IMPLEMENTATION OF COMPETENCE-BASED EDUCATION IN PRIMARY SCHOOL TEACHING AND LEARNING ACTIVITIES: EXPERIENCES FROM THE MAHLANGATSHA CLUSTER

Abstract

This study sought to gain insight into teachers’ experiences concerning the implementation of Competency-Based Education (CBE) in primary schools' teaching and learning activities in the targeted cluster. The study was rooted in pragmatist paradigm and mixed research method approach. For this study 24 respondents were selected through stratified random technique. Data was collected through an interview and semi-structured questionnaire. In analysing quantitative data frequencies and percentages were used and qualitative data was analysed according to emerging themes. From the analysed and interpreted data, it was revealed that seminars, peer tutoring, and workshops were commonly used approaches to prepare teachers for the implementation of CBE. The results showed that student-centred methods like (problem-solving, inquiry-based learning, project-based learning, design-based learning, etc.) were at the centre of CBE curriculum implementation in primary school teaching and learning. In addition, the results indicated that numerous challenges were encountered by teachers when implementing CBE in primary schools. The respondents highlighted some of the strategies that can be used to reduce the impact of the challenges on the implementation of CBE in teaching and learning. Based on the results it can be concluded that to a larger extent teacher in the selected cluster were facilitating the implementation of CBE in teaching and learning activities. This was so despite the existence of numerous challenges that were encountered in the process. Based on the conclusion it can be recommended that continuous teachers’ professional development to enhance their competencies in the implementation of CBE in teaching and learning activities.