TRANSFORMING EDUCATION: THE ROLE OF INSTRUCTIONAL SUPERVISION IN SHAPING UGANDA'S COMPETENCY-BASED CURRICULUM

Abstract

Uganda's adoption of a competence-based curriculum (CBC) at the lower secondary level, aligned with the Sustainable Development Goals, underscores the need for quality education and economic growth. As global industrialization enters a new phase, characterized by diverse demands, the CBC aims to cultivate adaptable and skilled human capital. Despite its potential, challenges plague the curriculum's implementation, ranging from stakeholder resistance to material shortages. Effective instructional supervision becomes paramount to ensure successful adoption. Developing nations must shift towards active learning, fostering engagement, participation, and discovery, transcending rote memorization. This educational reform necessitates curriculum redesign, program review, and stakeholder collaboration, accommodating varying national contexts. The CBC emerges as a pivotal approach capable of enhancing skill levels, mitigating unemployment, boosting productivity, and fostering international competitiveness. The transformative potential of this curriculum relies on tailored adaptations that encompass historical, cultural, economic, and political dimensions.