ACKNOWLEDGEMENTS

My sincere gratitude goes to:

 The Almighty God for giving me the wisdom and courage to persevere towards the
completion of my study.
 My mom, siblings and girlfriend for their continued and unwavering support both
financially and emotionally while doing my research. Their support and belief in my
abilities have been a constant source of motivation.
 My supervisors, Ms Y. Barbosa and Dr S. Khumalo, for their guidance and, expertise,
and invaluable insights throughout the entire research process. Their mentorship and
continuous support have been instrumental in shaping this project.
 The Principal of Nyamane Primary School for granting me permission to generate
data for this study in his school. I would also like to extend my heartfelt appreciation
to the Grade 4 English teacher who was kind enough to answer the questionnaire
providing me with the valuable information that made the research a success.

i
 DEDICATION
I dedicate this research project to the pursuit of knowledge and the unyielding spirit of
curiosity. Above all, I would like to extend my heartfelt gratitude to my mentors- Ms. Y
Barbosa and Dr S. Khumalo, my mother- Thantaza Dvuba-Shongwe and my siblings whose
unwavering support and encouragement have propelled me forward. Last but not least, I
would like to express my deepest appreciation to the Almighty God for granting me the
wisdom, patience, courage and health for without Him, this project would not be completed.
THANK YOU!!!

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 ABSTRACT
The Competency Based Education (CBE) curriculum has gained a significant amount of
attention both worldwide and countrywide in primary schools because of its great focus on
student-centered learning and the development of key competencies. However, the successful
implementation of the CBE curriculum presents several challenges for the primary school
English teachers. This research study sought to identify these challenges, how they affect
teaching and learning of English and find out solutions which could address these challenges.
The methodology used in this study is qualitative, which involved the use of a questionnaire
to generate data from an English teacher of Nyamane Primary School. The data analysis
process for this study is thematic to identify and discuss themes related to the challenges
faced by this English teacher.

Findings of this study indicate that primary school English teachers in the Shiselweni Region
encounter a number of challenges in implementing the CBE curriculum. These challenges
include; inadequate teacher training, limited teaching and learning resources, language
barrier, lack of specially trained teachers, large classroom sizes and limited access of ICT in
learning. Then implications of these challenges are also covered in this study, and these
include; inability to deliver effective lessons, poor language acquisition and skill
development, depreciation of quality English education and limited practice of the language.
The study also identifies suggested solutions by the participant which could address or curb
these challenges from getting worse if they would be adopted. These solutions include;
provision of resources and aids, hiring of specially trained teachers and regular provision of
workshops for English teachers.

These findings and the study as a whole provide valuable insights for the educational
stakeholders to address these challenges faced by the primary school English teachers of
Eswatini in implementing the CBE curriculum. Addressing these challenges involves creating
supportive environments that promotes successful implementation of the CBE curriculum.

iii
 DECLARATION
I Makabongwe Director Shongwe, a student of Ngwane Teachers College, hereby declare
that this research project titled “Challenges faced by English teachers in the implementation
of the Competency Based Education (CBE) curriculum in the Shiselweni region” is my
original work. I affirm that all the information and data generated for this study are accurate
and reliable. Any sources used in this project have been appropriately cited and referenced.

……………………………….. ……………………………………..

Shongwe Makabongwe Director Date:

(signature)

Supervisor

………………………………. ……………………………………...

