Science Teachers’ Knowledge, Understanding, Perceptions and Implementation of the Competence-Based Curriculum in Rwanda Lower Secondary School

Abstract

Effective implementation of the curriculum requires the capacity to innovate school related factors such as teacher’s knowledge, understanding, skills and perceptions; school management and leadership; physical resources and learners’ characteristics, as well as outside influences. Gaps between the intended and implemented science curricula resulting from the aforementioned factors in Sub-Saharan Africa (SSA) were investigated (Paper 1). However, less is known about these factors and their implications with regard to science Competence-Based Curriculum (CBC) implemented in Rwanda since 2016. This has motivated me to conduct a study aiming at investigating science teachers’ knowledge, understanding and perceptions of the CBC as well as their perceptions of the Inquiry-Based Learning (IBL) in Rwanda. The study further investigated the implementation of the science CBC and established the relationships between the profile of science CBC implementation and the school capacity to innovate in Rwanda lower secondary schools. To fill the research lacunae, this study employed a qualitative approach through case study design. Further, the interpretive research paradigm and Rogan-Grayson’s (2003) theory of curriculum implementation framework guided this research. To explore the understanding of Rwanda science teachers’ knowledge and perceptions of the CBC as well as its implementation, data were collected using a survey questionnaire administered to one hundred and fifty science teachers and semi-structured interviews with twelve science teachers. Moreover, 23 science lessons were video recorded and observed. Further a check list of school facilities was conducted to evaluate the implementation of the science CBC and to establish the relationships between the profile of science CBC implementation and the school capacity to innovate. Quantitative data were analysed and presented statistically, whereas the transcribed qualitative data were thematically analysed, and then presented in narrative form and in ratings. This research revealed unchanged classroom interactions as the lecture-type and talk pedagogy, more emphasis on the mastery of the abstract concepts. In addition, little and even lack of connection between science and daily life persisted in science lessons. With a view to the effective implementation of the science CBC, this research proposed a blueprint which describes what should be done and how to proceed regarding policy adoption, teacher training, and the school community of practice towards for the effective science curriculum implementation (Paper 1). This study further revealed the perceived impediments of the IBL which include insufficient teaching time, lack of resources for practical works, unsatisfactory teachers’ confidence, heavy workloads, large class sizes, and a relatively long syllabus. In this regard, the provision of teaching and learning resources. Adequate professional development programmes were identified as ways of overcoming the impediments pertained to IBL implementation in Rwanda (Paper 2). This study also explored science teachers’ knowledge, understanding and perceptions of the CBC in Rwanda lower secondary education (Paper 3) whereby teachers’ awareness of the potential advantages § IV of CBC upon its successful implementation and of both basic and generic competences to be developed, as well as the cross-cutting issues to be addressed upon intended CBC implementation were identified. The study also examines science teachers understanding of the concept of competence, limited teachers’ knowledge of the generic competences, limited teachers’ understanding of science CBC implementation towards the development of the generic competences. The latter correlates with a limited knowledge and understanding of the learner-centred methods, and limited teachers’ knowledge of the cross-cutting issues. Regarding their perceptions of the science CBC, a demanding curriculum, large class sizes, much content to cover, some students who lack interest to study, lack of timely and quality training incompetent trainers were identified. Furthermore, this research identified variations within school and across schools of levels of CBC implementation with respect to classroom interactions, teaching and learning activities, and assessment, and of science in society (Paper 4). This study related the profile of science CBC implementation to some aspects of school capacity to innovate, particularly with respect to individual teacher’s experience, inadequate preparedness in terms of human and materials resources to enact the CBC. Apart from the proposed blueprint on how to address problems of poor science implementation (paper 1), Rogan and Grayson’s theory of Zone of Feasible Innovation together with Vygotsky’s Zone of Proximal Development, and inclusion of science-society aspects in curriculum documents are suggested. Further, a strong and regular training programmes through a proposed teacher trajectory framework that focus on new ideas and teaching practices were recommended for teachers’ effectiveness.