Volume 5, Issue 12, December – 2020 International Journal of Innovative Science and Research Technology

ISSN No:-2456-2165

The Process and Challenges of Implementation of a

Situational-based Science Curriculum within a
Competency-Based Approach in North-Kivu
Educational Province, DRC
Athanase Habimana Mvukiyehe
Lecturer at Kinyatsi Institute of Higher Education and
PhD candidate at the University of Eastern Africa, Baraton, Kenya

Abstract:- The shift from knowledge-based curriculum improvements in job markets are the gateways towards
to Competency-based curriculum is mandatory for sustainable development. One of the major curriculum
African countries to boost their economy. Many changes in African countries is the introduction for last two
countries in Africa including the Democratic Republic of decades of competency-based curriculum in their
Congo are on the way to meet this requirement. The educational systems.
board of curriculum of the Democratic Republic of
Congo “DIPROMADI”, adopted a transitional approach In the Democratic Republic of Congo, since 1990, the
to competency-based education, the situation-based government tried to introduce the competency- based
approach. The essence of the present study, lies in the approach into its system of education for three major
evaluation of the implementation of the CBC l. reasons: The subjects taught are not linked with the real life
Specifically, the study focused on the preparedness of of the learners, the teaching learning process is theory based,
teachers, their attitude, the supervisory support, and the and lack of integration among the subjects(MunangiMpung,
support from the parents. To reach the purpose of the 2009). In addition, this curriculum reform should promote
study, a sample of teachers, students, coordinators and the socioeconomic status of the country (Cyr et al.,2016).
inspectors was chosen in three subdivisions selected
using the cluster sample technique. The instruments used To reconstruct the country, and to boost its social
to collect data were the questionnaire survey, the economic development, the Democratic Republic of Congo
interview guide, the focus group discussion guide and the is implementing a curriculum of basic education rooted in
documentary analysis. The Cronbach alpha reliability the social-economic realities of the country and that takes
coefficient of 0.73 was judged good to yield reliable and into consideration the international context. (Ekanga,
valid results. The data collected was analyzed Mbatika cited in Jonnaert et al., 2017). This vision is
statistically using the descriptive statistics, the regression embedded in a holistic curriculum centered on competency-
analysis and the analysis of variance (ANOVA). The based approach and concretized by the approach by
findings revealed the lack of the preparedness of situation. This approach facilitates all young people to
teachers, the lack of supervisory support from the school access the basic education, because the curriculum is
management, the lack of instructional materials, the promoting the realities of the local environment and propose
insufficient supervisory practices mainly from inspection the learning experiences from the environment of the
and the lack of the support of parents in competency- learner, where he participate actively in the teaching-
based curriculum implementation.The creativity, the learning process. (Jonnaert et al.,2017). The implementation
critical thinking to the side of teacher; the needed of the new curriculum has stated in 2018 with the science
support from all stakeholders are considered to be the area.
best ways to overcome the challenges and implement
effectively the new program. A study conducted by Jonnaert et al. (2017), on the
process of pre-validating the new programs of study within
Keywords:- Process, Challenges, Implementation. the science area for the final cycle of basic education, in the
Competency-based, Curriculum. Democratic Republic of Congo, found a high rate of
acceptance of this new program. Moreover, the study
I. INTRODUCTION indicated the importance of involving teachers and other
stakeholders in the process of pre-validation of the new
The shift from knowledge-based curriculum to program before its implementation. (Jonnaert et al. 2017). It
competency-based curriculum is mandatory for African is assumed that, the recommendation of Jonnarertet al. who
countries to boost their economy. Supporting this point of were members of the team of pre-validating process is
view Ngeng’ere (2014) mentions that curriculum planning relevant. However, there is little information from the
emphasizes that education should serve to enable society to literature whether the team of the National Curriculum
achieve its needs and aspirations. Miranda (2016) thinks Board included the teachers and other stakeholders in the
that conditional cash transfer programs and long-term process before the implementation of the science curriculum

