Beyond Curriculum Policy: Classroom Enactment of the Competence-Based Curriculum in Lower Primary English in Kamonyi District, Rwanda

Jean Damascene Ntakirutimana, Innocent Twagilimana & Prudencienne Ugiriwabo
University of Rwanda-College of Education
Email: ndamasm1987@gmail.com

Abstract: This study examined the extent to which lower primary teachers’ classroom practices reflected Competence-Based Curriculum expectations in English teaching in Kamonyi District, Rwanda. Guided by Curriculum Implementation Theory and Pedagogical Content Knowledge Theory, the study used a convergent mixed-methods design. Evidence was obtained from 12 classroom observations, 12 teacher focus group discussions, 12 head teacher interviews, and analysis of official curriculum documents. Observation data were analysed using frequencies, percentages, means, and standard deviations, while qualitative data were analysed thematically and integrated during interpretation. Findings showed that classroom practices reflected CBC expectations only to a low extent (M = 1.95, SD = 0.56). Lesson preparation and organisation were comparatively stronger (M = 2.23), whereas differentiation (M = 1.70), formative assessment (M = 1.84), and use of instructional materials (M = 1.89) were weakest. Teaching commonly relied on explanation, repetition, whole-class questioning, textbook exercises, and translation, with limited independent English use, integrated language practice, feedback, and differentiated support. These weaknesses were linked to large classes, limited lesson time, inadequate materials, limited spoken-English confidence, and insufficient practice-oriented support. The study concludes that awareness of CBC had not yet translated into consistent competence-based English instruction.