Title: Innovative Competency-Based Curriculum Approaches for implementing Sustainable Education in Sub-Saharan Africa: Empirical Evidence from Uganda
Authors: Mark Kiiza, Omara Henry, Charles Muwonge Magoba
Volume: 10
Issue: 9
Pages: 206-222
Publication Date: 2026/09/28
Abstract:
The transition from traditional, knowledge-centred education to competency-based education (CBE) represents a major reform agenda in Sub-Saharan Africa, aimed at developing learners who can apply knowledge, skills, values and attitudes to address complex social, economic, technological and environmental challenges. However, the successful implementation of competency-based curricula remains constrained by gaps between curriculum policy and classroom practice. This study examines innovative competency-based curriculum approaches for implementing sustainable education in Sub-Saharan Africa, using Uganda as an empirical case. It specifically investigates how innovative pedagogical practices, teacher preparedness, assessment approaches, digital technologies and learning resources. The school leadership and stakeholder engagement influence the implementation of competency-based education and the development of sustainability-oriented learner competencies. The study adopted a mixed that enabled collection of qualitative and quantitative data. It also used a case research design the facilitated comprehensive analysis and deeper understanding of variables under investigation. The integration quantitative and qualitative approaches to generate comprehensive empirical evidence. Quantitative data was collected through structured questionnaires and interviews, focus-group discussions, classroom observations were analyzed. The Participants were scientifically selected these include teachers, learners, school leaders, curriculum specialists and other key education stakeholders selected through appropriate sampling procedures. Quantitative data was analyzed using descriptive and inferential statistics, while qualitative data was subjected to thematic and comparative analysis. The study further integrated the quantitative and qualitative findings to identify the conditions under which innovative competency-based approaches can produce meaningful and sustainable educational outcomes. The contributed an evidence-informed framework for strengthening innovative CBC implementation in Uganda and identifying transferable principles for other Sub-Saharan African contexts. The study recommends that professional capacity through retooling teachers, curriculum scholarship, having positive educational policy, teacher professional development and sustainable education by demonstrating how curriculum innovation, pedagogical transformation, assessment reform, technology and institutional support can be aligned to develop competent, adaptable techniques and sustainability-oriented learners in Uganda