COMPETENCE-BASED EDUCATION AND ITS IMPACT ON LEARNERS’ TRANSITION FROM SCHOOL TO THE LABOR MARKET IN UGANDA: A SYSTEMATIC LITERATURE REVIEW

Abstract

Competence-Based Education (CBE) aims to enhance employability by equipping learners with practical skills rather than just theoretical knowledge. However, graduates often experience difficulties transitioning from school to the labor market due to persistent mismatches between the competencies acquired and those required by employers, leading to underemployment and skill redundancy. This systematic literature review, grounded in Human Capital Theory, synthesizes findings from over fifty studies across various contexts. It highlights that Competence-Based Education can improve employment readiness when curricula align with industry needs, instructional methods focus on performance-based learning, and assessments prioritize demonstrable outcomes. Nonetheless, challenges such as weak institutional capacity, limited employer collaboration, and insufficient teacher preparation hinder the effectiveness of Competence-Based Education. The review emphasizes the need for stronger policy frameworks, teacher competence enhancement, and robust partnerships between educational institutions and the private sector. Ultimately, effective Competence-Based Education can support a successful transition from education to employment by aligning competencies with labor market realities.