Competence-based education pedagogy and its infusion into primary school learning activities: experiences from teachers in a selected cluster in Eswatini

Abstract

This study sought to explore how Competency-Based Education (CBE) pedagogy was implemented in the selected primary schools and to understand the experiences of teachers with this pedagogical approach. The study was rooted in 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, percentages were used and qualitative data was analysed according to emerging themes. This created the platform for quantitative and qualitative data to corroborate each other. From the analysed and interpreted data, it was revealed that seminars, peer tutoring, and workshops were commonly used approaches to prepare teachers for the integration of CBE pedagogy into all learning activities. The results showed that student-centred methods, such as problem-solving, inquiry-based learning, project-based learning, and design-based learning were at the centre of CBE pedagogy’s integration into primary school learning activities. The integration of CBE pedagogy in primary school teaching and learning fosters flexible personalised learning with emphasis on skills development. Based on the results it can be concluded that to a larger extent the teachers in the selected primary schools cluster were facilitating the infusion of CBE pedagogy into learning activities. It can be recommended that continuous teachers’ professional development to enhance their competencies in the infusion of CBE pedagogy into learning activities.