Dr. S. Khumalo Date:

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Table of Contents
ACKNOWLEDGEMENTS...........................................................................................................................i
DEDICATION...........................................................................................................................................ii
ABSTRACT.............................................................................................................................................iii
DECLARATION.......................................................................................................................................iv
CHAPTER 1.............................................................................................................................................1
INTRODUCTION TO THE STUDY.............................................................................................................1
1.0 Introduction.................................................................................................................................1
1.1 Background information of the study..........................................................................................1
1.2 Statement of the problem...........................................................................................................3
1.3 Purpose of the study....................................................................................................................3
1.4 Objectives of the study................................................................................................................4
The objectives of the study were:..................................................................................................4
1.5 The Research Questions..............................................................................................................4
The Research Questions of the study were:...................................................................................4
1.6 Significance of the study..............................................................................................................4
1.7 Limitations of the study...............................................................................................................4
1.8 Delimitations of the study...........................................................................................................5
1.9 Definition of key terms................................................................................................................5
1.10 Chapter Summary......................................................................................................................6
CHAPTER TWO.......................................................................................................................................7
2.0 Introduction.....................................................................................................................................7
2.1 Review of Related Literature.......................................................................................................7
2.1.1 Challenges faced by English teachers in the implementation of the CBE.................................7
[Link] Lack of professional training..................................................................................................7
[Link] Inadequate infrastructure......................................................................................................7
[Link] Teacher education.................................................................................................................8
[Link] Lack of teaching resources.....................................................................................................8
[Link] Lack of knowledge.................................................................................................................9
[Link] Large class sizes.....................................................................................................................9
2.1.2 How these challenges affect the teaching and learning of English.........................................10
[Link] The Teachers’ Knowledge of the CBE Programme...............................................................12

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 2.1.3 Possible solutions that can be proposed to address these challenges....................................15
2.1.3.1Studies on how teachers cope in the implementation of CBE..............................................16
2.5 Chapter Summary......................................................................................................................17
CHAPTER THREE..................................................................................................................................18
3.0 Introduction...............................................................................................................................18
3.1 Research design.........................................................................................................................18
3.2 Study area..................................................................................................................................18
3.3 Target population......................................................................................................................19
3.4 Sampling....................................................................................................................................19
3.5 Data collection instrument........................................................................................................20
3.5.1 Data collection procedure......................................................................................................20
3.6 Ethical consideration.................................................................................................................20
3.7 Data analysis..............................................................................................................................21
3.8 Chapter summary......................................................................................................................21
CHAPTER 4...........................................................................................................................................22
DATA ANALYSIS AND FINDINGS...........................................................................................................22
4.1 Introduction...............................................................................................................................22
4.2Demographic information..........................................................................................................22
4.3 Data Presentation and discussion..............................................................................................23
4.3.1 Summary of themes................................................................................................................23
4.3.2 Challenges face by English teachers in the implementation of CBE........................................24
[Link] Inadequate teacher training................................................................................................24
[Link] Limited resources................................................................................................................24
[Link] Language barrier..................................................................................................................25
[Link] Lack of specially trained teachers........................................................................................25
[Link] Large class sizes...................................................................................................................25
[Link] Limited access of ICT in learning..........................................................................................25
4.4 How these challenges affect the teaching and learning of English............................................26
4.4.1 Inability to deliver effective lessons........................................................................................26
4.4.2 Poor language acquisition and skill development...................................................................26
4.4.3 Depreciation of quality English education..............................................................................26
4.4.4 Limited practice of the language............................................................................................27
4.5 Solutions that could address these challenges..........................................................................27
4.6 Chapter summary......................................................................................................................27

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CHAPTER FIVE......................................................................................................................................28
SUMMARY , CONCLUSION AND RECOMMENDATIONS........................................................................28
5.1 Summary....................................................................................................................................28
5.2 Challenges faced by primary school English teachers in the implementation of the CBE
curriculum.......................................................................................................................................28
5.3 How these challenges affect the teaching and learning of English............................................28
5.4 conclusion..................................................................................................................................29
5.5 Recommendations.....................................................................................................................30
References:..........................................................................................................................................31
List of Appendices................................................................................................................................35
Questionnaire..................................................................................................................................35
Letter of approval................................................................................................................................40

vii
CHALLENGES FACED BY ENGLISH TEACHERS IN THE IMPLEMENTATION
OF THE COMPETENCY BASED EDUCATION (CBE) IN THE SHISELWENI
REGION.

