Racheal Ahereza

FROM PEDAGOGICAL PREPAREDNESS TO INCLUSIVE PRACTICE: TEACHERS NAVIGATING UGANDA’S COMPETENCE-BASED CURRICULUM IN SELECTED SECONDARY SCHOOLS OF RUKUNGIRI DISTRICT, UGANDA

Uganda’s competence-based curriculum (CBC) expects teachers to facilitate active learning while responding to substantial learner diversity, yet evidence remains limited on how inclusive pedagogical competence is enacted in resource-constrained secondary schools. This descriptive mixed-methods study examined teachers r...