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

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dc.contributor.author Olema, D.K.
dc.contributor.author Nabitula, A.
dc.contributor.author Manyiraho, D.
dc.contributor.author Atibuni, D.Z.
dc.date.accessioned 2021-09-06T11:28:59Z
dc.date.available 2021-09-06T11:28:59Z
dc.date.issued 2021
dc.identifier.citation Olema,D.K. . . .[et al.]. (2021). Analysis of the shift from knowledge based to competency based education among secondary school teachers in Uganda. International Journal of Educational Research Vol.9, No 1, 2021 en_US
dc.identifier.uri https://doi.org/10.60682/ad6h-nw50
dc.description Article en_US
dc.description.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. en_US
dc.description.sponsorship Busitema University, University of Johannesburg en_US
dc.language.iso en en_US
dc.publisher Busitema University ; University of Johannesburg. en_US
dc.subject Teachers professional development en_US
dc.subject Knowledge based education en_US
dc.subject Competence based education en_US
dc.subject Curriculum reform en_US
dc.title Analysis of the shift from knowledge based to competency based education among secondary school teachers in Uganda en_US
dc.type Article en_US


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