Comparative Adoption and Contextualisation of Competency-Based Curricula: Evidence from Kenya, Rwanda, and Tanzania (2020-2025)

  • Dr. Amina K. Mwangi 1 Author
  • Dr. Joseph O. Barasa 2 * Author
  1. Department of Education and Pedagogy, Pwani University, Kilifi, Kenya
  2. School of Education, Pwani University, Kilifi, Kenya

* Corresponding author: Dr. Joseph O. Barasa

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Abstract

Since the mid-2010s, Kenya, Rwanda, and Tanzania have pursued ambitious competency-based curriculum (CBC) reforms, a major break with traditional content-based education systems. The reforms are designed to prepare learners with 21st-century skills such as critical thinking, creativity, communication, and digital literacy. This paper presents a rigorous comparative examination of how these three East African countries have implemented, adapted, and contextualized CBC reforms throughout the critical implementation period of 2020-2025. We review implementation mechanisms, early outcomes, equity considerations, and contextual factors influencing reform trajectories by conducting a systematic review of policy documents, government reports, evaluation studies, and peer-reviewed research published between 2020-2025. Although the three countries have comparable competency frameworks and pedagogical aspirations, implementation varies greatly. Rwanda exhibits centralized, orderly implementation and high policy coherence; Kenya experiences political competition and infrastructure bottlenecks despite well-established policy platforms; Tanzania engages in gradual integration with an emphasis on local adjustment. Teacher capacity gaps, assessment system inertia, resource constraints, and ongoing equity divides are common challenges. This discussion indicates that the potential of CBC is still conditional on the need to resolve systemic implementation bottlenecks, especially teacher professional development, assessment capacity, financing sustainability, and specific equity interventions. The transformative potential of CBC requires regional collaboration and evidence-based policy realignment.

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Section: Articles
Issue: Vol. 2 No. 1 (2026): Open Journal of Educational Research and Practice
Published: 20-12-2025
Pages: 1-20
DOI: https://doi.org/10.65965/sentam.202512.73FqWNS2
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How to Cite

Mwangi, A., & Barasa, J. (2025). Comparative Adoption and Contextualisation of Competency-Based Curricula: Evidence from Kenya, Rwanda, and Tanzania (2020-2025). Open Journal of Educational Research and Practice, 2(1), 1-20. https://doi.org/10.65965/sentam.202512.73FqWNS2
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