Rwandan New Competence Base: Curriculum Implementation and Issues; Sector-Based Trainers

  • Ndihokubwayo Kizito
  • Habiyaremye Hashituky Telesphore
  • Jean Claude Rukundo
Keywords: New CBC, Old KBC, Curriculum implementation, Assessment, Sector-based trainers

Abstract

This study investigates the competence-based curriculum (CBC) issues hindering its implementation. To collect data, the study surveyed 731 primary and secondary school teachers around Rwanda at the time they were in their third phase of CBC assessment training. These teachers are sector-based trainers (SBTs) whom after getting training, are supposed to train their fellow teachers around their schools in their respective sectors. Among them, 571 were males while 148 were female teachers, 256 and 453 were primary and secondary school teachers respectively with an average of teaching experience of 10 years. After analyzing data, the study found that 82 percent of respondents appreciated the new curriculum; however, they claim that it was difficult to complete it due to its loaded content. About 546 teachers were already trainers and at least 109, 180, and 195 trainers attended training once, twice or thrice, while 176, 153, and 78 in return, trained their fellow teachers at least once, twice or thrice. According to the extent that SBTs are aware of generic competences and cross-cutting issues, about 27.3 per cent know the role and tenacity of generic competences and cross-cutting issues. A statistically significant difference of .005 was found in teachers qualification in favor of secondary school teachers while there was no statistically significant difference in gender. According to the correlation between training attended, teaching experience and the generic competences and cross-cutting issues known, a positively weak correlation was found in line with the number of training while a negatively weak correlation was found in line with their teaching experience.

Keywords: New CBC, Old KBC, Curriculum implementation, Assessment, Sector-based trainers

Published
2019-04-26
Section
Articles

Journal Identifiers


eISSN: 1813-2227