Browsing by Author "Okurulal, Mugisa Donald"

Now showing 1 - 1 of 1
  • Thumbnail Image
    Item
    Funding and Implementation of Competency Based Curriculum in Private Secondary Schools in Nebbi District
    (Gulu University, 2026-10-13) Okurulal, Mugisa Donald
    This study examined the influence of funding on the implementation of the Competency-Based Curriculum (CBC) in private secondary schools in Nebbi District, Uganda. It was guided by three objectives: to assess the level of funding, examine the status of CBC implementation, and determine the relationship between funding and CBC implementation. The study was based on the premise that effective CBC implementation depends on adequate financial resources to support teacher training, instructional materials, infrastructure, ICT integration, and continuous assessment. A mixed-methods approach was adopted, combining quantitative and qualitative methods. The study targeted 370 respondents, including Board of Governors Chairpersons, Head Teachers, Bursars, Teachers, and Student Leaders, from which a sample of 258 was selected using purposive and simple random sampling. Data were collected using questionnaires and interview guides, and analyzed using descriptive statistics, correlation analysis, multiple regressions analysis through statistical package for social scientists (SPSS) version 27, for quantitative analysis and thematic methods for qualitative analysis. Findings revealed that funding in private secondary schools was generally low, inadequate, and unreliable, with heavy reliance on tuition fees. CBC implementation was found to be moderate, characterized by partial teacher preparedness, inconsistent use of learner-centered methods, low ICT integration, and weak continuous assessment. A strong positive relationship between funding and CBC implementation was established, with better-funded schools demonstrating stronger implementation. School management was also found to positively moderate this relationship through effective resource allocation, supervision, and accountability. The study concluded that private secondary schools in Nebbi District experienced low and unreliable funding, mainly due to dependence on tuition fees and limited alternative sources. CBC implementation was moderate but incomplete, constrained by inadequate teacher preparedness, limited ICT integration, and insufficient instructional resources. The study also found a positive relationship between funding and CBC implementation, indicating that adequate funding supports teacher training, instructional materials, infrastructure, ICT integration, and teacher motivation. It recommended strengthening resource mobilization, financial planning, accountability, and prioritization of CBC needs, alongside increased support from the Ministry of Education and other stakeholders for teacher training, infrastructure, ICT, and instructional materials in rural private schools.