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Volume 5, Issue 12, December – 2020 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
according to the recommendation. On the same note, Bibana 2. There is no significant difference based on the
(2017), advised that for the effective implementation of the implementation of competency-based curriculum among
new curriculum, the curriculum Board should emphasize the subdivisions
training of teachers, the instructional resources, the role
students, parents and other stakeholders. However, literature II. MATERIALS AND METHODS
points that teachers to not possess initial competences to
bring about the new program of basic education. A pilot The design of the study is a descriptive survey.
study aiming to assess the competencies of primary school According to Vyhmeister (2014), descriptive design
teachers to implement the competency-based curriculum, describes usually one or more characteristics of a group or
reported a mean score of 46% in mathematics, and worse, in people technically called population. Golderon and
some geometric areas the score was too low (23% in time Gonzales ( n.d), distinguish three techniques under the
measurements, 26% in geometric designs, and 26% in linear descriptive method of research namely the survey, the case
measures), showing that primary school teachers were not study and the content analysis. Therefore, the present study
prepared to implement the new curriculum-based approach. is a survey design.
(Cyr et al.,2016). This study therefore, seeks to investigate
the preparedness of teachers of the new program, how they Applied to the competency-based curriculum, in North
understand it, and their attitudes on its implementation in the Kivu province, descriptive research design will be used 1) to
Democratic Republic of Congo, particularly in the Noth- collect factual information that describe the situational
Kivu1 educational province. The present study evaluates the approach that leads to the competences used in the
effectiveness of the implementation on the new implementation of science curriculum, 2° identify the
curriculum.In the line of what is stated above the following problems associated with the implementation of science
questions based on effective implementation of competency- curriculum in North Kivu province, 3° Collect opinions
based curriculum have to be answered: about readiness and attitudes of teachers when implementing
1) What are the required qualifications to teach in the the new science curriculum using situational approach.
secondary school lower level in North Kivu1 educational
Province? The study was conducted in North Kivu1 educational
2) How qualified and competent are teachers of lower level province. Geographically, this province includes two
secondary school in North Kivu Province? How do they territories (Rutshuru and Nyiragongo) and Goma town. It is
understand the new curriculum and how do they divided in five educational subdivisions: Goma, Karisimbi,
integrate the competences in their teaching in North- Nyiragongo, Rutshuru I, RutshuruII. For the sake of time
Kivu1 educational province? and financial constraints only three subdivisions were
3) Is there any relationship between the preparedness and surveyed (Goma, Karisimbi and Nyiragongo).It is important
the effective implementation of competency-based to note that the Noth-Kivu political province comprises three
curriculum in lower secondary school in North- educational provinces: North kivu 1, Nothkivu 2 and North
Kivu1educational Province? kivu 3.
4) What is the attitude of lower secondary school teachers
regarding the implementation of competency-based The study population was composed of t school
curriculum in North Kivu1 educational Province? coordinators, inspectors, head teachers, teachers, and
5) Is there any significant difference on the implementation students.Teachers are included in the study because there are
of the new curriculum among subdivisions in the lower important stakeholders who implement every new
secondary school in North-Kivu educational province? program.The effectiveness of implementation of new
6) What are the leaning resources available to implement program depends on the readiness, preparedness and
the new science curriculum in lower secondary schools positive attitude of the teachers, hence the new science
in North Kivu1 Province? Are they adequate to curriculum. Head teachers, coordinators and inspectors were
implement the CBC in the lower secondary school of included in the study because of their supervisory tasks of
North Kivu Province? program implementation. Students were involved in the
7) Does the school management and the supervisory staff study because they are the subjects of the implementation,
bring needed support to implement the new science they readiness and their will are the key factors of the
curriculum in lower secondary school in North1 implementation of each new program.
educational Province?
8) What are the ways proposed by participants to improve  Sample size
the implementation of the new science curriculum in According to Mason, Lind and Marshall (1999), in
lower secondary school in North-Kivu1 educational general there are two types of samples: The probability
Province? sample and non-probability sample. A probability sample is
a sample selected in such way that each item or person in the
 Hypotheses population has a known like hood chance of being included
1. There is a positive relationship between the preparedness in the sample. The sample was chosen from the population
of teachers and effective implementation of the CBC in of schools in the North-Kivu educational annual report. To
lower secondary schools in Nord-Kivu determine the sample size, the researcher used cluster
sampling.

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Volume 5, Issue 12, December – 2020 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
inspection(section D), adequacy of instructional
resources(Section E) and the effectiveness of the
implementation of the competency-based curriculum in
science (Section F).

