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.

Abstract: Technology-mediated learning (TML) has become central to higher education globally, particularly as universities respond to massification, digitalisation, and post-COVID-19 disruptions. In Uganda, national ICT and education policies since 2003 have promoted the integration of digital technologies in universities; however, concerns persist regarding the extent to which these policies support pedagogically meaningful learning rather than technological access alone. This study adopted a narrative review design to synthesise policy and scholarly literature published between 2003 and 2025 on technology-mediated learning in Ugandan universities. Sources included national policy documents, peer-reviewed journal articles, and credible institutional reports. Literature was identified using Boolean search strategies across academic databases and official repositories. Thematic synthesis was guided by a socio-ecological framework and organised in a manner that progressed from global and Sub-Saharan African perspectives to national and Southwestern Uganda contexts. The review found that technology-mediated learning in Ugandan universities has largely been framed through technocratic policy orientations emphasising infrastructure, access, and continuity. While universities have widely adopted learning management systems and online platforms, implementation has often prioritised content delivery and administrative efficiency over pedagogical redesign. Significant policy–practice gaps persist, shaped by institutional capacity, academic staff preparedness, digital inequities, and limited pedagogy-explicit guidance, particularly evident during the COVID-19 period. The findings indicate that re-thinking technology-mediated learning in Ugandan universities requires shifting from technology-centred policies toward pedagogically grounded, context-responsive approaches. Coordinated action across policy, institutional, and teaching levels is essential to enhance learning mediation, equity, and sustainability in digital higher education.

Abstract: The study aimed to examine the relationship between temporary withdrawal from class/school activities and pupil discipline. The researcher employed a cross-sectional survey design, utilizing both qualitative and quantitative data collection methods. The study population included 209 teachers and 220 pupils. The sample included 127 teachers and 136 pupils, totalling 263 respondents. The researcher used Krejcie and Morgan’s (1960) table guide to determine the sample size. The researcher analyzed the data using means, standard deviations, correlation coefficients, and regression analysis methods. The researcher correlated temporary withdrawal from class or activities with pupil discipline, finding a correlation coefficient of r =.590. The regression analysis further supported these findings. The B-value for temporary withdrawal from class/school activities and discipline for pupils was 0.565. In conclusion, the study highlights the significant impacts of counselling, guidance, and discipline on pupil discipline. It emphasizes the importance of incorporating these factors into interventions to promote positive outcomes. The study also underscores the role of manual work in promoting the discipline of pupils and the impact of temporary withdrawal from class/school activities on pupil discipline. These findings have implications for creating a rule-abiding environment and fostering pupil engagement in learning. The major recommendations are that it is crucial to prioritize the implementation of comprehensive counselling and guidance programs that are tailored to the specific needs of pupils in the district. These programs should focus on fostering positive communication, conflict resolution, empathy, and cooperation.

Wambi Moses – Uganda National Institute for Teacher Education, https://orcid.org/0009-0006-2828-2654

Tebenkana Timothy – Makerere University

Tamale Victoria Kaggwa

Email: patrice.ssembirige@ncdc.go.ug

Abstract: This study explored students’ perceptions of administrators’ leadership styles and how these influence academic motivation and performance in selected secondary schools in Mukono District, Uganda. Guided by a qualitative phenomenological design, data were collected from 64 student leaders through Focus Group Discussions and 32 administrators (16 headteachers and 16 patrons/matrons) through semi-structured interviews. Using thematic analysis, three major themes emerged: (a) influence of administrators’ leadership styles on students’ motivation, (b) perceived administrative responsiveness to academic challenges, and (c) impact of administrators’ approachability on students’ academic performance. Findings revealed that supportive, democratic, and transformational leadership enhanced students’ motivation, confidence, and academic engagement, whereas authoritarian approaches diminished motivation and discouraged help-seeking. Responsiveness to academic challenges varied, with timely interventions boosting performance and inconsistent responses deterring reporting of difficulties. Approachability was found to be a strong predictor of academic effort, with students more likely to seek assistance when administrators were friendly, available, and visible. The study concludes that administrator behavior significantly shapes academic outcomes and recommends leadership training, improved recognition systems, strengthened responsiveness protocols, and greater administrative visibility. Implications for policy and practice include enhancing student-centered leadership approaches to improve academic performance in Ugandan secondary schools.

