The overall objective of this study was to examine the influence of external stakeholder engagement on competence-based curriculum implementation in selected secondary schools in Buwama Sub County, Mpigi District, Uganda. The study was directed by three specific objectives; i) To examine the influence of stakeholder engagement in training on competence-based curriculum implementation, ii) To examine the influence of stakeholder engagement in supervision on competence-based curriculum implementation, and iii) To examine the influence of stakeholder engagement in assessments on competence-based curriculum implementation in selected secondary schools in Buwama Sub County, Mpigi District. The study adopted a cross-sectional research design coupled with only a quantitative approach. Simple linear regression analysis was employed to establish the magnitude, direction, and the significance of the influence of external stakeholder engagement on competence-based curriculum implementation in selected secondary schools in Buwama Sub County, Mpigi District, Uganda. The study revealed that stakeholder engagement in training has a statistically significant and strong positive influence on competence-based curriculum implementation in selected secondary schools in Buwama Sub County, Mpigi District. Additionally, the study also revealed that stakeholder engagement in supervision has a statistically significant and strong positive influence on competence-based curriculum implementation in selected secondary schools in Buwama Sub County, Mpigi District. The study further revealed that stakeholder engagement in assessments has a statistically significant and moderate positive influence on competence-based curriculum implementation in selected secondary schools in Buwama Sub County, Mpigi District. The study concluded that external stakeholder engagement has a statistically significant influence on competence-based curriculum implementation in selected secondary schools in Buwama Sub County, Mpigi District in that an increase in stakeholder engagement in training, supervision, and assessments would resultantly lead to an improvement in competence-based curriculum implementation in selected secondary schools in Buwama Sub County, Mpigi District. The study recommends that the central government or district local government should form boards at district or regional levels comprising educators, parents, community representatives, and experts to oversee and advise on competence-based curriculum implementation which encourages accountability, transparency, and context-specific solutions in secondary schools in Mpigi District.
Margaret et al. (2025) studied this question.