The Realities of Competency-Based Curriculum Implementation: A Comparative Study of Teacher Educators, Student Teachers, and Education Leaders Tanzania, Kenya, and Uganda

Abstract

Competency-Based Curriculum (CBC) reforms are transforming education systems across East Africa, yet their effectiveness depends heavily on teacher preparedness, institutional capacity, and policy coherence. This study presents a comparative analysis of CBC implementation in Tanzania, Kenya, and Uganda, drawing on longitudinal data from the Foundation for Learning (F4L) project. Using mixed-methods evidence from teacher educators, student teachers, head teachers, and education officers, the study examines curriculum design, pedagogical practice, inclusivity, gender responsiveness, leadership, and sustainability. Findings show that while Kenya demonstrates the strongest alignment between teacher preparation and CBC implementation, Tanzania and Uganda exhibit fragmented adoption marked by limited ICT competence, inconsistent formative assessment, and gaps in gender-responsive pedagogy. Cross-country challenges include inadequate learning materials, uneven policy execution, and limited institutional support systems. The study concludes by proposing regionally adaptable, sustainable strategies for strengthening CBC implementation.