CHAPTER 1

INTRODUCTION TO THE STUDY

1.0 Introduction
Competency Based Education (CBE) is an approach to education that focuses on the
development of students’ skills (practical and critical thinking) and abilities (problem-
solving) rather than just the acquisition of knowledge. This section focused on the following
components: background information, statement of the problem, purpose of the study,
objectives of the study, research questions, significance of the study, limitations of the study,
delimitations of the study, definition of terms and summary of the study.

1.1 Background information of the study

Competency Based Education (CBE) is a vehicle through which a country can empower its
citizens with skills, knowledge and values that will help it fit in the global village which is
characterized by advancing technology. The few countries that implemented it prior to
Eswatini are enhancing learners to perform practically and measurably using the skills
acquired through learner centered pedagogy. As a result, many countries have carried out
reforms in curriculum in connection with the concept of key competencies and learning
outcomes.

The Competency Based Education was formed as an educational trend in the United States of
America. Its initial idea was adopted from the so called generative grammar by [Link]
who declared it in 1968, the fundamental difference between the competence of knowledge of
language and application or actual use of language. This was understood much wider than its
original linguistic context and it was used in pedagogical and philosophical experimentalism.

Messmer (2021) conducted studies in the United States of America and found out that
teachers were lacking in-service training on CBE. The responses compiled from teachers of
primary schools in the United States of America confirmed the lack of in-service training for
teachers after the introduction of Competency Based Education curriculum was one of the
major challenges faced by teachers in the implementing of the CBE curriculum. Learners’

1
readiness to accept the competency-based curriculum also posed a challenge to teachers in
the implementing of this curriculum. Studies that were previously conducted revealed that
learners were not ready to accept CBE as they were used to being spoon fed.

Kelly (2016) conducted a study in South Africa which indicated that teachers had challenges
such as insufficient teaching and learning resources after the implementation of the
competency-based curriculum. In numerical terms, 19 teachers (18.63%) mentioned the
unavailability of appropriate teaching and learning materials which could help learners to
actively participate in the teaching and learning process. Overcrowded classrooms were
reported by research participants as a challenge faced by teachers in the implementing of the
CBE curriculum. 22 teachers (21.57%) also reported that the numbers of learners in their
classrooms were too big for the available limited capacity of a classroom.

Ngeno et al., (2021) highlighted that many African countries are struggling to be abreast with
the international standards in the knowledge economy progress. Adoption of CBE curriculum
brought new trends on the leverage of African education with the rest of the world. CBE
adoption in most countries was a modification or either similar frame work from the
developed countries. The implementation was either imposed on the countries following
directives of the government or due to the support from western non-governmental
organizations. In East Africa, for instance, they had to sign the East Africa harmonization
policy which required the countries to adopt CBE. However, the adoption was done amid
challenges like the lack of expertise to the nature of the African classrooms.

The World Bank suggested that the country's economy could be boosted if the country were
to shift to the Competency Based Education which would in turn equip the nation with skills,
values, knowledge and attitudes which would help them if applied economically (Dlamini et
al., 2018). According to the National Education and Training Improvement Programme
(2018/19- 2020/21), in 2015, Eswatini became signatory of the United Nations Sustainable
Development Goal 4 (SDG 4), quality education for all, which bases its focus on inclusion,
equity and lifelong learning. SDG 4 indicates that, globally all countries should be committed
to ensure the right to quality education for all throughout life. This includes commitments to
guarantee both access to quality pre-primary, primary and secondary education for all and
equal opportunity for access to effective quality post-secondary education and training.

The overall concern is ensuring equal opportunity in access to effective and relevant learning.
In line with the SDG 4, January 2019, pupils in most Eswatini primary schools were

2
introduced to a completely new curriculum. The Grade 1 pupils were taught a Competency
Based syllabus that places a strong emphasis on the development of essential competencies,
skills, values and attitudes, Ngeno (2023). In 2020 the new curriculum was also introduced in
pre-schools as the country is striving to make learning meaningful to every child, including
those with special needs. Introduction of the CBE serves or aims to enable pupils’ ability to
survive even if they fail to make it through primary school.

