Вестник Оренбургского государственного педагогического университета. Электронный научный журнал

2303-9922

10.32516/2303-9922.2026.57.18

Other

Внедрение компетентностного подхода в образовательной системе Республики Уганда: анализ проблемы и рекомендации

Competency-Based Approach to the Education System of the Republic of Uganda: Analysis and Recommendations

Исаев

Данил Владимирович

Isaev

Danil V.

amarielsiannodel@yandex.ru

https://orcid.org/0009-0003-2841-3958

Orenburg State Pedagogical UniversityOrenburgRussia

Оренбургский государственный педагогический университетОренбургРоссия

25032026

1(57)3173321508202520022026https://creativecommons.org/licenses/by/4.0/

CC BY 4.0

https://www.vestospu.ru/archive/2026/articles/57/18_1_2026.html

В статье рассмотрены особенности внедрения компетентностного подхода в образовательной системе Республики Уганда. Проанализированы опубликованные материалы и данные, полученные в ходе непосредственной преподавательской работы на территории Уганды, по переходу на компетентностно-ориентированное обучение. Раскрыты основные проблемы, связанные с внедрением компетентностного подхода, как общепедагогические, так и специфические, характерные исключительно для Уганды, а также некоторые особенности педагогической работы в этой стране. Описан опыт проведения курсов повышения квалификации для учителей в дистанционном формате в рамках государственного задания «Ресурсное и информационно-технологическое обеспечение образовательной деятельности и управления системой образования в Республике Уганда» на базе Оренбургского государственного педагогического университета.

The article examines the features of the implementation of a competency-based approach in the education system of the Republic of Uganda. The materials published by the researchers and the data obtained in the course of direct work in Uganda on the transition to competence-based teaching are analyzed. The article considers the main problems related to the introduction of the competence-based approach, both general pedagogical and specific to Uganda, as well as some features of pedagogical work in the Republic of Uganda, the experience of conducting advanced training courses for teachers in a remote format within the framework of the state assignment “Resource and information technology support of educational activities and management of the education system in the Republic of Uganda” on the basis of Orenburg State Pedagogical University

Компетентностный подходсовременное образованиеРеспублика Угандановейшие образовательные технологииповышение квалификацииязыковая ситуация в образовании

Competence-based approachmodern educationthe Republic of Ugandamodern educational technologiesadvanced traininglanguage situation in education

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11. Arinaitwe J., Reddy P. J. K. Perceptions towards Implementing a Competency-Based Curriculum (CBC) among secondary school teachers in Uganda. Education and Society, 2024, no. 2, pp. 101—108.

12. Arishaba E., Balimuttajjo S. Learner Centered Instructional Methods and Observable Academic Competencies in Kiswahili Language Among Secondary School Students in Mbarara Municipality, Uganda. Journal of Research Innovation and Implications in Education, 2024, vol. 8, iss. 1, pp. 101—119. DOI: 10.59765/vps36ir.

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14. Atuhura D., Nambi R. Competence-based language curricula: implementation challenges in Africa. ELT Journal, 2024, vol. 78, iss. 3, pp. 245—254. DOI: 10.1093/elt/ccae003.

15. Basaza G., Milman N., Wright C. The Challenges of Implementing Distance Education in Uganda: A Case Study. International Review of Research in Open and Distributed Learning, 2010, vol. 11, no. 2, pp. 85—91. DOI: 10.19173/irrodl.v11i2.833.

16. De Galbert P. G. Language transfer theory and its policy implications: exploring interdependence between Luganda, Runyankole-Rukiga, and English in Uganda. Journal of Multilingual and Multicultural Development, 2020, vol. 44, no. 2, pp. 1—19. DOI: 10.1080/01434632.2020.1788038.

17. Gyagenda A. Culture and Educational Policy in Uganda. Interdisciplinary Journal of Education, 2024, vol. 7, no. 1, pp. 56—70. DOI: 10.53449/ije.v7i1.371.

18. Jjingo C., Bakize L. Modelling Contemporary Perspectives on Materials Development for Kiswahili Pedagogies in Uganda’s Lower Secondary Schools. Kiswahili, 2021, vol. 84, no. 2, pp. 309—330.

19. Kagambe E., Kabasiita J., Kisembo M., Kasiita T., Muweesi C., Kaweesi M., Kaahwa Y., Namutebi E., Namubiru A. The Integration of ICT for Effective Implementation of the Competence-Based Curriculum among Secondary Schools in Kyaka II Refugee Settlement, Uganda. East African Journal of Information Technology, 2024, vol. 7, no. 1, pp. 263—278. DOI: 10.37284/eajit.7.1.2205.

20. Katurebe B., Nalukwago H. The Influence of Competency-Based Curriculum Promoted Students’ Innovativeness in Selected Government-Aided Secondary Schools of Wakiso District, Uganda. A Cross-Sectional Survey, SJ Education Research Africa, 2024, vol. 1, no. 4, pp. 1—8. DOI: 10.51168/n8a64816.

21. Kidega C., Song Z., Ugochinyere I., James O., Ndikubwimana F. Confronting Challenges Facing Teachers in Implementing Competency-Based Curriculum in Uganda: A Case of Secondary Schools in Gulu City. East African Journal of Education Studies, 2024, vol. 7, no. 2, pp. 112—129. DOI: 10.37284/eajes.7.2.1891.

