The Forgotten Pillar: Resource and Policy Limitations of the School Library in Implementing the Competency-Based Curriculum in Uganda

Abstract

Uganda's Competency-Based Curriculum (CBC) requires robust school library support, yet empirical data on secondary school library readiness remain scarce. This study assessed the library resource adequacy and challenges that hinder Library capacity to facilitate CBC in Secondary schools in Kabale Municipality, Uganda. A cross-sectional mixed methods design was used in 18 secondary schools in April-June 2024. A total of 218 students and 44 teachers were given questionnaires while 6 head teachers and 6 librarians were interviewed. Thematic analysis and SPSS were used to analyse the data Although the overall level of staffing and availability of textbooks was found to be adequate, critical gaps were identified, namely: most librarians lacked CBC-specific training; teacher-librarian collaboration was poor; technology access was limited, and funding was insufficient. Qualitative data further revealed outdated collections, electricity supply was unreliable; and there was systematic exclusion of libraries from curriculum planning processes -- which underscored the marginalization of library services within school governance. Secondary school libraries in Kabale Municipality are insufficiently prepared to support CBC implementation, with systemic deficiencies in training, funding, technology, and institutional integration. The study recommends that Librarians should be included in CBC training programmes, and government should enforce a minimum library budget of 5%-7%. Formal teacher-librarian collaboration frameworks, investment in digital infrastructure with context-appropriate power solutions, and enforceable minimum standards for collections and staffing qualifications are urgently required.