Tag: Curriculum & Implementation
Instructional Supervision as a Multi-Level Leadership System for Competence-Based Curriculum Implementation in Tanzania

Instructional Supervision as a Multi-Level Leadership System for Competence-Based Curriculum Implementation in Tanzania

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Joyce Joas KahembeTanzania Institute of EducationEmail; jckahembe@yahoo.com. Abstract: The study explored how instructional supervision is coordinated as a multi-level leadership system within the 2023 Competence-Based Curriculum implementation in Tanzania. A qualitative multiple-case study design was used, informed by Instructional Leadership Theory, Developmental Supervision Theory, Situated Learning Theory and Communities of Practice Theory. Data were collected…

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Relationship between School Leadership Support and Effective Implementation of Competency Based Education in Comprehensive Schools in Kikuyu Sub-County

Relationship between School Leadership Support and Effective Implementation of Competency Based Education in Comprehensive Schools in Kikuyu Sub-County

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Obed Nicodemus NyairoSchool of EducationPresbyterian University of East Africa, KenyaEmail; nicodemusnyairo@gmail.com Abstract: The implementation of Competency-Based Education (CBE) requires school-level leadership capable of translating curriculum expectations into effective teaching and learning practice. This study examined the relationship between school leadership support and effective implementation of CBE in comprehensive schools in Kikuyu Sub-County. The study was…

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Rethinking Curriculum Implementation in the Digital Era: The Role of Personalized Learning through Learning Management Systems

Rethinking Curriculum Implementation in the Digital Era: The Role of Personalized Learning through Learning Management Systems

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Aruho Felix – Mbarara University of science and technology University of Eldoret Kenya. Patrick Kafu – University of Eldoret Kenya Emoit Omuse – University of Eldoret Kenya Email: felixaruho@gmail.com Abstract: The digital transformation of higher education requires a reconceptualization of curriculum implementation towards flexible, learner-centred, and adaptive approaches. Learning Management Systems provide opportunities for enhancing…

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The Paradox of Administrators in Managing the Implementation of the Heritage-Based Curriculum in Early Childhood Development Settings in Zvishavane District

The Paradox of Administrators in Managing the Implementation of the Heritage-Based Curriculum in Early Childhood Development Settings in Zvishavane District

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Cleopas ZhouMidlands State University, ZimbabweEmail: r09608n@students.msu.ac.zw Abstract: This study explores the paradox of School Heads in managing the implementation of the Heritage-Based Curriculum in Early Childhood Development (ECD) settings in Zvishavane District, Zimbabwe. The Heritage-Based Curriculum (HBC) emphasises integrating local cultural heritage, indigenous knowledge and community traditions into early learning to foster identity, values and…

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Bridging the Policy-Practice Gap: An Evaluation of Comprehensive Sexuality Education Implementation in Selected Schools of Mpongwe District, Zambia

Bridging the Policy-Practice Gap: An Evaluation of Comprehensive Sexuality Education Implementation in Selected Schools of Mpongwe District, Zambia

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Andrew Chikonde. Evelyn Bwalya & Muma MulengaThe Copperbelt University, ZambiaORCID: https://orcid.org/0009-0006-5248-3317Email: chikonde.andrew@cbu.ac.zm/ evelynbwalya06@gmail.com/ muma.mulenga@cbu.ac.zm Abstract: This study assessed the implementation and perceived effectiveness of Comprehensive Sexuality Education (CSE) in secondary schools within Mpongwe District, Zambia. Employing a qualitative descriptive survey design, data were collected through questionnaires and semi-structured interviews from a purposive sample of 10…

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Why Competency-Based Curriculum Reforms Struggle: The Role of Teacher Commitment in Secondary Schools in Sub-Saharan Africa

Why Competency-Based Curriculum Reforms Struggle: The Role of Teacher Commitment in Secondary Schools in Sub-Saharan Africa

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Luben Elia Mugarura, Denis Sekiwu, Fredrick Ssempala, Athanansio BashaijaKabale University, Ugandahttps://orcid.org/0009-0008-9525-0366Email: lubenelia@gmail.com Abstract: Competency-based curriculum (CBC) reforms have been widely adopted to equip learners with skills for labour market demands. In Sub-Saharan Africa (SSA), CBC reforms have been implemented for nearly three decades; however, evidence indicates limited translation of policy intentions into sustained classroom practice.…

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Impact of Selected Human Resource Management Challenges on the Implementation of Competency-Based Education in Public Junior Schools in Baringo County, Kenya

Impact of Selected Human Resource Management Challenges on the Implementation of Competency-Based Education in Public Junior Schools in Baringo County, Kenya

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Maldrine Jemutai Tallam, Henry K. Kiplangat & Fredrick B. J. A. NgalaDepartment of Education, School of Education, Humanities and Social SciencesKabaraka University, KenyaEmail: maldrinetallam@gmail.com Abstract: This study examined the impact of selected human resource management (HRM) challenges on the implementation of Competency-Based Education (CBE) in public junior schools in Baringo County, Kenya. CBE was introduced…

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Relationships in Ratings of School’s Chosen ACIALL of English and Form Three Students Academic Performance

Relationships in Ratings of School’s Chosen ACIALL of English and Form Three Students Academic Performance

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Ojung’a Judith Gai & Petronila MwangiUniversity of Eastern Africa, Baraton, KenyaEmail: Ojung’ajudith@gmail.com Abstract: This study explored the relationship between the implementation of the Authentic Curriculum-Instruction- Assessment for Lifelong Learning (ACIALL) model and Form Three students’ academic performance in English across selected secondary schools in Kenya’s Rift Valley region. Using a concurrent mixed-method design, data were…

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Influence of Monitoring Curriculum Implementation on the Delivery of Teaching Services in Public Secondary Schools in Jinja City, Uganda

Influence of Monitoring Curriculum Implementation on the Delivery of Teaching Services in Public Secondary Schools in Jinja City, Uganda

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Zainah Tondo, Mohammed Kaweesi & Charles EryenyuDirectorate of Graduate Studies, Busitema UniversityEmail: tondozainah1974@gmail.com Abstract: This study was set to ascertain the influence of monitoring of curriculum implementation on the delivery of teaching services in public secondary schools in Jinja City, Busoga subregion, Eastern Uganda. The researcher applied a cross-sectional research design with a blended approach…

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Teachers’ Preparedness for Effective Implementation of the Lower Secondary Competence-Based Curriculum in Rukungiri District, Southwestern Uganda

Teachers’ Preparedness for Effective Implementation of the Lower Secondary Competence-Based Curriculum in Rukungiri District, Southwestern Uganda

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Gladyce Kachope – Department of Educational Foundations and Psychology, Mbarara University of Science and Technology, Uganda Viola N. Nyakato – Department of Human Development and Relational Sciences, Mbarara University of Science and Technology, Uganda Adrian Mwesigye – Department of Educational Foundations and Psychology, Mbarara University of Science and Technology, Uganda Orcid: https://orcid.org/0009-0004-3088-7121Email: gladycek@yahoo.co.uk Abstract: The…

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