Title: The Competency Paradox: How Traditional Grading Nullifies the Objectives of Uganda's Competency-Based Curriculum
Authors: Dr. Arinaitwe Julius
Asiimwe Isaac Kazaara
Volume: 9
Issue: 11
Pages: 370-379
Publication Date: 2025/11/28
Abstract:
Background: Uganda's adoption of a Competency-Based Curriculum (CBC) represented a paradigm shift from content-focused education toward integrated development of knowledge, skills, attitudes, and values applicable in real-world contexts. Objective: This study examined how traditional grading systems contradicted and nullified the objectives of Uganda's Competency-Based Curriculum, investigating the manifestations and implications of this "competency paradox" for teaching practices, learning outcomes, and educational policy. Methods: A convergent parallel mixed-methods design was employed across 45 purposively selected primary and secondary schools in five districts (Kampala, Wakiso, Mukono, Mbarara, and Gulu). Based on power analysis for 80% statistical power with medium effect size and ?=0.05, 450 teachers were recruited through stratified random sampling, alongside 30 head teachers, 25 education officers, and 600 learners. Data were analyzed using descriptive statistics, independent t-tests, ANOVA, Pearson correlations, multiple linear regression, and Structural Equation Modeling (SEM), with qualitative thematic analysis conducted using NVivo 12 software. Results: Teachers demonstrated significantly strong perceptions of contradictions between traditional grading and CBC objectives (M=4.33, SD=0.68), with 89-93% agreeing that traditional systems emphasized content recall over competency demonstration, could not measure practical skills and attitudes, and misaligned with curriculum intentions (Cohen's d=1.96, very large effect). Government school teachers reported significantly higher teaching-to-the-test behavior (M=3.92 vs. 3.28, p<.001, d=0.73) and examination preparation time (8.45 vs. 6.72 hours/week, p<.001, d=0.77) compared to private schools, while demonstrating lower implementation of competency-based methods and authentic assessment. Conclusion: Traditional grading systems created fundamental philosophical and practical contradictions with Uganda's Competency-Based Curriculum, functioning as the dominant barrier to effective implementation despite teacher training and administrative support. Recommendations: Urgent comprehensive restructuring of national assessment systems to replace traditional grading with criterion-referenced competency evaluation; redesign of teacher professional development and school accountability frameworks to support rather than constrain competency-based implementation