22. Kidega C., Zheng S., Thet K. Factors Affecting the Implementation of Competency Based Curriculum in Secondary Schools in Uganda: A Systematic Literature Review. North American Academic Research, 2023, vol. 6, iss. 9, pp. 84—102. DOI: 10.7821/naer.2020.7.470.

23. Kitasse T., Ssembatya H. H. Analysis of the implementation of Competency-Based Curriculum in the Luganda Language Classroom in Selected Secondary Schools in Rubaga Division, Kampala District, Uganda. Journal of Research Innovation and Implications in Education, 2024, vol. 8, iss. 2, pp. 1—16. DOI: 10.59765/bytr2475.

24. Milligan L. O., Isingoma B., Aciro T., Mirembe D. D., Krause N., Nuwategeka E. Learners’ everyday experiences of violence in English medium secondary education in Uganda. Global Social Challenges Journal, 2024, vol. 3, no. 1, pp. 31—48. DOI: 10.1332/27523349Y2024D000000008.

25. Mukama R. G. Language Policy in Uganda. The Palgrave Handbook of Language Policies in Africa. Cham, Springer International Publishing, 2024, pp. 85—109.

27. Najjuma J. Teacher practices and effective implementation of competence based curriculum in public secondary schools in Hoima district, Uganda (unpublished graduate dissertation). Muni University, Arua, Uganda, 2024. Available at: https://journalissues.org/ijeprr/wp-content/uploads/sites/7/2023/06/Tumuheise-et-al.pdf. Accessed: 05.11.2024.

28. Namibiru A., Kisembo M., Kasiita T., Kagambe E., Kasiita T. Perceptions of Teachers on the Implementation of the Competence-Based Curriculum in Secondary Schools in Bundibugyo and Ntoroko Districts, Uganda. East African Journal of Education Studies, 2024, vol. 7, no. 3, pp. 13—27. DOI: 10.37284/eajes.7.3.2013.

29. Ndeezi M., Pedersen G. A., Alipanga B., Luberenga I., Kohrt B. A., Kasujja R. Integrating EQUIP competency-based training into a university curriculum: a qualitative inquiry with students and faculty at Makerere University in Uganda. Frontiers in Education, 2024, vol. 8, art. 1290630. DOI: 10.3389/feduc.2023.1290630.

30. Okoed M., Bileti E. A. Digital Literacy Training: Its Impact on Teachers in Busoga Region, Eastern Uganda. International Journal of Recent Educational Research, 2024, vol. 5, no. 3, pp. 612—622. DOI: 10.46245/ijorer.v5i3.598.

31. Olema D. К., Nabitula A., Manyiraho D., Atibuni D. Z. Analysis of the Shift from Knowledge Based to Competency Based Education among Secondary School Teachers in Uganda. International Journal of Educational Research, 2021, vol. 9, no. 1, pp. 49—56.

32. Oola J., Nambuya R., Masaba S., Omara D., Atibuni D. Z. Scenario-Based Assessment as a Driver of the Lower Secondary School Competency-Based Curriculum in Uganda. European Journal of Contemporary Education and E-Learning, 2024, vol. 2, no. 6, pp. 29—43. DOI: 10.59324/ejceel.2024.2(6).02.

33. Ssempala C., Ssenkusu P. M., Mitana J. M. V. Initial Teacher Training in the Wake of Uganda’s National Teacher Policy and Covid-19 Lockdown: A Technical or Ethical Challenge? American Journal of Educational Research, 2022, vol. 10, no. 1, pp. 46—53. DOI: 10.12691/education-10-1-5.

34. Ssempuuma J. Morphological and Syntactic Feature Analysis of Ugandan English: Influence from Luganda, Runyankole-Rukiga, and Acholi-Lango. Berlin, Peter Lang, 2019. 278 p. DOI: 10.3726/b15305.

35. Tumuheise A., Ssempala F., Rwends F. T., Nachuha S. Factors affecting implementation of competence based curriculum in selected Secondary Schools of Kabale Municipality — Kabale District. International Journal of Educational Policy Research and Review, 2023, vol. 10, no. 2, pp. 94—105. DOI: 10.15739/IJEPRR.23.008.

36. Uzorka A., Kalabuki K., Odebiyi O. A. The effectiveness of in-service teacher training programs in enhancing teaching quality and student achievement. Forum for Education Studies, 2024, vol. 2, no. 3, art. 1465. Available at: https://ojs.acad-pub.com/index.php/FES/article/view/1465/916. DOI: 10.59400/fes.v2i3.1465.

37. Wambi M., Ocheng T. K., Were D., Buluma A., Tusiime W. E., Balituumye M. Teachers’ Perception on Implementing the Revised Lower Secondary Curriculum in Selected Schools in Uganda: A Focus on Emerging Issues and Coping Strategies. EIKI Journal of Effective Teaching Methods, 2024, vol. 2, no. 1, pp. 175—190. DOI: 10.59652/jetm.v2i1.173.

38. Witzlack-Makarevich A., Zellers M., Namyalo S., Molochieva Z. A dictionary and grammatical sketch of Ruruuli-Lunyala. Berlin, Language Science Press, 2021. xii + 778 p.