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Background The study aims to establish a competency-based curriculum on students’ innovativeness in selected government-aided secondary schools of Wakiso District, Uganda. Methodology The study applied descriptive research design with qualitative and quantitative research approaches. Data was collected randomly from 10 head teachers, 30 class teachers, and 120 students using a self-administered questionnaire and a key informant interview guide. Results According to the study results, competency-based curriculum implementation was highly promoted or highly promoted students’ innovativeness in selected government-aided secondary schools of Wakiso District, Uganda. Through a competency-based curriculum, students became more innovative and creative. When students were instructed on competency, they were more likely to develop new problem-solving abilities, understand challenges that are prominent in the real world, become more competent in the use of technological gadgets like computers, and develop the ability to come up with alternative ways of addressing their problems. Therefore, a competency-based curriculum highly promoted students’ innovativeness in selected government-aided secondary schools of Wakiso District, Uganda. Thus a lot of support should be given to such schools to have competent students who will help in the development of the country. There was a high positive linear relationship between competency-based curriculum and students’ innovativeness. Conclusion Similarly, it was confirmed that a competency-based curriculum highly promotes students’ innovativeness in selected government-aided secondary schools of Wakiso District, Uganda. Recommendation The school administration should work hard towards ensuring that they offer necessary support to teachers, not only that but the teachers should be involved so much in the innovativeness of the students to give them an upper hand in whichever invention they may have come up with in the CBC. In addition, there should be rewards for best-performing teachers and students as a form of motivation to enhance the CBC in secondary schools.
Katurebe et al. (Wed,) studied this question.