Enablers and Barriers to Implementing Zambia's 2023 Competence-Based Curriculum in Civic Education: A Qualitative Study of Selected Secondary Schools in Kabwe District
Exsaviour Sakala *
School of Education, Kwame Nkrumah University, Kabwe, Zambia.
Chanda Chansa Thelma
Faculty of Postgraduate Studies & Research, Chreso University, Lusaka, Zambia.
*Author to whom correspondence should be addressed.
Abstract
The 2023 Competence-Based Curriculum (CBC) introduced in Zambia seeks to transform classroom practice from content-driven instruction towards learner-centred and skills-oriented pedagogies. However, limited empirical evidence is available regarding the implementation of the curriculum in Civic Education at the secondary school level. This study examined the enablers and barriers affecting the implementation of the 2023 CBC in selected secondary schools in Kabwe District, Zambia. The study adopted a qualitative descriptive research design, which facilitated an in-depth exploration of Civic Education teachers’ perspectives and pupils’ experiences regarding curriculum implementation. The sample comprised 120 participants, including 4 head teachers, 16 Civic Education teachers and 100 pupils. Data were collected through semi-structured interviews and focus group discussions to obtain detailed insights into teaching practices, learner participation, and curriculum implementation. Thematic analysis was employed to identify, analyse, and interpret patterns and themes emerging from the qualitative data. The findings revealed that inadequate teaching and learning materials, insufficient teacher training, heavy teacher workloads, and large class sizes were major barriers to effective implementation of the CBC. Conversely, supportive school leadership, teacher collaboration, the availability of Information and Communication Technology (ICT) tools, and positive teacher attitudes emerged as key enablers. The study concluded that although the 2023 CBC provides opportunities for transformative, learner-centred, and competency-oriented learning, its effective implementation requires strengthened material, pedagogical, and administrative support. The study recommends continuous professional development (CPD) for teachers, increased provision of teaching and learning resources, smaller class sizes, enhanced teacher collaboration, and stronger curriculum monitoring and support mechanisms.
Keywords: Civic education, competence-based curriculum, curriculum implementation, enablers & barriers, secondary schools