Table1 . Cluster sampling III. RESULTS

The educational province selected is North-Kivu1 Number Subdivision Frequency Percentage

educational Province, the 3 subdivisions are Goma, 01 Goma 19 59.4
Nyiragongo and Karisimbi. Seven schools are numbered as 02 Karisimbi 6 18.8
School A, School B, School C, School D, School E, School 03 Nyiragongo 7 21.9
F, School H and School G. All science teachers and basic Total 32 100
education learners were taken to constitute the sample size Table2. Distribution of respondents by subdivision
as it is shown in table 7. Therefore, the sample was
constituted by 7 head teachers, 32 teachers, two school The table above indicates that teacher respondents
coordinators and 49 students of basic education and 1 come from three subdivisions as follows: 19 or 59.4% from
inspector. The total sample was composed of 91 subjects. Goma subdivision, 7 or 18.8% from Karisimbi subdivision
and 7 or 21.9% from Nyiragongo subdivision.
 Research instrument
The instruments that were used to collect data are
questionnaire, interview and focus group discussion. Also,
the documentary technique was used to collect data from
different literatures. The questionnaire is most used in
research because it collects more data and quickly. In
addition, the data it collects is easily analyzed. The
Table3. Teacher’s preparedness to implement CBC1
construction of the questionnaire followed the point 5 Likert
scale. Respondent rated his opinion by stating the level of
The tableabove indicates that the more score on each
his agreement on the provided options. The reliability
item is scored above average. When asked whether teachers
coefficient of 0.73 from the plot study was judged suitable
apply CBC, the mean was 3.90 and standard deviation 1.02.
to yield valid results ( Intire, 2000). The interview and the
the mean of the second item “do you receive training on
focus group techniques were also used in the needs of
CBC” is 3.62 and the standard deviation 1.26. Asked to
triangulation.
evaluate the level of training received on the CBC the mean
is 3.40 and standard deviation 1.54. For the evaluation of the
The process of data analysis includes the analysis of
level of teacher’s preparedness in the CBC implementation,
qualitative data and quantitative data. Cohen (2007) suggests
the meanscore is 3.87 and the standard deviation 1.15. The
that, there is no one single way to analyzing qualitative data,
overall mean is 3.70, meaning that the item asking “Whether
the analysis is heavily based on the researcher’s
teachers apply CBC”, was rated very high meaning the
interpretation. In qualitative analysis, the researcher can set
agreement was high.
out to describe, to summarize, to interpret, to generalize
themes or to explain or seek causality.

After the presentation and interpretation of data of

data, the discussion focussed on the question, trying to
compare the findings to what the literature says.The analysis
of qualitative research depends on the fitness of the purpose
(Cohen, 2007). The researcher used the SPSS, which applies
statistical formulas or and carry out computations (Cohen,
2007 p.501). For better analysis, data was assigned measures
whether nominal or interval scale or ratio scale. The
For the attitude of teachers on the CBC
researcher calculated the descriptive statistics such mean
implementation the mean is 3.9375 with the standard
and frequency. To test the hypothesis, the researcher used
deviation of .91361. For the item asking the attitude of
the regression analysis and analysis of Variance (ANOVA).
teachers on CBC compared to the knowledge-based the
mean score is 4.1875 with the standard deviation of .73780.
The nominal scale classifies categories without any
Teachers were asked also their attitude towards the CBC
numerical meaning. In this scale items are arranged in order,
planners and designers, the mean score displayed is 4.1875
from the highest to the lowest or from the lowest to the
with the standard deviation of .82060. The mean score of the
highest. (Cohen, 2006 p.503). Applied to this study which
item asking the attitude on the availability of instructional
used the 5-point rating Likert scale, data was classified and
resources is 3.000 and the standard deviation of 1.45912.
ordered based on the questionnaire on teacher’s
preparedness(section B), teacher’s attitude (section C),
supervisory support from the school and the 1
CBC stands for Competency-Based Curriculum

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Volume 5, Issue 12, December – 2020 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
The item dealing with attitude of students on CBC yield a standard deviation of 1.01401. The mean score of the item
mean of 4.0938 and the standard deviation of .85607. The asking whether the configuration of the school and
item that asked the attitude of parents on CBC yield the classroom environment is appropriate for the CBC
mean of 2.8750 and the standard deviation. implementation is 2.7812 with the standard deviation of
1.18415. The mean value of the item asking wheat her the
methodology used is appropriate to CBC implementation is
3.4063 and the standard deviation of .94560.

