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 holistic development. Using a qualitative research approach and a case study design, the researcher conducted semi-structured interviews with five School Heads, ten Teachers-in-Charge (T-I-Cs) completed questionnaires and classroom observations were done in five schools in the target district. The findings indicate that school administrators face challenges including inadequate resources, limited training in heritage-focused pedagogy, balancing administrative and teaching responsibilities and insufficient policy support. The study recommends targeted professional development for school administrators, enhanced resource allocation and strengthened policy frameworks to support effective strategies to manage the implementation of the HBC in ECD environments. The research contributes to understanding the contextual realities of heritage-informed early childhood development programmes in Zvishavane and Zimbabwe at large and offers practical recommendations for sustainable HBC implementation in ECD environments.

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 respondents, comprising biology teachers and headteachers across three schools. The findings reveal a significant gap between national policy and local practice. While educators expressed overwhelmingly favourable perceptions towards CSE and endorsed a comprehensive curriculum, its implementation was found to be inconsistent, under-resourced, and marginalised within the existing syllabus. Key barriers identified include a critical lack of specialized teacher training, a scarcity of instructional materials, and educators’ personal discomfort in delivering sensitive content. The study concludes that the primary obstacle to effective CSE is not educator opposition but a systemic failure in capacity building and support. It recommends a fundamental curriculum reform to establish CSE as a standalone, timetabled subject; the urgent scaling-up of continuous, practical teacher training; and the development of a reinforced national policy supported by community engagement to ensure standardised, effective, and culturally responsive implementation.

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. While implementation challenges are often attributed to structural and technical constraints, teacher commitment remains an underexplored mechanism shaping reform outcomes. This narrative review synthesises empirical and policy-oriented literature on teacher commitment and its role in implementing CBC in secondary schools in SSA. Literature published between 1997 and 2025 was reviewed from peer-reviewed journals and policy sources, including Google Scholar, ERIC, and reports from ministries of education, UNESCO, and OECD. Drawing on Organisational Commitment Theory, the review examines affective, continuance, and normative commitment. The findings indicate that teacher commitment is a critical determinant of CBC implementation. Affective commitment is the strongest driver of instructional innovation and learner-centred pedagogy, enabling teachers to internalise CBC principles. Normative commitment sustains engagement through professional and moral obligation in resource-constrained contexts. In contrast, continuance commitment supports reform continuity but is associated with compliance-oriented implementation. The review further shows that the influence of teacher commitment is shaped by teacher preparation, assessment clarity, school leadership, class size, and resource availability. The review concludes that CBC reforms in SSA struggle because insufficient attention has been paid to the motivational and organisational conditions that sustain teacher commitment. Strengthening institutional support alongside teachers’ affective and normative engagement is essential for transforming CBC from policy intent into effective classroom practice.

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 in Kenya in 2017 to equip learners with skills and competencies relevant to the 21st century. However, its success depended largely on effective management of human resources, particularly teacher recruitment, training, motivation, and supervision. The study adopted a descriptive research design to analyze how HRM challenges affected CBE implementation. A sample of 317 respondents, including head teachers, teachers, and sub-county directors, was drawn using stratified random sampling. Data were collected using teachers’ questionnaires and interviews guides for headteachers and Sub-county Director of Education and analyzed through descriptive and inferential statistics. The findings revealed that inadequate teacher training, weak recruitment strategies, lack of induction and continuous professional development, limited communication between teachers and policymakers, and high workloads significantly hindered effective CBE implementation. Teachers also exhibited resistance to change, partly due to insufficient preparation for the new pedagogy. Although regression analysis indicated that HRM challenges explained only a small portion of the variance in CBE implementation, qualitative data confirmed their pervasive influence on instructional quality and teacher motivation. The study concluded that addressing HRM constraints through structured training, effective recruitment, mentorship, workload rationalization, and strengthened feedback mechanisms is vital for sustaining CBE reforms. It recommended institutionalizing continuous professional development and improving teacher support systems to enhance curriculum delivery and learner outcomes.

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 collected from 84 English teachers and 898 students through questionnaires, interviews, and observations. The findings revealed that ACIALL practices had varying effects based on gender and school performance levels: female students’ academic performance strongly correlated with authentic instruction and assessment, while male students showed a weak or negative correlation. Interestingly, low-performing schools reported higher use of authentic instruction compared to high-performing ones, though both categories showed similar application of authentic curriculum and assessment. Challenges in implementing ACIALL included limited time for individualized instruction, inadequate teacher preparation, and insufficient assessment strategies. Despite these obstacles, the study concluded that ACIALL holds strong potential to improve English learning outcomes if integrated with real-life tasks, supported by inclusive and gender-responsive teaching strategies. It recommends reforms in curriculum design, enhanced teacher training, and equitable resource distribution to maximize the benefits of authentic learning across all learner demographics.

