Aligning Ugandan University Pedagogy with Secondary Education CBC Reforms: Implications for Teaching Practices and Graduate Preparedness in Higher Education

Leonidas Natukunda, Florence Kirabo Nampijja, Francis Akena Adyanga,Johnson Ocan & Omare Justine
Momanyi
Faculty of Education, Kabale University, Uganda
Orcid: https://orcid.org/0009-0006-3545-7870
Email: natukundaleo@gmail.com

Abstract: Uganda’s transition to a Competency-Based Curriculum (CBC) at the secondary school level represents a fundamental shift from content-driven instruction toward learner-centred, skills-oriented education. However, limited empirical attention has been given to how university pedagogy aligns with these reforms, particularly in preparing graduates to teach, support, and sustain CBC principles. This study examined the extent to which pedagogical practices in Ugandan universities align with the CBC reforms and the implications for teaching practices and graduate preparedness. Using a narrative review design, peer-reviewed literature, policy documents, and institutional reports published between 2010 and 2025 were systematically reviewed. The synthesis focused on pedagogical orientation, teaching strategies, assessment practices, and graduate competencies within higher education. Findings indicate a persistent misalignment between CBC principles and dominant university pedagogies, which remain largely lecture-based, content-heavy, and examination-driven. While policy frameworks acknowledge learner-centred approaches, practical implementation in universities is constrained by assessment regimes, academic culture, and limited pedagogical retooling. The review concludes that without deliberate pedagogical realignment in universities, CBC reforms risk producing graduates who are theoretically knowledgeable but pedagogically underprepared. The study recommends curriculum redesign, assessment reform, and sustained academic staff development to ensure coherence across the education system.