Table 5. The supervisory support of teachers on CBC

implementation
Table 7. Effectiveness of CBC Implementation
The table above indicates that the mean score of the
item asking the support of the head teacher on CBC The table 7 above indicate the mean values of the
implementation is 3.2500 and the standard deviation of items. The mean value of the item dealing with the
1.04727. The mean score of the item seeking to find out if judgement of the CBC implementation is 2.8438 with a
the head teacherssupport their teachers to design the learning standard deviation of 1.29787. the mean score of the
materials is 2.4375 and the standard deviation of 1.04534. performance of students based on CBC is 2.8125 with the
Asked whether the head teacher support teachers to find standard deviation of .93109. Teachers were asked to judge
material in the environment, the mean score displayed is the effort of the school and inspection to implement CBC,
2.2875 and the standard deviation of 1.06066. the mean score is 3.0625 and the standard deviation .87759.
the mean score of the item dealing with collaboration among
Teachers were asked whether they receive support teachers is 2.6875 and the standard deviation.99798.
from parents to implement effectively the CBC, the mean Teachers were also asked to judge the utilization of local
score is 1.8437 and the standard deviation of .84660. The resources in CBC implementation, the mean score is 3.5625
mean score of 1.6875 and the standard deviation of .9979 and the standard deviation 1.01401.
justify that the teachers did not receive enough support from
the inspection in their effort to implement CBC.

Table 8. Relationship between preparedness and CBC

implementation
Table6. Availability of resources for CBC implementation
From the table above the R² adjusted is 2.52 giving
The table above gives the mean scores for different the coefficient of determination of 25.2%. This R² adjusted
items. The mean score of 2.7813 and the standard deviation indicate that only 25.2% of CBC implementation is
of 1.28852 of the time allocated to teachers to prepare their explained by the teacher preparedness. But the relationship
lessons indicate that this time is not sufficient. is significance because the p=. 017. The comparison of the
Consequently, this can hinder the effective implementation preparedness of teachers and the student performance yield
of CBC. Also, the time allocated to prepare the instructional the R² adjusted of .231. The coefficient of determination is
materials is not sufficient because the mean score is 2.7813 23.1% meaning that only 23.1% of CBC implementation is
and the standard deviation of .94132 on point five Likert accounted for the teacher preparedness. The relationship is
scale. also significant because the p=0.024. The relationship
between teacher’s preparedness and CBC implementation in
The mean score of the item asking whether the school terms of effort made by the head teacher and the inspection
has resources to implement CBC is 3.0625 with the standard to implement CBC, give a R² adjusted of .262, the
deviation of .87759. It seems that the teacher does not have coefficient of determination is therefore 26.2% meaning that
time to think big in order to be creative, because the mean only 26.2 % of CBC implementation is accounted for the
score is 2.7500 with the standard deviation of 1.01600. The teacher preparedness. The researcher wanted to know
mean score of the item asking whether the school and the whether the preparedness of teachers affects the effective
inspection provide to teachers the syllabus is 3.5625 with the implementation of CBC in terms of the collaboration among

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Volume 5, Issue 12, December – 2020 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
teachers. The R² adjusted displayed is 0.078 giving a
coefficient of determination of 7.8%. This relationship is not
significant because the p=0.777. The collaboration among
teachers is important in CBC implementation. The
researcher wanted to know whether the preparedness of
teacher can affect the CBC implementation in terms of the
utilization of the available resources. The R² displayed is
0.250 making the coefficient of determination of 25%. This
mean indicates that only 25% of CBC implementation is
accounted for the preparedness of teacher. The relationship Table 10. Comparison of effectiveness of implementation in
is significant because the p=0.018. subdivision (One-way ANOVA)
Note. Data analysis, significance at 0.05

