Abstract

This research examines the nature, enactment, and assessment of Competency-Based Curriculum (CBC) models in the United States and South Korea to highlight lessons and strategies that Kenya can utilize to improve CBC implementation. A scoping review of various databases was conducted to search for peer-reviewed articles documenting empirical evidence on implementing and assessing CBC education models in the USA, South Korea, and Kenya. Two researchers from each country screened, extracted the data, and evaluated the records using a custom quality rating scale following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension checklist for scoping reviews. Evidence from the USA and South Korea indicated that the implementation of CBC resulted in improved problem-solving skills, lifelong learning skills, self-efficacy, and autonomy in learners. There is limited evidence from Kenya on the effect of CBC models on learners’ key competencies. Challenges in the three countries include lack of teacher training opportunities, low funding for implementation, inconsistent pedagogical approaches and assessment techniques. The Kenyan government and education stakeholders can address the CBC implementation challenges by using evidence from other studies and countries on teacher training and aligning goals at the school, local authority, regional authority, and national levels.

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