Abstract
Among the reforms introduced to enhance skills development in Uganda’s secondary school graduates is the Competence Based Curriculum (CBC). Despite implementation with the first cohort of students sitting for ordinary level examinations in October 2024, concerns have been raised by stakeholders about the curriculum. This paper presents findings of a study that aimed to ascertain how parental perceptions and understanding of the revised curriculum impacts support towards enhancing academic performance of students. Conducted in three secondary schools, the study adopted the pragmatic learning theory (Dewey, 1948) and Bronfenbrenner’s ecological systems theory (Bronfenbrenner, 1977) that focus on how children learn, are socialized at home, school and within the surrounding environments. Central is that children learn through experience, and that parents, teachers and the school are systems in which education functions. A qualitative study involved 24 participants: 9 parents, 6 students, 6 teachers, and 3 administrators. Findings show that majority of the parents were unfamiliar despite the government sensitization on different aspects of CBC. Concern was that media information on what children learn and the modes of assessment was distorted, conflicting and unreliable. The study recommends direct engagement through community symposia and intensifying radio programmes in local languages as appropriate for sensitization.
Author Information
Alice Wabule, Cavendish University Uganda, Uganda
Paper Information
Conference: IICE2025
Stream: Educational policy
This paper is part of the IICE2025 Conference Proceedings (View)
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To cite this article:
Wabule A. (2025) Parental Perceptions of the Competence-Based Secondary School Curriculum and Support for Schools in Uganda: Practical Strategies ISSN: 2189-1036 – The IAFOR International Conference on Education – Hawaii 2025 Official Conference Proceedings (pp. 215-227) https://doi.org/10.22492/issn.2189-1036.2025.18
To link to this article: https://doi.org/10.22492/issn.2189-1036.2025.18
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