Abstract: The shift to competency-based learning (CBL) in Uganda’s secondary education system has placed new demands on learners, requiring them to develop not only academic proficiency but also self-regulatory and adaptive skills to succeed in a learner-centered environment. Among these, adaptive help-seeking, defined as the proactive solicitation of academic support when needed, has been recognized as a vital behavioral strategy for fostering academic resilience and engagement. This study examined the relationship between students’ adaptive help-seeking skills and their ability to acquire competencies under the CBL framework in selected secondary schools in Mukono and Kayunga districts. Employing a mixed methods approach, the study collected data from 384 students through structured questionnaires and conducted interviews and focus group discussions with 48 key informants, including teachers, school heads, and education officers. Quantitative analysis using Pearson’s correlation and linear regression revealed a strong, positive relationship between help-seeking and CBL engagement (r = 0.5736, p < 0.01), with help-seeking accounting for 32.9% of the variance in students’ competency acquisition. Thematic analysis of qualitative data confirmed that help-seeking is facilitated by supportive teacher-student relationships and hindered by infrastructural constraints and limited teacher capacity. The findings underscore the importance of embedding help-seeking in pedagogical practices, investing in teacher development, and enhancing institutional support mechanisms. The study concludes that adaptive help-seeking is a significant determinant of learner success in CBL environments and recommends its integration into instructional design, teacher training, mentorship structures, and school-community engagement initiatives.

Abstract: This study looked at community project monitoring and evaluation as a boost towards sustainability of rural water supply systems in Kasese District, Uganda. This study adopted mixed methods design. The sample was 398 with a response rate of 99.5%. Data collection instruments included; questionnaire, an interview guide and focus group discussion guide. Findings revealed a strong positive relationship (r = 0.5023, p = 0.0000). This indicates that enhanced monitoring and evaluation practices are significantly associated with improved sustainability of rural water supply systems. Regression results indicate a significant positive relationship between community project monitoring and evaluation and sustainability of rural water supply systems, with a coefficient of 0.620 and a p-value of less than 0.001 suggesting that as community project monitoring and evaluation increase, sustainability of rural water supply systems also tends to increase. It was concluded that Monitoring and Evaluation is one of the most critical factors in ensuring sustainability and that communities which implemented consistent monitoring and evaluation practices were more likely to identify and resolve system issues promptly for proper functionality of water supply systems. It was recommended that Ministry of Water and Environment should strengthen Monitoring and evaluation systems by establishing clearer performance indicators, regular community-based assessments, and transparent reporting practices. It was further recommended that Kasese District Local Government should be holding frequent workshops on monitoring and evaluation to improve the technical know-how of water management committees leading to timely identification of issues and continuous improvements in water systems.

Abstract: This study looked at community project monitoring and evaluation as a boost towards sustainability of rural water supply systems in Kasese District, Uganda. This study adopted mixed methods design. The sample was 398 with a response rate of 99.5%. Data collection instruments included; questionnaire, an interview guide and focus group discussion guide. Findings revealed a strong positive relationship (r = 0.5023, p = 0.0000). This indicates that enhanced monitoring and evaluation practices are significantly associated with improved sustainability of rural water supply systems. Regression results indicate a significant positive relationship between community project monitoring and evaluation and sustainability of rural water supply systems, with a coefficient of 0.620 and a p-value of less than 0.001 suggesting that as community project monitoring and evaluation increase, sustainability of rural water supply systems also tends to increase. It was concluded that Monitoring and Evaluation is one of the most critical factors in ensuring sustainability and that communities which implemented consistent monitoring and evaluation practices were more likely to identify and resolve system issues promptly for proper functionality of water supply systems. It was recommended that government should improve monitoring and evaluation frameworks by establishing clearer performance indicators, having regular community-based assessments, and transparent reporting practices. It was further recommended that the Ministry of Water and Environment should be holding frequent workshops on monitoring and evaluation practices regularly since they can improve the technical know-how of water management committees leading to timely identification of issues and continuous improvements in water systems.

