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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 0000-0002-9017-2329), Leon Rugema Mugabo (ORCID 0000-0003-4962-5653), Ozawa Hiroaki (ORCID 0000-0001-6145-977X), Pheneas Nkundabakura (ORCID 0000-0002-9885-7269)
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
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  Data: <searchLink fieldCode="AR" term="%22Théophile+Nsengimana%22">Théophile Nsengimana</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9017-2329">0000-0002-9017-2329</externalLink>)<br /><searchLink fieldCode="AR" term="%22Leon+Rugema+Mugabo%22">Leon Rugema Mugabo</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4962-5653">0000-0003-4962-5653</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ozawa+Hiroaki%22">Ozawa Hiroaki</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6145-977X">0000-0001-6145-977X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Pheneas+Nkundabakura%22">Pheneas Nkundabakura</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9885-7269">0000-0002-9885-7269</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Science+Education%22"><i>International Journal of Science Education</i></searchLink>. 2025 47(8):1071-1084.
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  Data: 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
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  Data: 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.
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      – SubjectFull: Science Education
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      – SubjectFull: Student Centered Learning
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      – SubjectFull: Africa
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