Challenges Faced by Physics Teachers During the Implementation of Competency-Based Curriculum in Rwanda

Peter Gapfizi, Ephrem Shaban Mbarute, Liberatha Masengesho, Prof. Jean Uwamahoro
University of Rwanda College of Education (UR-CE), African Centre of Excellence for Innovative Teaching and Learning Mathematics and Science (ACEITLMS)
Department of Mathematics, Science and Physical Education, University of Rwanda-College of Education (UR-CE)
Email:petergapfizi13@gmail.com/ mbaruteephremshaban@gmail.com

Abstract: In 2015, Rwanda changed the Education system from a knowledge-based curriculum to a competency-based curriculum. This study aimed to analyze the challenges faced by physics teachers during the implementation of the competence-based curriculum. It was a quantitative research design. Questionnaires were used to collect data. 25 physics teachers have purposefully sampled in the Ngoma district located in the eastern province of Rwanda. Data were analyzed in terms of percentage using SPSS version 20. The findings of this study have shown that physics teachers encountered several challenges. 60% of the participants agreed that the calendar and wide the curriculum are a challenge for them to care about the learners’ problems, 56% of the participants did not have official training on CBC, 60% of the participants agreed that the number of the students in a classroom did not allow them to use group discussion in their teaching and learning process, 56% of the participants have said that textbooks and other teaching materials are not enough available for learners to make research on their own. The researcher recommended the Ministry of Education in Rwanda, the Rwanda Education Board (REB), and other educational partners that they must find a solution to reducing the number of students, train newly employed teachers, and look for enough teaching materials for the successful implementation of Competence- Based Curriculum.