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.

Abstract: Curriculum implementation is an activity which teachers perform in order to acquire the nation’s education objectives. Competence-based curriculum requires teachers to carry out the duty of guiding learners and letting them engage actively in various activities in the process of teaching and learning. The main focus of this study was to investigate challenges faced by teachers in the implementation of CBC, specifically the influence of teachers’ competence. The study used a mixed research approach and a convergent parallel design. It drew a sample of 133 respondents using both probability and non-probability sampling process from a population of 38,848 individuals. Data was collected using primary sources of research instruments such as closed and open ended questionnaire and interview guides. The reliability was tested and the coefficient r = 0.8 allowed the researcher to use the tools. Quantitative data collected was analyzed by the use of Statistical Package of Social Science version 21 presented in tables through frequency and percentage while qualitative data was coded and analyzed thematically through narratives. The findings of the study revealed that many public secondary schools in Nyamagana district do not have enough qualified and competent chemistry teachers which are very important in enhancing the implementation of competence-based curriculum in chemistry subject. The study recommends that the government, with its stakeholders, through community involvement, should provide adequate funds for recruiting more chemistry teachers and keep on giving teachers frequent capacity-building training through workshops and seminars to upgrade their qualifications in both content and pedagogy.