From Curriculum Reform to Classroom Reality: Human Resource Management and the Implementation of Competency-Based Secondary Education in Uganda

Abstract

The implementation of the Competency-Based Curriculum in Uganda's secondary education system has heightened the importance of effective Human Resource Management (HRM) in supporting educational reform. This paper examines the role of HRM in facilitating CBC implementation strategies and explores the emerging lessons and challenges associated with curriculum transformation in secondary schools. A singular methodology was adopted the entailed qualitative documentary review approach, drawing on policy documents, government reports, curriculum reform frameworks, and scholarly literature on human resource management and competency-based education in Uganda. The analysis focused on key HRM functions, including staff recruitment and deployment, professional development, performance management, employee motivation, and staff welfare. The findings reveal that effective implementation of the CBC is closely linked to the availability of competent, adequately trained, and motivated teachers and school leaders. Human resource management practices contribute significantly to enhancing teachers’ pedagogical competencies, assessment practices, and capacity to deliver learner-centred instruction. However, implementation remains constrained by challenges such as inadequate teacher preparation, limited professional development opportunities, staffing shortages, poor working conditions, insufficient funding, increased workloads, and frequent staff transfers. The study further highlights the importance of continuous capacity building, supportive leadership, and strategic workforce planning in strengthening curriculum implementation. The paper concludes that human resource management is a critical determinant of successful competency-based education reform. Strengthening HRM policies and practices is essential for improving educational quality and ensuring the effective realization of the intended outcomes of Uganda's Competency-Based Curriculum.

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