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: Since 2010, competency-based curriculum (CBC) reforms have increasingly influenced education systems worldwide, prompting alignment of university pedagogy to competency-oriented learning to strengthen graduate skills and employability. However, evidence suggests persistent gaps between CBC intentions and university teaching practices. This study adopted a narrative literature review design, synthesising empirical, conceptual, and policy-oriented studies published between 2010 and 2025. Literature was drawn from major academic databases and analysed thematically using key pillars of competency-based education to examine pedagogical interpretation, alignment, and implementation gaps in higher education. The review shows that although CBC reforms have reshaped curriculum frameworks and policy discourse, university pedagogy remains largely lecture-centred and examination-oriented. Limited adoption of learner-centred approaches, weak facilitative teaching practices, and constrained interdisciplinary learning restrict the development of transferable skills such as critical thinking, communication, and adaptability. Pedagogical misalignment contributes to persistent gaps between graduate capabilities and employability expectations, particularly in Sub-Saharan Africa, where institutional and contextual constraints are pronounced. The evidence demonstrates that aligning competency-based curriculum reforms with university pedagogy is central to improving graduate skills and employability outcomes. Effective alignment requires coordinated reforms that integrate curriculum design, pedagogy, assessment, and institutional support, which this review synthesises as evidence-informed pedagogical and institutional strategies. Without deliberate pedagogical transformation at the university level, the potential of CBC reforms to enhance graduate skills and employability remains limited.