THE ROLE OF CONTINUOUS PROFESSIONAL DEVELOPMENT IN UGANDA'S COMPETENCY-BASED EDUCATION TRANSITION

Abstract

This paper examines the challenges and strategies for implementing a shift from knowledge-based to competency-based education among secondary school teachers in Uganda. The shift is aimed at equipping teachers with skills, attitudes, and values necessary for learners to be successful in their future careers. However, the implementation of the shift is faced with challenges such as inadequate resources, negative attitudes of teachers, rigorous teacher training requirements, and inadequate preparation on the side of stakeholders. To ensure a successful implementation, critical strategies are identified, including embedding structures and policies for professional development, providing formal collaborative professional development activities, identifying technology-based platforms that support the transformation, and fostering a bottom-up approach to curriculum implementation. The paper concludes that the gains to be made in student learning, efficiency, and affordability make it worth the effort required to shift to competency-based education.