Exploring Teachers’ Perceptions on Pedagogies used in Implementation of IRE Competence-Based Curriculum in Secondary Schools in Wakiso District
Abstract
The current study explored the teachers' perceptions about the pedagogies used to implement the IRE competence-based curriculum in secondary schools in the Wakiso District. It was based on a phenomenological design, with IRE teachers, administrators of IRE schools, UMSC officials, and NCDC staff). The sample size depended on the saturation of findings augured. Teachers were sampled using simple random sampling while participants in other categories were purposively selected. Interview guides and focus group discussion guides were used as data collection instruments. Data was analysed using the thematic analysis method. Results revealed that IRE teachers had perceived pedagogies like activity-based learning, discussions, presentations and demonstrations in IRE teaching as effectively accepted in schools. The study concluded that the methods used by teachers in the current IRE competency-based curriculum were perceived as worthy enabling the effective implementation of this curriculum. Based on the study findings, discussion and conclusions, the study recommended that if IRE Competency-Based Curriculum is to be effectively implemented in the selected secondary schools in Wakiso District, relevant stakeholders at Wakiso District Education Department, Ministry of Education and Sports officials, UNEB officials and NCDC Officials should do the following. They should organize seminars, workshops and sensitization seminars showing the relevance of IRE Competency-based curriculum pedagogies like project and activity-based learning methods. There is a need to provide necessary gadgets like teaching aids and the creation of adequate space. In doing this project methods, discussion, field studies and presentations would be possible in classes. Also, the methods recommended call for adequate funding and retooling teachers to curriculum instructional pedagogies recommended for the competency-based curriculum
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