Across the country, Eswatini primary schools were replacing the traditional time-based
structure with one that is designed to help students reach proficiency (APA, 2020). Teachers
as major partners and others including the Examination Council of Eswatini are required by
the government to design a clear structure for assessing students’ competencies,
performances and creating a learning environment clearly organized to assist in acquiring and
assessing the stated competencies (Dlamini et al., 2018). Educators organized learning in a
variety of ways which responded to students and were designed to motivate and engage
students in the mastery of their own learning. Competency-Based structures were also
designed to ensure students reach proficiency so that teachers and parents would be confident
that their children learn what they need to as they advance towards graduation.

1.2 Statement of the problem

The researcher discovered that despite the potential benefits of CBE, English teachers faced
several challenges in its implementation. These challenges were ranging from inadequate
teaching resources, lack of training, and inadequate time for lesson preparation. Other
challenges included lack of support from stake holders, inadequate infrastructure and limited
access to technology. Thus, this study sought to investigate the challenges faced by these
teachers in implementing the CBE curriculum as well as solutions.

1.3 Purpose of the study

The purpose of this study was to explore the challenges faced by primary school English
teachers in the Shiselweni region in the implementation of the Competency Based Education
curriculum and how they affected the teaching and learning of English, how they were coping
with the implementation of the CBE curriculum and to find out possible solutions that could
have been used to implement the CBE curriculum.

3
1.4 Objectives of the study

The objectives of the study were:

1. To identify the challenges faced by teachers in the implementation of CBE.
2. To find out how these challenges affected the teaching and learning of English.
3. To find out solutions that could be proposed to help address these challenges.

1.5 The Research Questions

The Research Questions of the study were:

1. What are the challenges faced by English teachers in the implementing of CBE?
2. How do these challenges affect the teaching and learning of English?
3. What possible solutions could address these challenges?

1.6 Significance of the study

The findings of this study would benefit to the following stakeholders: the Ministry of
Education, school head teachers, teachers and NCC curriculum developers at large in the
following way:

Such information was of importance to the Ministry of Education to address the challenges
English teachers were facing in the implementation of the CBE curriculum. It addressed the
Ministry of Education early enough to ensure success of the new curriculum since it
highlighted the challenges faced by the English teachers while teaching.

The study was of significance to the English teachers since it highlighted on what could have
been done to help the teachers cope better while implementing the CBE curriculum.

1.7 Limitations of the study

In this study there was a limited sample size. This is because the study was conducted with a
small sample size and the results may have not been a fair representation of the entire
population of English teachers in Eswatini. This may have limited the validity of the findings.
There was also teacher buy-in. This is whereby the success of the curriculum largely depends
on the teacher buy-in and their willingness to implement it. If the teachers are not fully on
board with the new curriculum, it may not be implemented effectively, which would impact
the validity of this study.

Moreover, there was also social desirability biasness. From this study the participant may
have responded in a way that is socially desirable rather than providing honest feedback. This

4
may have caused an impact on the validity of the findings, particularly if participants may
have felt pressure to provide positive feedback about the CBE. Lastly, there were limited
resources. The implementation of the CBE requires resources such as training, materials, and
equipment. These resources were limited in the primary schools of Eswatini, and this made it
difficult to fully implement the curriculum as intended.

1.8 Delimitations of the study

From this study, on the challenges faced by English teachers in the implementation of the
CBE curriculum, there were certain boundaries or limits within which the study was being
conducted. The geographical boundaries of this study were the Shiselweni rural schools, in
the southern part of Eswatini. The study was conducted in one school. It concentrated on
experienced teachers that have sustained CBE curriculum programs to date. Since it was
focusing on one region, it did not cover the challenges faced by English teachers in the
different geographic locations of the country. The study also examined specifically the
challenges faced by English teachers rather than considering challenges related to other
subjects or disciplines.

