Title: Beyond Employability: Integrating Practical Life Skills for Sustainable Living in Uganda's Competence-Based Curriculum
Authors: Dr. Arinaitwe Julius, Ahumuza Audrey
Volume: 9
Issue: 12
Pages: 128-138
Publication Date: 2025/12/28
Abstract:
Background: Uganda's Competence-Based Curriculum emphasizes employability and entrepreneurship but inadequately addresses practical life skills essential for sustainable living in contexts where formal employment opportunities remain severely limited and youth face multifaceted challenges including climate change, resource scarcity, and economic vulnerability. Objective: This study investigated the integration of practical life skills for sustainable living in Uganda's Competence-Based Curriculum, examining current integration levels, implementation challenges, stakeholder perceptions, and impacts on learner outcomes to develop evidence-based recommendations for curriculum enhancement balancing employability with self-sufficiency competencies. Methods: A mixed-methods convergent parallel design was employed across six purposively selected districts representing diverse geographical regions and contexts. The study sampled 2,093 participants including 40 curriculum developers, 779 teachers (395 primary, 384 secondary), 600 learners, 383 parents, and 291 community leaders using multi-stage sampling techniques. Quantitative data were collected through validated structured questionnaires and analyzed using SPSS version 26 employing descriptive statistics, independent samples t-tests, one-way ANOVA, Pearson correlations, chi-square tests, and multiple linear regression. Qualitative data from 24 key informant interviews, 12 focus group discussions, and document analysis were transcribed and analyzed thematically using NVivo 12. ample size calculations ensured 80% statistical power for detecting medium effect sizes at 95% confidence level. Results: The study revealed learners from high integration schools demonstrated significantly superior outcomes across all competency dimensions including self-sufficiency (Cohen's d=1.20), sustainable living knowledge (Cohen's d=1.24), and practical skills application (Cohen's d=1.16). Multiple regression analysis revealed that integration level (?=0.412), teacher training quality (?=0.267), and resource availability (?=0.241) collectively explained 62.7% of variance in learner competencies (Rē=0.627, F(5,594)=198.67, p<0.001). Conclusion: Uganda's Competence-Based Curriculum inadequately integrates practical life skills essential for sustainable living, constrained by systemic barriers including resource scarcity, insufficient teacher capacity, and examination-oriented education culture. However, enhanced integration demonstrated substantial positive impacts on learner self-sufficiency and sustainable living competencies, validating the potential for curriculum reform to transform youth capabilities for resilient livelihoods beyond formal employment. Recommendations: The study recommends comprehensive curriculum revision prioritizing practical life skills with reformed assessments incorporating practical competencies; intensive teacher capacity building through mandatory training programs and revised pre-service education; and targeted resource mobilization with differentiated funding supporting infrastructure development, teaching materials provision, and public-private partnerships, particularly benefiting rural and disadvantaged schools.