Competence Based Curriculum Implementation in Rwanda: Strategies and Challenges

Abstract

The study investigates how Rwanda’s competence-based curriculum (CBC) is being put into practice by synthesizing existing evidence on the strategies used and the challenges encountered by teachers and school leaders. Drawing on a systematic literature review design, the research collates empirical and theoretical studies, evaluation reports, and analytical policy documents published since 2010 that focus on CBC implementation in Rwanda and, where necessary, comparable sub-Saharan African contexts. The review follows explicit procedures for eligibility screening, multi-database searching, quality appraisal, and thematic synthesis to ensure a transparent and replicable process. Findings show that a range of context-responsive strategies are being used, including school-based in-service training, collaborative lesson study, communities of practice, strengthened instructional supervision, and the gradual adoption of learner-centered pedagogies and, in some settings, smart learning technologies. At the same time, the literature highlights pervasive challenges such as inadequate teacher preparation, systemic shortages of teaching and learning resources, curriculum overload, misaligned assessment practices, socio-cultural and linguistic barriers, and inconsistent instructional leadership. Together, these factors create an implementation gap between CBC policy intentions and classroom realities. The review concludes that while meaningful progress is evident, deeper and more coordinated support across teacher development, curriculum design, leadership, and resourcing is required to achieve the transformative aims of Rwanda’s CBC.