Review of learning outcomes in biology, chemistry, and physics under the new competence-based curriculum in secondary education in Uganda

This study reviews the learning outcomes in Biology, Chemistry, and Physics following the introduction of Uganda's Competence-Based Curriculum (CBC) in secondary education. Drawing on secondary data from Uganda National Examinations Board (UNEB) reports, National Curriculum Development Centre (NCDC) publications, Ministry of Education policy briefs, and academic studies published between 2020 and 2024, the study explores trends in student performance, acquisition of practical science skills, curriculum delivery challenges, and the impact of assessment reforms. Findings reveal that although the CBC has potential to enhance student competencies and promote learner-centered instruction, science subjects continue to record low performance, particularly in Chemistry and Physics, with fewer than 20% of candidates achieving credit-level passes in 2023. Practical skills acquisition remains weak due to inadequate laboratory infrastructure and insufficient teacher training in competency-based methods. Moreover, widespread examination malpractice in science practicals raises concerns about assessment integrity. The study also notes that improvements are more evident in schools with better resources and trained staff. While government and stakeholder interventions including increased teacher remuneration and targeted training programs show promise, systemic challenges persist. The study concludes that for the CBC to achieve its intended impact in science education, there is urgent need for enhanced teacher capacity development, equitable resource distribution, and strengthened curriculum-aligned assessment practices. Recommendations are offered to guide policymakers and educators in improving the effectiveness of CBC implementation and fostering equitable science learning outcomes across Ugandan secondary schools.