Abstract: This study was about community project financing and sustainable management of rural water sources in Kasese District, Uganda. This study used Embedded Mixed methods by collecting quantitative & qualitative data. The total sample was 398 with a response rate of 99.5%. The questionnaire, interview guide and focus group discussion guide were data collection instruments. Findings indicated a correlation coefficient of 0.658 which meant a strong positive relationship between community project financing and sustainable management of rural water sources with a p-value of 0.000. The regression results showed a coefficient of 0.719 which implied a strong positive relationship between community project financing and sustainable management of rural water sources. It was concluded that project financing was crucial for sustainable management of rural water sources in Uganda. It was also concluded that communities that successfully raised funds, whether through user fees, government support, or contributions from Civil Society Organizations, led to great improvement in the long-term functionality of water sources compared to underfunded ones. It was recommended that the government should review annual budgetary allocation to cater for operation and maintenance aspects for the sustainable management of rural water sources. Further, the Ministry of water and environment should review the allocation of funds between new sources, rehabilitation and software with more funding being allocated to rehabilitation of rural water sources. It was recommended that microfinance options, subsidies, and partnerships with development organizations be promoted to bridge the financial gaps that hinder maintenance efforts of rural water sources.

Viola N. Nyakato – Department of Human Development and Relational Sciences, Mbarara University of Science and Technology, Uganda

Adrian Mwesigye – Department of Educational Foundations and Psychology, Mbarara University of Science and Technology, Uganda

Orcid: https://orcid.org/0009-0004-3088-7121
Email: gladycek@yahoo.co.uk

Abstract: The Competence-Based Curriculum (CBC) at Uganda’s lower secondary school level depends significantly on teachers’ preparedness. This study explored the relationship between teachers’ preparedness and the practical implementation of the CBC in Rukungiri District. Adopting a convergent parallel mixed methods design, the research engaged 235 in-service teachers through structured questionnaires and conducted key informant interviews with 13 head teachers. Quantitative data were analysed using descriptive statistics in Stata 17, while thematic analysis of qualitative data was conducted using NVivo 14. Findings revealed that while teachers reported high levels of perceived preparedness, particularly in classroom management, inclusivity, and learner-centred instruction, substantial gaps were evident in training adequacy, assessment practices, and ICT integration. Qualitative insights reinforced the importance of administrative support, peer collaboration, and resource provision as critical enablers of effective CBC delivery. The study underscores the need for continuous professional development and targeted resource allocation to bridge the preparedness gap. These findings contribute to curriculum implementation theory by affirming that teacher readiness, when holistically supported, is pivotal to transformative educational reform.

Viola N Nyakato – Department of Human Development and Relational Sciences, Mbarara University of Science and Technology, Uganda

Adrian Mwesigye – Department of Educational Foundations and Psychology, Mbarara University of Science and Technology, Uganda

ORCID: https://orcid.org/0009-0004-3088-7121
Email; kachopeg@gmail.com

Abstract: The practical implementation of the Competency-Based Curriculum (CBC) at Uganda’s lower secondary level largely depends on teacher preparedness and systemic support. This study examined the extent of CBC implementation in Rukungiri District by exploring teacher experiences across five key domains: instructional confidence, curriculum adaptability, collaboration, institutional support, and training. Employing a convergent parallel mixed methods design, the study surveyed 235 in-service teachers and interviewed 13 head teachers. Quantitative data were analysed using descriptive statistics, while qualitative responses were thematically analysed. Findings revealed high teacher confidence and moderate adaptability, exposing significant gaps in ICT integration, resource availability, and assessment competence. Qualitative insights emphasised the need for structured collaboration, stakeholder engagement, and continuous professional development. These findings highlight that while teachers demonstrate readiness and willingness, effective CBC implementation remains hindered by systemic limitations. Addressing these barriers is essential for aligning classroom practice with CBC policy objectives.