Stakeholders’ involvement and implementation of competence-based curriculum in secondary schools in Hoima district, Uganda.

Abstract

The study examined the relationship between stakeholder involvement and implementation of competence-based curriculum in selected secondary schools in Hoima District. It was guided by three objectives i) to examine the relationship between communication and implementation of competence-based curriculum, ii) to assess the relationship between communication and implementation of competence-based curriculum and iii) to analyse the relationship between collaboration and implementation of competence-based curriculum. The study adopted a cross sectional survey design which employed both quantitative and qualitative methods. The study population was 124 and a sample size of 92 respondents was determined from which a response rate of 94.5% was attained. The data was analysed using Statistical Package for Social Sciences version 25 for analysis for quantitative approach while qualitative data was analysed thematically. Results for objective one show that communication had a positive statistically significant relationship with implementation of CBC (r=.687, p=000), enhanced communication will lead to a positive increase in implementation of CBC by a mean factor of .687. For objective two, the results showed that there is a significant relationship between the two variables implying that enhanced participation will lead to a positive increase in implementation of CBC by a mean factor of .478 (47.8%) while the results for objective three showed that there is a significant relationship between the two variables implying that enhanced collaboration will lead to a positive increase in implementation of CBC by a mean factor of .501 (50.1%). It was concluded that regular staff discussions and open communication channels facilitate conflict resolution and knowledge sharing, reinforcing consistency in curriculum delivery. Also, effective teacher collaboration and professional development ensure that educators are well-equipped to implement CBC methodologies, while parental engagement bridges the gap between home and school, reinforcing learning beyond the classroom. From this, the study recommended that school administrators should establish structured digital and in-person communication platforms, such as parent-teacher online portals or scheduled meetings, to ensure continuous updates on CBC implementation. It also recommended that PTA members should organize regular CBC orientation sessions and interactive workshops for parents to help them understand their role in reinforcing learning at home. It further recommended that school leadership through the Ministry of Education and Sports should create clear policies that encourage teamwork among teachers, students and parents, including assigning collaboration-focused roles to department heads to oversee CBC implementation and alignment across subjects.