students, and parents. They must understand the value of the new system, see its benefits, and be equipped to implement it effectively.
Moving Forward: Let’s Not Waste the CBC Promise
Uganda’s CBC is ambitious and necessary, but its success depends on more than good intentions. Policymakers must acknowledge the realities on the ground and offer differentiated support—especially to schools that are at risk of reverting to outdated practices due to resource constraints. This includes:
- Redesigning training to be practical and ongoing rather than one-off workshops.
- Equipping schools with textbooks, ICT tools, and science labs to enable hands-on learning.
- Providing orientation and support to parents to understand the new assessment model.
- Monitoring school practices, not to punish, but to identify where support is needed most.
The temptation to fall back on the old curriculum is a symptom, not a failure. But if left unaddressed, it will widen the equity gap and rob learners—especially the most vulnerable—of the benefits the CBC was meant to bring.
Let’s not waste the opportunity.
Lydia Namatende-Sakwa (PhD) is an Associate Research Scientist at the African Population and Health Research Center (APHRC) in Nairobi, Kenya. Her research focuses on gender, education, and teacher professional development, with a strong emphasis on equity and curriculum reform in Sub-Saharan Africa. Before joining APHRC, she served as a senior lecturer and teacher educator at Kyambogo University, Uganda, where she led research and stakeholder engagement on the implementation of Uganda’s Competence-Based Curriculum. She has published widely on gendered educational experiences, curriculum change, and teacher learning, contributing to both academic knowledge and policy dialogue in education across the region.
Jimmy Luyima (PhD) is a Lecturer and Head of the Department of Curriculum, Pedagogy, and Educational Media in the School of Education at Kyambogo University, Uganda. His research focuses on contemporary and emerging issues in curriculum studies and the role of educational media in enhancing teaching and learning. With a strong background in curriculum development and pedagogy, he contributes to advancing scholarship and practice in teacher education and supports national conversations on curriculum innovation and reform.
[1] Betty, S. D. N., Bweyale, J., & Oscar, M. (2025). Stakeholders’ Perceptions on Implementation of the Competence-based Curriculum in Selected Secondary schools in Rubaga Division, Kampala City, Uganda. IJSAT-International Journal on Science and Technology, 16(1).
[2] Barasa, M. C., Ssentamu, P. N., Chang’ach, J. K., & Kurgat, S. J. (2025). Implementing the Uganda lower secondary competence-based curriculum: the equity question. Quality Education for All, 2(1), 138-157.
