Authors :
Athanase Habimana Mvukiyehe
Volume/Issue :
Volume 5 - 2020, Issue 12 - December
Google Scholar :
http://bitly.ws/9nMw
Scribd :
https://bit.ly/38xTqeH
Abstract :
The shift from knowledge-based curriculum
to Competency-based curriculum is mandatory for
African countries to boost their economy. Many
countries in Africa including the Democratic Republic of
Congo are on the way to meet this requirement. The
board of curriculum of the Democratic Republic of
Congo “DIPROMADI”, adopted a transitional approach
to competency-based education, the situation-based
approach. The essence of the present study, lies in the
evaluation of the implementation of the CBC l.
Specifically, the study focused on the preparedness of
teachers, their attitude, the supervisory support, and the
support from the parents. To reach the purpose of the
study, a sample of teachers, students, coordinators and
inspectors was chosen in three subdivisions selected
using the cluster sample technique. The instruments used
to collect data were the questionnaire survey, the
interview guide, the focus group discussion guide and the
documentary analysis. The Cronbach alpha reliability
coefficient of 0.73 was judged good to yield reliable and
valid results. The data collected was analyzed
statistically using the descriptive statistics, the regression
analysis and the analysis of variance (ANOVA). The
findings revealed the lack of the preparedness of
teachers, the lack of supervisory support from the school
management, the lack of instructional materials, the
insufficient supervisory practices mainly from inspection
and the lack of the support of parents in competencybased curriculum implementation.The creativity, the
critical thinking to the side of teacher; the needed
support from all stakeholders are considered to be the
best ways to overcome the challenges and implement
effectively the new program.
Keywords :
Process, Challenges, Implementation. Competency-based, Curriculum.
The shift from knowledge-based curriculum
to Competency-based curriculum is mandatory for
African countries to boost their economy. Many
countries in Africa including the Democratic Republic of
Congo are on the way to meet this requirement. The
board of curriculum of the Democratic Republic of
Congo “DIPROMADI”, adopted a transitional approach
to competency-based education, the situation-based
approach. The essence of the present study, lies in the
evaluation of the implementation of the CBC l.
Specifically, the study focused on the preparedness of
teachers, their attitude, the supervisory support, and the
support from the parents. To reach the purpose of the
study, a sample of teachers, students, coordinators and
inspectors was chosen in three subdivisions selected
using the cluster sample technique. The instruments used
to collect data were the questionnaire survey, the
interview guide, the focus group discussion guide and the
documentary analysis. The Cronbach alpha reliability
coefficient of 0.73 was judged good to yield reliable and
valid results. The data collected was analyzed
statistically using the descriptive statistics, the regression
analysis and the analysis of variance (ANOVA). The
findings revealed the lack of the preparedness of
teachers, the lack of supervisory support from the school
management, the lack of instructional materials, the
insufficient supervisory practices mainly from inspection
and the lack of the support of parents in competencybased curriculum implementation.The creativity, the
critical thinking to the side of teacher; the needed
support from all stakeholders are considered to be the
best ways to overcome the challenges and implement
effectively the new program.
Keywords :
Process, Challenges, Implementation. Competency-based, Curriculum.
