The implementation of Competency-Based Education (CBE) at the senior or high school level marks a deliberate move toward skills acquisition, application of knowledge, creativity, and real-life problem-solving. While this shift is educationally sound and future-oriented, it brings with it a major structural concern: inadequate staffing in critical subject areas. Certain subjects are far more vulnerable than others because they demand a rare combination of deep subject expertise, practical experience, and competency-based assessment skills. As a result, these subjects are highly likely to be affected by staffing shortages in schools.
At the top of this list are Advanced STEM subjects, namely Physics, Chemistry, and Biology. These subjects require teachers who can supervise laboratory work, guide scientific inquiry, and assess competencies such as experimentation, data analysis, and problem-solving. Under CBE, learning is continuous and evidence-based, significantly increasing the teacher’s workload and expertise requirements. Many schools lack enough teachers with both strong scientific backgrounds and competency-based pedagogy, making STEM departments particularly vulnerable to understaffing.
Closely following are ICT, Programming, and Data Science. These subjects are among the most affected by inadequate staffing due to rapid technological changes and strong competition from the private sector. CBE requires hands-on project coaching, coding, app development, and data analysis. Teachers must remain technologically current while also mastering performance-based assessment. Few teachers meet both demands, and many qualified professionals prefer industry roles, leaving schools with persistent staffing gaps.
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Applied and Advanced Mathematics is another subject highly likely to suffer from inadequate staffing. CBE mathematics emphasizes modeling, logical reasoning, and solving real-life problems. This requires teachers who can move beyond procedural teaching and design authentic mastery tasks. However, many mathematics teachers were trained for exam-oriented systems, making it difficult to find educators who are confident and effective in a competency-based environment.
Technical and Vocational Subjects, including Engineering, Agriculture, and Home Science, are among the most severely affected. These subjects require workshops, laboratories, farms, and kitchens, along with strict safety standards and continuous practical assessment. Home Science, for instance, involves competencies in nutrition, food preparation, textiles, and household management. Schools struggle to find teachers who possess both hands-on expertise and the ability to assess competencies accurately, resulting in chronic understaffing or reduced subject offerings.
Entrepreneurship and Business Studies are also highly vulnerable. Effective CBE implementation requires teachers with real-world business experience who can mentor learners through business planning, financial management, and project execution. However, such teachers are rare, as many business practitioners lack teaching qualifications, while trained teachers often lack entrepreneurial experience. This mismatch leaves schools inadequately staffed in a subject that is central to economic empowerment.
The Creative Arts, particularly Music and Performing Arts, face significant staffing challenges. CBE in music demands performance, composition, creativity, and critique. Teachers must demonstrate professional-level musical skills while assessing learners through live performances and portfolios. Many schools lack such specialists, leading to reliance on part-time instructors or non-specialists, which weakens competency development.
Foreign Languages are also highly likely to be affected by inadequate staffing. Competency-based language learning prioritizes communication, fluency, cultural understanding, and real-life usage. Teachers must be fluent to speakers with strong cultural competence and the ability to assess listening, speaking, and interaction skills. In many regions, such teachers are scarce, forcing schools to limit language options or compromise quality.
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Life Skills, Guidance, and Counselling face subtler but equally serious staffing challenges. These subjects involve subjective competencies such as decision-making, ethics, emotional intelligence, and social skills. Assessment relies on observation, reflection, and mentoring rather than written tests. Many schools lack trained personnel, resulting in overburdened teachers or superficial implementation.
Environmental and Sustainability Education is another area affected by inadequate staffing. It requires fieldwork, project-based learning, and community engagement. Teachers must guide learners through conservation projects and environmental problem-solving. Few teachers possess both ecological expertise and project supervision skills, making consistent staffing difficult.
Finally, Sports and Physical Education, especially specialized coaching, is highly susceptible to staffing shortages. Competency-based assessment requires technical mastery, performance tracking, and learner development expertise. Many schools lack qualified coaches who also understand CBE assessment frameworks.
In conclusion, subjects that demand hands-on practice, real-world application, and continuous assessment are the most likely to be affected by inadequate staffing under CBE. The challenge is not merely a shortage of teachers, but a shortage of teachers with the right blend of expertise, experience, and assessment skills. Without targeted investment in teacher training, recruitment, and retention, these subjects will continue to face staffing instability, threatening the successful implementation of Competency-Based Education.
By Hillary Muhalya
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