The table above gives the comparison of the

effectiveness of CBC implementation among subdivisions.
The issue is to find out if there is a significant difference
between sub division. The findings indicate the mean score
in Goma subdivision (3.1579) on the judgement of the
effectiveness of CBC implementation is higher on point five
Table 9. Relationship between Teacher’s Profiles (Gender, Likert scale. The mean score of Karisimbi subdivision is
age, qualification, status, working experience) and CBC (3.000) and for Nyiragongo subdivision is (1.8571).
implementation However, the test of significance (.068) indicate that the
difference between the groups is not significant.
The table above gives the relationship between the
profiles of teachers and the effective implementation of Asking teachers how students perform based on CBC,
CBC. Teachers profiles (gender, age, qualification, status the mean scores were as follows: Goma (3.2632), Karisimbi
working experience) are related to the effective subdivision (2.000) and Nyiragongo subdivision (2.2887).
implementation of CBC. The R² of teacher profiles, and The variance between components is (.47513) and
teacher’s judgement on the implementation of CBC is 0.313 the difference is significant (001). Asked to judge the effort
and it mean that the R² adjusted is 0.181 meaning that only of the school and the inspection to implement effectively the
18.1% of the implementation of CBC is accounted for the CBC, the findings indicate that no significant difference
profiles od head teachers. The relationship is not significant exists between subdivisions. However, the mean scores in
because p= 0.067. A significant relationship(p=0.008) is Goma subdivision (3.0521) is higher than Karisimbi (2.000)
reported on the profiles of teachers and student performance. and Nyiragongo (2.8471). Asked whether the teachers
The R² of 323 means that 32.3% of the implementation of collaboration affect the effectiveness of CBC
CBC in terms of student performance is explained by the implementation the difference is significant (.001). The
profiles of teachers. A significant relationship (0.005) is also mean scores in Nyiragongo subdivision (2.8571) is higher
reported between the profiles of head teachers and the than Karisimbi subdivision (2.000) and Goma (2.8421)
implementation of CBC in terms of the effort of the school subdivisions. The variance among components is (.08575).
management and the inspection in helping teachers to The findings indicate that there is no significant difference
implement effectively the CBC. The adjusted R² of 359 based on the use of resource in the local environment (Sig.
indicating that 35.9% of the way teachers implement the .171). However, the mean scores indicate that in Nyiragongo
CBC in terms of school management and the inspection is the score is higher (4.000) than Karisimbi (3.000) and Goma
accounted for the profiles of teachers. A weak relationship (3.5789)
and not significant (R= 264 and sig is 0.851) is reported
between the profiles of teachers and the implementation of
CBC in terms of teacher’s collaboration. The adjusted R² of
-106 indicate that -10.9% of the implementation of CBC in
terms of teacher’s collaboration is accounted for the profiles
of teachers. A moderate relationship but not significant (R=
546, sig. 0.083), is reported between the profiles of teachers
and the implementation of CBC in terms of the utilization of
available resources. The adjusted R² of 0.164 indicate that
Table 11. Students’ opinion on the situational approach
16.4 % of the CBC implementation in terms of resources
utilization is accounted for the profiles of the teachers.
From the table above, it is concluded that the majority
of students (57.1%) knows what is the approach by
situations, 30.6% think that the situational approach is the
approach where the students recites the lesson leaned and
only 6 students said that the situational approach is an
approach where student calculate easily.

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where people make blocs (30.6%) and the teacher draw the
process of making block on the black board (32.7¨%). From
these findings of students, it is clear that 69.7%, almost 70%
of teachers continue to teach in traditional method, only
30.7% are able to use the new approach by the situation.

Table12. Students opinion on teacher’s application of CBC

The table above indicate that students are able to judge

whether teachers master the competency-based approach.
The majority of students (40.8%) said that when teaching a
lesson on the animals teachers explain or ally the parts of
the animal, 36.7% of students confess that teachers bring
leaners where is the real animal, and 22.4% of students Table16. Students opinion on the application of CBC
accept that teachers draw the animal on the black board.
The table above indicate that 40.8% of student’s state
that before the lesson teachers narrate a short story, 49% see
him explaining immediately the lesson and 10.2% state that
the teacher gives the homework when he begins the lesson.
The findings indicate that 40.8% of teachers who narrate the
history when they begin the lesson are applying the
approach by the situation a component of the approach of
competencies.
Table 13. Students opinion on the manipulation of
instructional materials.

The above table indicates the way students appreciate

the manipulation of instructional materials. The majority of
students (46.9%) state that sometimes they manipulate the
instructional materials, 26.5% declare that they never
manipulate the instructional material and 26.5% accept that
always they manipulate the instructional materials.

