Implementation Gaps in the Competence-Based Curriculum for Mathematics and Science Subjects: Evidence from Secondary Schools in Kabwe District, Zambia

Abstract

The Competence-Based Curriculum (CBC) was introduced in Zambia to enhance learners’ acquisition of practical skills, critical thinking, and problem-solving abilities. However, its implementation in Mathematics and Science subjects has presented significant challenges at school level. This study examined the implementation gaps in the CBC for Mathematics and Science subjects in secondary schools in Kabwe District, Zambia. A mixed-methods descriptive research design was employed. Quantitative data were collected using questionnaires administered to Mathematics and Science teachers, while qualitative data were obtained through interviews with Heads of Department and school administrators. The study focused on teacher preparedness, availability of instructional resources, assessment practices, and alignment between CBC policy expectations and classroom practice. Quantitative data were analysed using descriptive statistics, while qualitative data were analysed thematically. The findings revealed limited teacher preparedness, inadequate teaching and learning resources, challenges in competence-based assessment, class size, and inconsistencies in translating CBC policy into effective classroom practice. These gaps hinder the effective implementation of the CBC in Mathematics and Science subjects. The study concludes that targeted professional development, improved resource provision, and clearer curriculum and assessment guidelines are essential to strengthening CBC implementation. The findings provide evidence-based insights to inform teachers, school administrators, and curriculum developers on strategies for improving the implementation of the Competence-Based Curriculum.