Reflection on Science Competence-Based Curriculum Implementation in Sub-Saharan African Countries
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| Title: | Reflection on Science Competence-Based Curriculum Implementation in Sub-Saharan African Countries |
|---|---|
| Language: | English |
| Authors: | Théophile Nsengimana (ORCID |
| Source: | International Journal of Science Education. 2025 47(8):1071-1084. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Foreign Countries, Curriculum Implementation, Science Education, Competency Based Education, Student Centered Learning, Minimum Competencies |
| Geographic Terms: | Africa |
| DOI: | 10.1080/09500693.2024.2356971 |
| ISSN: | 0950-0693 1464-5289 |
| Abstract: | Based on the qualitative data gathered from the existing literature pertaining to science curriculum with analytical and critical research designs, this article considers the implementation of the science Competence-Based Curriculum (CBC) in Sub-Saharan African (SSA) countries. The study findings reveal that even though the CBC has been introduced in different SSA countries to enhance the quality of education, the science curriculum is still implemented in traditional ways. Consequently, CBC is not effectively addressing socio-economic needs as intended, at both individual and national level. The authors are concerned with how CBC is being implemented in other SSA countries that recently have adopted this kind of curriculum and how it will be implemented in other SSA countries that are planning to embrace it. In this paper, the authors suggest ways the new ideas could be introduced and reflect on how CBC can be implemented in SSA countries that share socio-economic and environmental similarities. They finally strongly recommend the establishment of special 'laboratory' schools or science education centres as well as school-based communities of practice to enhance teachers' content knowledge and nurture contemporary teaching methods for the successful implementation of the new ideas. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1508930 |
| Database: | ERIC |
| Abstract: | Based on the qualitative data gathered from the existing literature pertaining to science curriculum with analytical and critical research designs, this article considers the implementation of the science Competence-Based Curriculum (CBC) in Sub-Saharan African (SSA) countries. The study findings reveal that even though the CBC has been introduced in different SSA countries to enhance the quality of education, the science curriculum is still implemented in traditional ways. Consequently, CBC is not effectively addressing socio-economic needs as intended, at both individual and national level. The authors are concerned with how CBC is being implemented in other SSA countries that recently have adopted this kind of curriculum and how it will be implemented in other SSA countries that are planning to embrace it. In this paper, the authors suggest ways the new ideas could be introduced and reflect on how CBC can be implemented in SSA countries that share socio-economic and environmental similarities. They finally strongly recommend the establishment of special 'laboratory' schools or science education centres as well as school-based communities of practice to enhance teachers' content knowledge and nurture contemporary teaching methods for the successful implementation of the new ideas. |
|---|---|
| ISSN: | 0950-0693 1464-5289 |
| DOI: | 10.1080/09500693.2024.2356971 |
