Why Did Rwanda Shift from Knowledge to Competence Based Curriculum? Syllabuses and Textbooks Point of View

Autor/inn/en	Ndihokubwayo, Kizito; Habiyaremye, Hashituky Telesphore
Titel	Why Did Rwanda Shift from Knowledge to Competence Based Curriculum? Syllabuses and Textbooks Point of View
Quelle	12 (2018) 3, S.38-48 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1994-9057
Schlagwörter	Foreign Countries; Competency Based Education; Curriculum Development; Course Descriptions; Textbooks; Teacher Attitudes; Teaching Methods; Inservice Teacher Education; Faculty Development; Curriculum Evaluation; Elementary School Teachers; Secondary School Teachers; Knowledge Economy; Developing Nations; Trainers; Textbook Preparation; Rwanda + Suchen Sie Ihr Suchwort? Ausland; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Kursstrukturplan; Textbook; Text book; Schulbuch; Lehrbuch; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerfortbildung; Evaluation; Curriculumevaluation; Rahmenplan; Evaluierung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Knowledge society; Economy; Wissensgesellschaft; Wirtschaft; Developing country; Developing countries; Entwicklungsland; Ausbildungslehrer; Trainer; Lehrbucharbeit; Ruanda
Abstract	The present study aimed at analyzing the goodness of competence-based curriculum and usability of textbooks related to this curriculum. It accommodated a sample of 44 national teachers' trainers (NTs) on Rwandan new competence-based curriculum. The study accommodated a mixed research design where inferential statistics was used and qualitative data were analyzed thematically. Using a t-test, the comparison between Knowledge Based Curriculum (KBC) and Competence Based Curriculum (CBC) was found to be statistically significant (at 0.05 level of significance) in a favour of Competence-Based Curriculum in form of practicability to teachers' needs and interests, well organization and timing, appropriateness of activities, competences of curriculum developers, carrier guidance as well as market orientation. However, it was found to be loaded as it is in the former knowledge-based curriculum. The textbooks were also compared in form of structure, illustration as well as content. Activities in CBC textbooks were found learner based. Therefore, learners interact and work together in acquiring skills; however, some contents are too heavy for learners' level; so activities needed to be broken down to fit learners' ability and engagement. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01