The shift from Knowledge-Based Curriculum to Competency-Based Curriculum: Exploring Factors affecting the effective Implementation of the Competency-Based Curriculum in English Teaching at Secondary Schools in Rusizi District.

Abstract

This study examines the factors influencing the effective implementation of the Competency Based Curriculum (CBC) by English teachers in secondary schools in Rusizi District. It evaluates teachers' practices and perceptions in implementing CBC and identifies the challenges they encounter. Employing a mixed-method design, the study used both quantitative and qualitative data to fulfill the research objectives. The target group included four head teachers, four directors of studies (DOS), and 101 teachers from four secondary schools. Simple random sampling resulted in 39 respondents: 31 teachers, four head teachers, and four DOS. Data collection was conducted using questionnaires, classroom observations, and interviews. The data were analyzed both quantitatively and qualitatively. While the majority of teachers and school authorities exhibited positive perceptions of CBC and felt prepared for its implementation, the study revealed significant obstacles. These challenges include inadequate learning facilities, large class sizes, limited professional development, insufficient teaching materials, excessive paperwork, heavy workloads, lack of ICT skills among teachers, and insufficient parental support. Despite these issues, most school leaders and teachers had completed one or more professional development courses and felt adequately trained in subject content. The study recommends that the government build more classrooms, hire additional teachers, and provide necessary teaching materials to address rising student enrollment. Furthermore, the government should work with schools to educate parents about CBC and their role in its implementation. Additionally, it is advised to increase in-service training for teachers to enhance their ICT and professional skills. The study also suggests conducting similar research in elementary schools and universities to better prepare teachers for CBC implementation.