Title: CBC as a Foreign Thought: Safeguarding Uganda's Interests Against Externally Derived Educational Frameworks
Authors: Dr. Arinaitwe Julius
Dr. Twinomujuni Rosebell
Asiimwe Isaac Kazaara
Volume: 10
Issue: 6
Pages: 227-234
Publication Date: 2026/06/28
Abstract:
This study critically examined the Competency-Based Curriculum (CBC) as an externally imposed educational framework and its implications for Uganda's educational sovereignty, cultural identity, and pedagogical effectiveness. Employing a cross-sectional survey design, the study collected data from 400 primary and secondary school teachers drawn from 40 purposively selected schools across four regions of Uganda. Structured questionnaires were used to assess perceptions of CBC alignment with local values, implementation challenges, and threats to indigenous knowledge systems. Univariate analysis revealed that 65.5% of respondents held negative perceptions of CBC's cultural alignment, while 77.8% acknowledged foreign donor influence in CBC design. Bivariate chi-square analyses established statistically significant associations between negative CBC perceptions and teaching experience (?² = 29.77, p < 0.001, Cramer's V = 0.27), educational level (?² = 22.10, p < 0.001), and foreign influence perception (?² = 38.94, p < 0.001). Binary logistic regression results confirmed that respondents with postgraduate education (OR = 2.39, 95% CI: 1.61-3.54), 16 or more years of teaching experience (OR = 3.00, 95% CI: 1.74-5.19), and those who agreed that foreign donors shaped CBC (OR = 3.82, 95% CI: 2.38-6.13) were significantly more likely to hold negative perceptions of the curriculum. The study concluded that CBC, as currently constituted, insufficiently integrates Uganda's cultural heritage, overestimates available resources, and reflects the ideological priorities of its external architects. It was recommended that Uganda embark on a participatory curriculum reform process, invest in localising CBC content, and establish a curriculum sovereignty policy to insulate future frameworks from uncritical foreign influence.