Analysis of the shift from knowledge based to competency based education among secondary school teachers in Uganda

Abstract

This paper analyzes the context of secondary school teachers’ continuous professional development as a key requirement of shifting from knowledge based to competency based education in Uganda. The shift is aimed at equipping teachers with knowledge, skills, attitudes, and values needed both at school and in the various fields of work. However, the shift from a knowledge based to a competency based education has challenges including but not limited to inadequate preparation on the side of stakeholders, negative attitude of teachers, inadequate resources, and rigorous requirements for teacher training. For efficient and effective implementation of the shift from knowledge based to competency based education, there is need for implementation of critical strategies as suggested in the article.

Key words: Teachers professional development, knowledge based education, competence based education, curriculum reform.