Abstract

Following the steps of countries known for their rigorous education systems, and under the supervision and recommendations of the World Bank in 2015/2016, Kuwait placed a considerable budget to instigate a curriculum reform, via the implementation of Competence-Based Curriculum (CBC), which was adapted three years ago. However, the relatively modest outcome was controversial and did not meet the expectations of both policymakers and teachers. This study investigated the factors that hindered progression of CBC in the English curriculum as expressed by ESL teachers in the field. The study utilized a mixed-method design whereby both quantitative and qualitative data were used to fulfill the research objectives. Findings indicate that ESL teachers generally held positive views on CBC, yet several obstacles hindered CBC efficacy in the schools of Kuwait. The study also listed a number of pros and cons of CBC practice in Kuwait. Interviews with stakeholders brought a number of issues of misconduct, if not contained, no curriculum reform would gain the anticipated positive outcomes. Research objectives were addressed as a recommendation for future planning of curriculum change, contributing to the field of study.

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