A Comparative Study of Competence Based Curriculum in Kenya and Uganda

Competence Based Curriculum (CBC) was introduced in Kenya and Uganda as a result of concerns over low performance among students. The creative thinkers of this innovative system wanted learning to be student centered rather than teachers centered, so that the learners can apply the knowledge they acquired to perform specific tasks in their lives. However, the CBC is still not well understood by many players like educators, students and parents and this has posed challenges in implementing it by the two governments. This study therefore, endeavored to give a comparative study of CBC in these two countries with a focus on its historical background, challenges stakeholders are encountering in implementing the new system and finally possible solutions to those challenges were discussed. This study was guided by the theory of curriculum change which elaborated on the challenges of implementing the new system of education from the old system of education in Kenya and Uganda. This study relied heavily on a review of linked secondary literature and oral interviews. Convergence and divergence were produced after thoroughly reviewing, analysing, and compiling all the data. Ex-post facto as research design was employed with purposive and snowball as sampling technique. Teachers, pupils, education officers and parents were the target population. It is argued that this data will be useful to policymakers in formulating and comprehending the implementation of the CBC, focusing on the challenges the new curriculum is facing and the possible solutions. The study should be of importance to educators and the two governments for effective implementation of the Competence Base Curriculum.