Implementation of competency based education at Kepler College in Rwanda

This paper explores the implementation of Competency-Based Education (CBE) at Kepler College, a Higher Education Institution (HEI) in Rwanda. CBE has gained traction in Sub-Saharan Africa (SSA) for its emphasis on real-life competencies and practical skills essential for the 21st-century labor market. The study is structured using Bezanilla et al.’s (Tuning J High Educ 6:127–74, 2019) model and the Tripartite Curriculum Model by the International Association for the Evaluation of Educational Achievement (IEA), covering intended, implemented, and attained curricula. A mixed-methods approach was employed, combining classroom observations in a mathematics course given for Business analytics degree program, semi-structured interviews with leaders, instructors, and students, and document analysis. Data was analyzed using qualitative content analysis and descriptive statistics. Findings indicate strong stakeholder understanding of CBE, curriculum alignment, innovative teaching practices, and diverse assessment methods, mostly consistent with CBE principles. However, both staff and students highlighted challenges, particularly the heavy workload due to pre-class preparation, project work, in-class activities, and competency assessments across various contexts. While stakeholders acknowledged existing institutional support, they agreed that more could be done to address persistent challenges, especially in designing, achieving, and assessing competencies, and managing workload. This study provides insights into CBE implementation at Kepler College and offers valuable implications for other HEIs in SSA and beyond that are adopting or planning to adopt CBE.