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 of quantitative and qualitative data collection, analysis, and interpretation. The total target population was 589, comprising 579 teachers, and out of these, there were 391 males, 188 females, and 10 heads of schools. The sample size was 205 teachers and 5 headteachers determined using stratified and purposive sampling respectively. Data was collected using a questionnaire and interview guide. Data was presented in summary tables and analyzed using the Statistical Package for the Social Sciences (SPSS) package, version 22. Regression analysis was used to establish the influence among variables at a 95% confidence level. The coefficients of determination indicate that monitoring of curriculum implementation has a positive significant influence on the delivery of teaching services in public secondary schools in Jinja city (B = 0.449; p = .000). Conclusively, monitoring of curriculum implementation influences the delivery of teaching services in Jinja City. It is thus recommended that educational policymakers and school administrators prioritize monitoring curriculum implementation as a key strategy for improving teaching quality in public secondary schools.

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/0009-0004-3088-7121
Email: gladycek@yahoo.co.uk

Abstract: The Competence-Based Curriculum (CBC) at Uganda’s lower secondary school level depends significantly on teachers’ preparedness. This study explored the relationship between teachers’ preparedness and the practical implementation of the CBC in Rukungiri District. Adopting a convergent parallel mixed methods design, the research engaged 235 in-service teachers through structured questionnaires and conducted key informant interviews with 13 head teachers. Quantitative data were analysed using descriptive statistics in Stata 17, while thematic analysis of qualitative data was conducted using NVivo 14. Findings revealed that while teachers reported high levels of perceived preparedness, particularly in classroom management, inclusivity, and learner-centred instruction, substantial gaps were evident in training adequacy, assessment practices, and ICT integration. Qualitative insights reinforced the importance of administrative support, peer collaboration, and resource provision as critical enablers of effective CBC delivery. The study underscores the need for continuous professional development and targeted resource allocation to bridge the preparedness gap. These findings contribute to curriculum implementation theory by affirming that teacher readiness, when holistically supported, is pivotal to transformative educational reform.

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/0009-0004-3088-7121
Email; kachopeg@gmail.com

Abstract: The practical implementation of the Competency-Based Curriculum (CBC) at Uganda’s lower secondary level largely depends on teacher preparedness and systemic support. This study examined the extent of CBC implementation in Rukungiri District by exploring teacher experiences across five key domains: instructional confidence, curriculum adaptability, collaboration, institutional support, and training. Employing a convergent parallel mixed methods design, the study surveyed 235 in-service teachers and interviewed 13 head teachers. Quantitative data were analysed using descriptive statistics, while qualitative responses were thematically analysed. Findings revealed high teacher confidence and moderate adaptability, exposing significant gaps in ICT integration, resource availability, and assessment competence. Qualitative insights emphasised the need for structured collaboration, stakeholder engagement, and continuous professional development. These findings highlight that while teachers demonstrate readiness and willingness, effective CBC implementation remains hindered by systemic limitations. Addressing these barriers is essential for aligning classroom practice with CBC policy objectives.

Abstract: This study investigated the impact of Information Communication and Technology (ICT) integration on curriculum implementation in teacher training colleges within the northern zone, Tanzania. The objectives assessed were the degree of ICT integration and comprehending its influence on curriculum implementation. Following the technology acceptance model, the research employed a mixed methods approach, encompassing both qualitative and quantitative methodologies. A convergent design was adopted suitable for collecting qualitative and quantitative data. The target group included tutors and teacher trainees from four colleges, with a sample of 164 respondents chosen via probability and non-probability sampling methods. Data gathering involved questionnaires and interviews. Validity was fortified through expert inputs, while reliability employed the split half method. Qualitative data underwent thematic analysis. The findings revealed a considerable integration of ICT in the curriculum implementation process across teacher training colleges. The application of ICT was evident in multiple facets of curriculum implementation including resource selection, lesson planning, presentation, examination setup, and students’ records. Its integration was perceived as simplifying teaching, alleviating workload, and enhancing enjoyment, while providing access to diverse learning materials, thereby elevating student engagement and motivation. Furthermore, ICT integration fostered greater teaching commitment among tutors. The study concluded that effective ICT implementation in teacher training colleges significantly impacted on curriculum implementation. Recommendations entailed prioritizing and supporting ICT integration through adequate facilities, internet access, and fostering tutor ICT literacy. Active promotion of ICT adoption in teaching practices was encouraged among tutors and college principals.

Abstract: The quality of education depends on the ability, hard work and competencies of teachers. In Kenya, the degree of teacher competencies on curriculum implementation seems still low despite the Kenya Institute of Curriculum Development putting measures to train teachers on curriculum implementation. It is the competent teachers that a country mainly relies on for an excellent education system. It is at this basis that the researcher sought to establish the influence of use of instructional resources on curriculum implementation in EYE in public primary schools in Kikoneni zone, Kwale County, Kenya. The study adopted a descriptive survey research design and a mixed methods approach. The target population was 467 EYE teachers for Grade 3, 60 head teachers, and 9900 learners. Except for head teachers, from each stratum, 30% of respondents were sampled, giving 140 EYE teachers,60 head teachers and 2970 learners. Questionnaires and observation schedule were used to collect data. A pilot study was conducted in Lunga Lunga zone of Kwale County. Data was analysed using statistical package for social sciences (SPSS) version 25 and the results presented descriptively. The study found that the instructional resources have an influence on curriculum implementation in public primary schools in Kikoneni zone, Kwale County. The materials needed for digital learning as well as the competency of teachers seems to be a contributing factor. Digital learning gives challenges to the successful implementation of CBC. The study recommends that the EYE school administrators provide sufficient instructional resources for effective classroom instruction.