By Aggrey Baba
[You cannot teach an old dog new tricks], an old saying goes. But in Uganda’s education sector, it appears even young teachers are struggling to grasp the new ways.
A recent study by experts from Makerere University has revealed that many secondary school teachers lack the necessary skills to effectively deliver the competence-based curriculum, which was introduced in 2020.
The research, conducted by a team led by Dr. Yuda Taddeo Kaahwa from the Department of Foundations and Curriculum Studies, points to a major gap, where teachers are still being trained using outdated methods, leaving them ill-prepared for the demands of the new system.
The study, titled A Competence Profile for Graduate Secondary School Teachers in Uganda, was supported by the Makerere University Research and Innovation Fund and released at the university’s School of Education.
One of the key findings of the study is that Uganda lacks a well-defined competence profile for graduate teachers. Such a profile, experts argue, would outline the necessary skills, teaching methods, and professional qualities expected of a teacher under the new curriculum.
Without this, universities and other teacher training institutions are left to design their own training programs, often with little alignment to the competence-based approach.
According to Professor Anthony Muwagga Mugagga, the Principal of the College of Education and External Studies at Makerere University, the inconsistency in teacher training is causing a disconnect between teaching and assessment. “We are teaching in a competence-based way but assessing students using the traditional system. This defeats the purpose of the new curriculum,” he explained.
Although the government has trained about 4,000 teachers under a “train-the-trainer” model, where those trained are expected to pass on their knowledge to others. Experts argue that this is insufficient. Many secondary school teachers, particularly in rural areas, still struggle to transition from old teaching methods.
Fred Masagazi-Masaazi, chairperson of Makerere’s Management Committee, emphasized that a good teacher today must possess more than just subject knowledge. The research team identified critical thinking, creativity, oral and written communication, technology use, problem-solving, and classroom management as essential competencies. Other key areas include cross-cultural awareness, inclusion, innovation, and student-centered teaching.
However, many teachers remain unprepared for this shift. “Some facilitators lack the expertise needed to guide teachers, which ultimately affects learners,” said one secondary teacher.
To bridge this gap, education experts are calling on the government to invest more in teacher training. Dr. Bernadette Nambi from the National Curriculum Development Centre revealed that efforts are underway to develop a standardized competence profile for teachers. However, she acknowledged that universities still require support to fully integrate this approach into their programs.
Another expert noted that many teachers, especially in rural areas, are still using outdated teaching methods, urging the need for urgent intervention to help them transition to competence-based teaching.
The fact remains that if teachers are not properly trained, the learners will suffer. And as the proverb goes, [a teacher affects eternity, but he can never tell where his influence stops]. And For Uganda to truly benefit from its curriculum reforms, ensuring that teachers are adequately prepared is not just an option, but is a necessity. (For comments on this story, get back to us on 0705579994 [WhatsApp line], 0779411734 & 041 4674611 or email us at mulengeranews@gmail.com).
