Authors : Emmanuel Adengo; Stephen Ndawula; Bashir Kishabale

Volume/Issue : Volume 11 - 2026, Issue 5 - May

Google Scholar : https://tinyurl.com/2kt4uc4f

Scribd : https://tinyurl.com/c3c4wf56

DOI : https://doi.org/10.38124/ijisrt/26May1382

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : Globally, education systems are shifting from knowledge-based to competence-based curricula, emphasizing the development of generic or transferable skills such as critical thinking, collaboration, creativity, communication, and problemsolving. In Uganda, the Lower Secondary Curriculum (LSC) introduced in 2020 foregrounds these skills across subject areas, yet empirical evidence on how teachers foster them in classroom practice remains limited. Effective pedagogy is essential to translate curriculum intentions into meaningful learning outcomes, particularly in resource-constrained contexts. This study examined the pedagogical strategies teachers employ to foster generic skills within Uganda’s competencebased lower secondary curriculum. It aimed to understand how constructivist, collaborative, inquiry-based, and integrative approaches are implemented, and how classroom practices support the development of transferable skills among learners. Guided by social constructivist and curriculum innovation theories, the study adopted a qualitative case study design. Three purposively selected secondary schools in Iganga District were included, representing diverse ownership, class sizes, and performance levels. Data were collected through document analysis, non-participant classroom observations, and in-depth interviews with twenty teachers and three deputy headteachers. Thematic analysis was conducted using Atlas.ti, with credibility ensured through member checking, peer debriefing, and triangulation across data sources. Teachers employ a deliberate blend of pedagogical strategies to cultivate generic skills. Constructivist methods, including guided discovery, practical demonstrations, incidental learning, and observation, facilitate active engagement, critical thinking, and problem-solving. Collaborative strategies such as peer learning, group discussions, debates, and clubs enhance communication, teamwork, leadership, and socio-emotional competencies. Inquiry-based approaches - including research projects, Socratic questioning, role play, and excursions—promote real-world application and reflective learning, while integrative strategies like project-based learning, ICT integration, and drama foster creativity, digital literacy, and learner agency. Overall, the findings highlight that learner-centred, contextually responsive, and inquiry-driven pedagogy is essential for developing transferable skills. The study recommends that the Ministry of Education and Sports support teacher professional development and flexible, gender-sensitive policies that promote learner-centred pedagogy. The National Curriculum Development Centre should embed generic skills and real-world problem-solving tasks across curricula and provide guidance for differentiated, ICT-integrated teaching. School leaders should foster inclusive, collaborative, and resource-rich learning environments, while teachers should adopt experiential, inquiry-driven strategies with active feedback mechanisms. Development partners and NGOs should strengthen teacher capacity and facilitate access to digital and experiential learning tools, and national assessment bodies should design assessments that reward critical thinking, creativity, research, and authentic application of knowledge.

Keywords : Competence, Competence-Based Curriculum, Fostering, Generic Skills, Knowledge-Based Curriculum.

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