Exploring Kiswahili Competence-Based Curriculum Teaching-Learning Approaches in Secondary Schools in Ndorwa West County, Uganda

Abstract

Uganda rolled out the Competence-Based Curriculum (CBC) in 2020, replacing traditional teacher-centred approaches aiming at developing key learner competencies, values, and transferable skills. However, previous research has not established subject-based instructional adaptation as well as teachers’ awareness of student-centred learning, failing to translate into classroom practice. The study purpose was to explore Kiswahili Teaching-Learning approaches in the Competence-Based Curriculum in secondary schools in Ndorwa West County, Uganda. The two objectives explored the Competency-Based Curriculum teaching approaches and examined teachers’ understanding of Student-Centred Teaching in Kiswahili Teaching-Learning in Ndorwa West County, Uganda. The study was guided by constructivist learning theory as advanced by Jean Piaget, which emphasises active learner collaboration in the construction of knowledge. A qualitative phenomenological design was adopted within a constructivist paradigm. Using purposive and expert sampling techniques, data saturation was reached with six (06) Headteachers and Thirteen (13) Kiswahili teachers. Data were collected using semi-structured interview guides and classroom observation checklists that were thematically analysed. The study found that CBC Kiswahili instructional approaches largely reflected learner-centred practices of peer learning and continuous real-time assessments. This increased learner engagement and improved their Kiswahili language proficiency. Teachers’ positive CBC experiences highlighted the pedagogical potential of student-centred approaches in enhancing meaningful learning outcomes amidst contextual barriers constraining effective CBC implementation. The study concluded that while student-centred Kiswahili instructional approaches were evident in Ndorwa West County, CBC implementation remains partial and uneven due to structural and institutional limitations. The study recommended that policymakers, school administrators, and teachers strengthen collaboration and address challenges through professional development, realistic resource allocation, and enhanced institutional support to realise the full potential of the CBC for effective Kiswahili language learning