Implementation of Competence-based Curriculum in Rwanda: Opportunities and Challenges
Five years ago, Rwanda shifted from a knowledge-based to competence-based curriculum. The main purpose was to enable school graduates to cope with job-related demands and enable them to become problem solvers. From my knowledge however, no research was done to evaluate the opportunities and challenges associated with the implementation of this new curriculum in order to develop mitigation strategies. To fill this gap, the study being reported in this article was designed. Data were collected through focus group discussions, surveys and school visits. Results indicated the appreciation of the new curriculum. Major challenges included the lack of teaching and learning materials, laboratory equipment and chemical reagents. Teachers suggested collaboration between the government and other education stakeholders to overcome the identified challenges. They also suggested a continuous professional training for in-service teachers based on the subjects they teach, and on English since it is used as a medium of instructions.
Key words: Competence, critical thinking, high level of thinking, knowledge, skills, teacher
Kigali Institute of Education (KIE) was issued with copyright registration Certificate No. Rw-C10000866 by the Office of the Registrar General in accordance to the Rwandan IPR Law No. 31/2009.
N.B.: KIE is now a College of Education, constituent of the University of Rwanda in accordance to the Rwandan Law No. 71/2013 of 10/09/2013 establishing the University of Rwanda (UR), and the College of Education as shown on its website: http://www.ce.ur.ac.rw/