Table 17. Occurrences of Challenges raised by teachers in

implementing CBC

The table above indicate that teachers face many

Table14. Students opinion on the availability of the challenges in implementing CBC. Lack of textbooks is most
instructional materials pointed by teachers. 13 occurrences over 45 making
28.88%. Instructional materials constitute another barrier to
The table above indicates that the majority of students implement CBC. It occurred 22 times over 45 making
realize that in their schools, the instructional materials are 22.22%. The time to prepare lessons in CBC occurred 9
sufficient, 12.2% think that the instructional materials are times over 45 making 20%. Teachers recognized also that
very sufficient and 40.8% thins that instructional materials the classroom space is not convenient to the implementation
are not sufficient. of CBC. This occurred 4 times over 45 or 4.44%. Teachers
also pointed the challenges related to supervision. This issue
occurred five times making 11.11%; teachers also realized
that the time table did not allocate proper time for practice
(two occurrences over 45 or 4.44%); the support of parents
was judges also important in CBC implementation by
teachers it occurred two times over 45 occurrences making
4.44%. Finally, teachers observed that classrooms are
overcrowded and this can hinder the effective
Table15. Students opinion on the way teachers implement implementation of CBC (two occurrences over 45
CBC making 4.44%).

The table above indicates that in the lesson of

technology for example in a making blocs, the teacher,
explains the process (36.7%), the teacher leads students

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IV. DISCUSSION added “parents are considered to be disturbed when their
children ask money to buy some tools of practice”8.
The findings from the table 2 indicate that teachers are
prepared to implement CBC. The mean score of 3.70 or 74% All head teachers confirmed the lack of the follow- up
support this statement. For most teachers, (mean score 3.71 by inspectors. The head teacher A declared “Inspectors are
or 74.2%), the attitude is positive towards the CBC. not passing to oversee the implementation of CBC, but to
However, from the sight of headteachers the attitude is not ask if teachers have been trained and have guide, so that the
positive. According to the head teacher E, B and C the school can buy some from them”. They complain that the
attitude is not positive. They said “there are no kits to make guides are too expensive because one module cost fifteen
the teachers prepare the practice”2. For the head teacher A, dollars.
the attitude is positive but CBC is too demanding, some
materials are not available in the guide. This requires teacher The claim of head teachers is denied by inspectors.
to going back to the former text books or they are findings Inspector A interviewed clarified “almost all teachers have
material in daily life. been trained, but unfortunately, they are not implementing
CBC”9. He added “When teachers realize that the inspector
Head teachers A, B. C and D and E remarked that the have come to supervise instruction, they make an effort to
attitude of students on CBC is positive because students are apply CBC, but once he left, they go back to the former
active and participate in the lessons. The head teacher E said knowledge-competency approach”. Nevertheless, the
“the attitude of students is positive because leaners are inspector A, agreed with the head teachers and teachers on
actively involved in their learning”3. However, the head the shortage of textbooks and instructional materials. He
teacher F, believe that the attitude is negative, because the pointed the lack of laboratory for science such biology,
CBC program has something new compared to the former zoology, physics. He recommended the development of a
program. He stressed that “new content has been added such resource center with all instructional facilities where three to
as statistics, content in technology such as the making of five schools can be resourced. Inspectors and coordinators
blocks”4. have the same thing to share, the lack of tests books and
instructional materials. The coordinator A, had this to say
According to cross, (2011), experienced teachers are “the competency based approach meet the needs of the
not applying CBC, only novice teachers are applying it. This students, because they are active in treating situations”10
points on the attitude that teachers display on CBC.
Literature supports these findings. A study focusing on the The schools of my resort implement CBC. However,
challenges that face teachers when they implement the this implementation faces some challenges “textbooks,
competency-based curriculum in community secondary training not properly done, some new teachers has to be
schools in Morogoro, Tanzania identified the barriers retrained at school level”. He showed that the training is
hindering the implementation of competency-based done by peer coaching in what he called “SERNAFOR”11.
education: Lack of In-service Training, insufficient teaching He believes that the attitude of head teachers, teachers,
and learning resources, overcrowded classroom, low ability students and parents is positive. The effort is made to
of students joining secondary education, students’ readiness convince all the partners of education to support the vision
to accept learner-centered approach(Mukunja,2016). of the ministry of education which put the emphasis on
science.
Head teacher D and E said that the attitude of parents
is positive, because parents are seeing the progress in the V. CONCLUSION AND RECOMMENDATIONS
learning of their children. “some educated parents are happy
because they that their children are learning something new Based on the findings above the following conclusions
different to what they learnt when they were students”5. were drawn
They added “some parents are coming to school for help 1) Teachers were qualified but not properly prepared to
when they encounter some problems when helping their implement CBC in lower secondary schools in North-
children in performing their homework’s.”6 Head teachers Kivu1 educational Province
A, B and C think that the attitude of parents is negative. The 2) There is a positive relationship between the preparedness
head teacher A stated “some parents are indifferent on CBC, of head teachers and the effective implementation of
because of their level of education”7. The head teacher B CBC. The adjusted R2 indicate how the little training
received help teachers to implement CBC. The more
teachers receive training and seminars, the more they
implement effectively the CBC.
2
Interview with Head TeachersE, B and C on October 10, 3) Most of teachers, students, parents and supervisory staff
2020 have a positive attitude on the CBC implementation
3
Interview with Head Teachers E on October 10,2020 despite the challenges of its implementation.
4
Interview with Head Teacher F October 11, 2020
5 8
Interview with Head Teachers D and E on October 11, Interview with Head Teacher B on October 13, 2020
9
2020 Interview with inspector A on October 12, 2020
6 10
Interview with head teacher D and E Interview with the coordinator A, on October 22,2020
7
Interview with Head Teacher A on October 11, 2020 11
SERNAFOR “ Service National de Formation”

