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.