Research methods were another boundary in that, the study did not adopt other specific
methods, such as surveys, interviews, or observations, to gather data. Moreover, other
methods were excluded due to practical limitations. There was also the perspective of English
teachers only. This study focused on the challenges as perceived by English teachers
themselves, rather than considering the perspectives of other stakeholders, such as students
and administrators. Therefore, due to resource constraints the study had a limited number of
participants (sample size), a single (1) English teacher.

1.9 Definition of key terms

Challenges- The word refers to difficulties, obstacles, or problems that require one to employ
effort, skills, or resources to overcome them. Challenges imply situations that test one’s
abilities, determination, or creativity and are often seen as opportunities for growth or
improvement. Therefore, these could be any factors that limit the success of schools in
implementing the CBE curriculum, (Barton, 2014).

Competency Based Education (CBE) curriculum- it is an educational approach that

focuses on the mastery of specific skills and knowledge rather than the completion of a
prescribed set of courses or time-based requirements. Learning is organized around a set of
clearly defined competencies or learning outcomes that students are expected to demonstrate.

5
These competencies are often aligned with real-world skills and knowledge that are necessary
for success in a particular field or industry. (Personalized Learning| Education Week, 2020)

Curriculum Implementing- is a process whereby the learners under the guidance of a

teacher engage in learning activities that maximize learning with a view of development in
the learners’ new approach to issues. -(Wong, 2012).

1.10 Chapter Summary

This chapter highlighted on the background of the study, statement of the problem, purpose
of the study, objectives of the study, the research questions, significance of the study,
limitations of the study and definition of terms. The next chapter focused on the relevant
literature review in the study investigated.

6
 CHAPTER TWO

2.0 Introduction
This chapter sought to review the existing literature on the challenges faced by English
teachers in the implementation of the CBE curriculum. The purpose of this literature review
was to gain comprehensive understanding of the issues and concerns in this field and to
identify the gaps in current knowledge.

2.1 Review of Related Literature

2.1.1 Challenges faced by English teachers in the implementation of the CBE

Studies found that there are several challenges linked to teaching under the CBE curriculum
program. This sub-chapter therefore pointed out some of them.

[Link] Lack of professional training

Baghoussi and El Ouchdi (2019) explored those obstacles that hinder the execution of
the Competency Based Education curriculum along with the Project Based Learning (PBL)
approach in the English classes and to identify to what extent English language teachers
master and use PBL methodology in their classes. The findings revealed that teachers neither
master nor use the project-based instruction proficiently in their classrooms despite the
guidance provided in the third-year pedagogical documents. Those hindrances were due to
the lack of professional training and the insufficient theoretical knowledge on the diverse
approaches, methods and strategies related to CBE and PBL.

According to Bouhania (2020), not receiving any training in CBE handicaps, hinders, and
diminishes the teachers’ output and that of the learners. No training in the use of ICT means
there would be no progress in teaching/learning. In Rwanda, Dushimumuremyi and
Sibomana (2018) found that the limited use of English in daily life, the lack of competent
teachers of English and lack of Competency Based teaching aids and materials which
reflected the Rwandan context were some of the challenges which Competency Based
Language Teaching is likely to face.

[Link] Inadequate infrastructure

Nkemleke (2019) explored the implementation of the CBE in English language with a low-
resource context, namely the Cameroon Francophone education sub-system. Particular focus
was placed on the Cameroonian model of Competency Based language teaching (henceforth
CBLT), challenges and possible solutions for a better implementation of Competency Based

7
Language Teaching. Using ethnographic research methods, the study revealed
inconsistencies between the Cameroonian model of Competency Based Language Teaching
and Western models in the domains of assessment and instructional approach. Inadequate
educational infrastructure and teaching resources, different school culture, the weak role of
school leadership, the non-integration of technology in English language teaching and the
continuous rejection of the first language in the EFL (English as a Foreign Language)
classroom were identified as challenges to CBE implementation.

