Implementing Competence-Based Education in Large Professional Courses for Teacher Trainers in Ugandan Universities
DOI:
https://doi.org/10.59472/y6x55834Keywords:
Competence-Based Education, Curriculum Review, Teacher Trainers, Professional DevelopmentAbstract
This scholarly investigation examines the integration of competency-based education into substantial professional courses for teacher trainers at universities in Uganda. It is contended that, despite Uganda's efforts to integrate competency-based education into significant professional courses for teacher trainers at its academic institutions, a considerable gap remains between its design and implementation. The inquiry was conducted using a qualitative research methodology, which encompassed a comprehensive assessment of secondary sources. The principal conclusion drawn was that, although competency-based education is available within major professional courses for teacher trainers at Ugandan universities, its implementation has not been executed effectively, thereby adversely impacting the quality assurance competencies of the educators. It is recommended that, by accentuating personal self-actualization alongside pedagogical responsibilities, the competency-oriented approach has the potential to substantially enhance the caliber of professional education, while concurrently aligning with global educational standards and effectively addressing local educational requirements
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Copyright (c) 2026 Judith Arinaitwe , Israel Mwebembezi, Syson Amutuhaire, Arthur Ahumuza
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