Has the Competency-based Education and Training Displaced the Traditional Classroom?: An Analysis of the Preservice Language Teacher Preparation atMakerere University, Uganda
This case study of preservice Luganda teacher preparation at Makerere University reveals that while the introduction of Competency-based Education and Training (CBET) has shifted power dynamics toward learner-centered facilitation and collaborative methods, its effectiveness is currently constrained by educators' reliance on traditional content-based approaches and inadequate physical learning environments, necessitating further training and resource support.
Original paper licensed under CC BY 4.0 (https://creativecommons.org/licenses/by/4.0/). This is an AI-generated explanation of the paper below. It is not written or endorsed by the authors. For technical accuracy, refer to the original paper. Read full disclaimer
For decades, the way teachers are trained has often mirrored the classrooms they once sat in: rows of desks facing a single speaker, with students absorbing facts to repeat later. This traditional model assumes that learning is a one-way transfer of information. However, a growing movement in education argues that true learning happens when students actively use what they know to solve real problems. This approach, known as competency-based education, shifts the focus from simply memorizing content to demonstrating specific skills. Instead of a teacher dictating notes, the educator becomes a guide, helping students navigate tasks that require them to think critically, collaborate, and create. The question facing modern universities is whether this shift is merely a policy on paper or a genuine transformation in the classroom.
In Uganda, this question took on urgent importance as the national education system moved toward these new methods. Researchers at Makerere University, specifically within the department preparing future teachers of Luganda, an indigenous language, set out to observe this transition in action. They wanted to know if the new rules were actually changing how classes were taught and how students learned. The study focused on the daily reality of lecture halls, looking at how teachers organized their lessons, what materials they used, and how students interacted with one another. The goal was not just to see if the new system was being followed, but to understand what it felt like for the people inside the room.
The researchers spent time watching classes for second-year and third-year students, observing seven lectures for one group and nine for another. They also spoke with the teachers, the department head, and the students themselves, asking them about their experiences. What they found was a classroom in the middle of a significant change, where old habits and new ideas were colliding. The most common method the teachers used to prepare these future educators was collaborative learning. Instead of sitting in silence, students were often asked to work in pairs or small groups to solve problems. For instance, when discussing how to teach the sounds of the Luganda language, students worked together to figure out the best strategies, sharing ideas and debating the merits of different approaches.
This shift in activity changed the power dynamic in the room. In the past, the teacher held all the authority, but under the new system, the students took charge of their own learning process. The teachers stepped back to become facilitators, moving around the room to offer hints rather than giving direct answers. One student described a moment when a teacher brought traditional musical instruments into the class. The students were asked to figure out how to play them and explain their cultural significance. One student, who had initially been reluctant to bring his grandfather's old fiddle, found himself not only playing the instrument but teaching others how to use it. This kind of hands-on discovery allowed students to build their own understanding rather than just receiving information.
However, the transition was not seamless. While many teachers embraced these new methods, some still relied heavily on the traditional lecture style, where they spoke for long periods and students listened passively. In these sessions, students often felt lost or afraid to interrupt and ask for clarification. The study revealed that the success of the new approach depended heavily on the materials provided. When teachers gave students reading texts and clear questions before the class started, the students were able to dive deep into discussions and generate their own ideas. But when materials were handed out during the lecture, or when the questions were vague, the students struggled. They spent too much time trying to read and understand the text, leaving little time for the actual discussion and problem-solving that the new system required.
The physical space of the classroom also played a surprising role in whether the new methods worked. The study found that the arrangement of the furniture could either help or hinder learning. In some lecture halls, the desks were fixed in rows, bolted to the floor, making it nearly impossible for students to turn around and talk to their neighbors. In these rooms, students had to twist their necks or squat awkwardly to participate in group work, which made genuine collaboration difficult. In contrast, in a computer laboratory where the furniture could be moved, students easily formed groups and engaged in lively, productive debates. The ability to move freely and face one another was essential for the kind of interaction the new system demanded.
Despite the challenges, the students' voices were clear and loud when given the chance to speak. The researchers observed that when students were allowed to participate freely, they generated a wealth of new ideas. They argued with each other, sometimes passionately, about the best ways to teach grammar or language rules. These disagreements were not seen as failures but as a natural part of the learning process. Students learned to listen to opposing views and eventually reach a consensus. The study showed that when the environment supported it, these future teachers were capable of deep critical thinking and could construct their own knowledge.
The findings suggest that while the shift toward competency-based education is underway, it is not yet complete. The move away from the traditional lecture is happening, but it requires more than just a change in policy. It demands that teachers receive better training on how to facilitate these new methods and that schools provide the right materials and flexible spaces to make it work. The research indicates that when the conditions are right—when students have clear instructions, the right tools, and a room where they can move freely—they thrive. The study concludes that for this new way of teaching to succeed, the entire ecosystem of the classroom must adapt, ensuring that the future teachers of Uganda are not just taught about education, but are actively practicing it.
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