Abstract:

This research paper investigates the implementation of the Competence-Based Curriculum (CBC) in Zambia's education sector, focusing on the challenges encountered and their implications for national development. Since its introduction in 2013, CBC has been positioned as a transformative approach aimed at equipping learners with relevant skills, competencies, and attitudes needed for the 21st century. However, empirical evidence suggests varied success in its practical application. The study reveals significant gaps in teacher training coverage and quality, inadequate teaching materials, infrastructure deficits, and inconsistent use of learner-centred approaches. Assessment practices remained predominantly traditional, limiting the full realisation of competency-based evaluation. The research concludes that while CBC holds promise for advancing education quality and contributing to Zambia's development goals, its effective implementation requires coordinated efforts involving policy refinement, increased resource allocation, continuous professional development, and strengthened stakeholder partnerships.

Keywords:

Competence-Based Curriculum, Teacher Preparedness, Curriculum Implementation, National Development, Educational Reform, Zambia

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Methods