The Effectiveness of the Competence-based Curriculum (CBC) Adoption and Implementation in Primary and Secondary Schools in East African Community (EAC) Countries

Abstract

This study sought to investigate the effectiveness of implementation of competence-based curriculum in member countries of the East African Community. Specifically answers were sought to the following evaluation questions. 1.To what extent has CBC been appropriate for schools in East Africa? 2.To what extent has CBC been effectively implemented in schools in East African community countries? 3.What are the attitudes of teachers and other key stakeholders towards CBC? 4.What are teachers’ working conditions and challenges in relation to CBC? 5.To what extent has implementation of CBC improved the quality of education in East African countries? 6.What interventions should be developed to improve effectiveness of CBC in East African countries? Ground theory research design was used. Documentary analysis was the strategy used in this evaluation study. Data were obtained from documents on CBC, journal articles, newspaper articles and evaluation reports. The following are the summary of the findings in the study: 1.CBC is appropriate and should be encouraged in the East African Community Schools. 2.CBC has not been effectively implemented in the four countries where the data were found. 3.Teachers are overloaded as there are few teachers to meet the requirements of CBC. 4.There was no data that links learning environment with introduction of CBC. 5.Teachers have negative attitudes towards CBC. 6.It is not possible to adequately assess what has been accomplished as a result of CBC adoption by East African countries without field work. 7.Overall, the evaluation team concludes that competence-based curriculum has not been effectively implemented in East Africa. On the basis of the findings and conclusions of this study, the following recommendations are made: a)Governments should allocate adequate funds to improve the quality of education in their countries. b)Governments should establish initiative to offer in-service training for teachers and head teachers to learn how to use computers, online and multimedia techniques. c)The government of Uganda should make Kiswahili, ICT and other practical subjects compulsory at all levels of the school system and d)Ministries of education and teachers unions should jointly develop national initiatives with the aim of strengthening qualifications of teachers of Kiswahili, foreign languages and practical skills subjects.