Implementing Rwanda’s Competency-Based Curriculum in Teacher Training Colleges: A Systematic Review Across Policy, Institutional, and Classroom Levels
DOI:
https://doi.org/10.37134/jrpptte.vol15.2.7.2025Keywords:
Curriculum, Challenges, implementation, process, transverse competenciesAbstract
This paper examines the implementation of Rwanda’s Competence-Based Curriculum (CBC) at the macro and micro levels, as adopted by the Rwanda Basic Education Board. Using PRISMA systematic review guidelines, a total of 56 reports, including the Curriculum Framework for Pre-primary to Upper Secondary and the Summary of the Curriculum Framework for Teacher Training Colleges, were analyzed. Findings indicate that the CBC is underpinned by a robust policy framework aligned with Rwanda’s national development goals. The review highlights strong institutional collaboration between the Ministry of Education and the Ministry of Finance and Economic Planning in leveraging ICT for effective school management through systems such as the Integrated Education Management Information System (IEMIS) and the School Data Management System. Teacher Training Colleges are progressively incorporating digital tools to prepare future educators for technology-enhanced classrooms. However, challenges persist, such as inconsistent language policies and inflexible syllabi, that may constrain competent development. Overall, the paper underscores both the promising strides and the practical challenges of CBC implementation, offering valuable insights for policymakers, administrators, and educators in strengthening Rwanda’s curriculum reform process.
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