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4) There is a significant difference among subdivisions REFERENCES
related to the implementation of CBC on the aspects
related to the student performance and the effort of the [1]. Bibana,J.C.(2017). L’approche par compétences et son
school management and the inspection to implement impact sur l’amélioration de la qualité de l’éducation
CBC. However, no significant relationship is reported for dans les écoles primaires publiques Gabonaises :
the aspects related to teacher judgement, teacher Points de vue des enseignants du primaire des
collaboration and the use of local resources to implement circonscriptions scolaires de Libreville. Mémoire
CBC. inédit, Université LAVAL
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Parents should be prepared to be ready to provide to [7]. [8]Jonnaert, P.(2017). Une démarche de pré validation
their children instructional materials necessary to implement de nouveaux programmes éducatifs de domaine
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The school management should provide to teachers the [8]. Lawley, J.R&Swerdlik. E.M.(1999). Psychological
textbooks and instructional materials, head teacher should Testing and Assessment. 4th Ed. Montain View,
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time table for lessons and instructional materials [9]. McIntire& Miller A. L. (2000). Foundation of
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flexible to adjust to these demands. The emphasis should be [10]. Miranda, E.K. (2016). An analysis of education reform
but on the in-service training, seminars and workshops for in Sub-Saharan Africa. Clermont, Mckenna College.
teachers. Head teachers should entertain a good climate with [11]. Mukunja,G. (2016). Challenges Facing teachers in
parents by asking them to support the school by giving to implementing the competency-based curriculum in
their children needed materials. Tanzania:The case of community secondary schools in
Morogoro municipality. International Journal of
The board of inspection should organize regularly Education and Social Science. Vol3( 5),30-37.
seminars and workshops towards teachers and the boards of www.ijessnet.com
schools including parents. The training should take into [12]. Munangi, D.M., Assumani, I.Z; and Lolekanda, K.R.,
account the expertise of the trainers so that teachers be (20090). Enseignement, Apprentissage et Evaluation
trained according to their subjects that they are teaching. selon l’Approche par compétence. Research Gates.
Teachers while in training or seminars should be given Retrieved from
incentives such as transports, lunches, and textbooks. Follow https://www.researchgate.net/publication/284498838
up in schools and classrooms should be done regularly, to [13]. Njeng’re,D.( 2014). The role of curriculum in national
see how the new program is implemented. Cohesion and integration: Opportunities and
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The curriculum board should design text books Education, Geneva
together with the syllabus and the instructional materials. [14]. Vymester, N (2014). Your guide to writing research
When designing the new program teachers and other papers for students of Religion and Theology.
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