Cultural and Contextual Considerations in Designing Programs to Support the Incorporation of Early Childhood Development Within Ongoing National Nutrition Programs: A Focus on the Baby-Friendly Community Initiative (BFCI) in a Rural African Context

Abstract

This study explores teachers' experiences and perspectives on the rollout of Uganda's Competence-Based Curriculum (CBC). Using qualitative interviews and school-level observations, the research identifies both progress and persistent gaps in teacher preparedness, access to learning materials, assessment practices, and administrative support. Teachers reported improved learner-centered approaches but highlighted challenges such as limited training, inadequate resources, and inconsistent curriculum interpretation. The study recommends strengthened continuous professional development, better coordination among curriculum actors, and improved instructional materials to enhance CBC implementation and learning outcomes.