Strategies by Higher Education Institutions to Prepare for Competency-Based Learning in the Context of Secondary Education Reforms

The transition to competency-based learning (CBL) in secondary education has far-reaching implications for higher education institutions (HEIs), which must adapt their curricula, pedagogy, and assessment approaches to ensure continuity in learners’ academic progression. While CBL promises to enhance graduates’ skills and employability, many HEIs face uncertainties regarding effective strategies, including limited faculty preparedness, inadequate resources, and weak policy frameworks. Without deliberate institutional responses, the risk of misalignment between secondary and higher education could undermine the intended benefits of the reforms. Despite the growing discourse on CBL, limited research has examined how HEIs in Uganda are preparing to align with these changes. This study employed a qualitative multiple case study design to explore strategies adopted by selected HEIs in Uganda. Data were collected through semi-structured interviews with administrators, faculty, and policymakers, focus group discussions with academic staff, and document analysis of institutional and policy reports. Thematic analysis was used to identify patterns and generate insights. Findings revealed that HEIs are engaging in diverse strategies such as curriculum redesign, faculty capacity building, adoption of new assessment frameworks, investment in digital learning technologies, and strengthening collaborations with secondary schools and government agencies. However, these efforts are constrained by resource limitations, slow policy alignment, and varied institutional commitment. The study concludes that while HEIs are making progress in adapting to CBL reforms, their preparedness remains uneven and requires stronger policy support, systematic capacity building, and sustainable resourcing. It recommends closer collaboration between the Ministry of Education, HEIs, and secondary schools to foster alignment, as well as targeted investment in faculty training and infrastructure to fully realize the potential of competency-based reforms.