Asian Journal of Education and Social Studies

Competency-based curriculum reform depends on the extent to which intended competences are translated into classroom tasks, feedback, assessment and conditions that support increasingly independent learner performance. This conceptual review and policy analysis examines how Tanzania's 2023 Ordinary Secondary Education Curriculum and Kiswahili syllabus can move from documented competence to observable classroom capability. Drawing on curriculum documents and literature on constructive alignment, curriculum enactment, teacher sensemaking, formative assessment and system coherence, the paper develops an Intended-Enacted-Assessed-Enabled (IEAE) framework. The framework links four mutually reinforcing dimensions: intended competences, enacted learning experiences, assessed evidence and enabling conditions. The analysis indicates that the Kiswahili syllabus provides opportunities for communicative, interpretive and authentic language learning, but successful enactment may be constrained by examination backwash, uneven teacher interpretation, limited moderation of performance assessment, resource inequalities, time pressures and unequal access to digital tools. The paper also emphasises that teacher agency is necessary for adapting national expectations to diverse classroom contexts while maintaining shared standards. A subject-specific implementation framework is proposed for lesson planning, assessment moderation, professional development, material review and quality assurance. The paper concludes that effective competency-based Kiswahili education requires coherence across curriculum intentions, pedagogy, assessment and implementation support so that meaningful language use becomes routine and observable in classroom practice.