Sadeq, Akbar and Al Wazzan (2021) explored teachers’ attitudes towards CBE
implementation in the private sector. Findings showed that teachers expressed positive
attitudes towards CBE implementation. However, they also expressed their concerns over
limited in-service training, lack of resources, extensive workload, lack of ICT skills and
limited parental support, claiming they all hindered effective implementation of CBE.

[Link] Teacher education

In another study in Kenya, by Ondimo (2018), data showed that CBE was not systematically
implemented, as teachers were minimally trained on its content and methods of teaching,
which in turn hindered their application of essential knowledge and skills of the curriculum.
Additionally, a general lack of adequate approved textbooks for teachers and learners as well
as instructional materials, inexperienced parents, and other education stakeholders’
involvement in the curriculum reform process, led to the failure of the reform.

[Link] Lack of teaching resources

According to Rwezaura (2016) new text books of all school subjects were put into use across
the whole general education system of Vietnam; and in the case of English teaching and
learning there was one set of English text books. Although the project ended in writing text
books for the whole educational demand but there was still a shortage of text books in
schools because of the inadequate supply as compared to the demand. One of the problems
which affected the implementation of the CBE in Tanzanian schools was due to the failure of
the government to distribute primary school teaching and learning materials effectively.

The problems observed in most schools included shortage of teaching and learning materials
such as books, papers, science equipment, classrooms, and desks as well as teachers’ houses.
Availability of textbooks in primary schools was not satisfactory. In schools, text books are
the major source of teaching and learning in the classroom. Teachers and pupils depended
much on text books. Mmela (2016) stated that, the availability of teaching and learning

8
materials contributed to the practicability of integrated literacy approaches such as
competency-based approach. Teaching and learning materials are all items a teacher uses to
facilitate students’ learning in the classroom. Some examples of teaching and learning aids
include real objects, models, pictures, text books, diagrams, chalkboards, notebooks and
charts, just to mention a few. Teaching and learning materials are important because they
support teaching and learning English and can make instruction more effective and
interesting.

[Link] Lack of knowledge

Kabombwe and Mulenga (2019) indicated that most teachers were not conversant with what
the CBE curriculum is because only a few teachers were able to point out competences or
outcomes as a key focus of the CBE curriculum. The findings from the standard officers and
curriculum specialist also indicated that teachers were not given proper orientation on the
CBE curriculum. The findings of this study suggested that most teachers do not know what
the CBE curriculum is and the quality of the knowledge of the CBE was too limited to
implement it effectively. These findings were similar to what was revealed in the research
findings of Muneja (2015) who argued that most teachers do not know what a CBE
curriculum is and were unable to give a unified definition of CBE curriculum in the United
Kingdom, Australia, South Africa and Tanzania. The authors argued that the range of
meanings implied a lack of coherence and focus on the communication of the policy on CBE.
Teachers in South Africa complained that the language for CBE was too complex and its
terminology was too confusing (Williamson, 2000).

[Link] Large class sizes

Rwezaura (2016) stated that classroom size hinders the implementation of CBE curriculum.
In his findings he noted that there was no correlation between the sizes of classrooms and
number of the students. This made it more difficult to the teacher in that classroom having a
large number of students. In order to solve this problem, teachers were required to divide the
number of students into groups, for example to make a class consisting of maximum number
of forty-five (45) in order to make the learning process more efficient and enjoyable to every
student.

Scott (2020) in Tanzania conducted a study on the challenges that teachers face in
implementing the Competency Based Education curriculum in secondary schools in
Tanzania. The study employed a qualitative research approach which utilized a case study

9
research design. The sample of the study included 102 teachers who were randomly selected,
six heads of schools and six academic masters or mistresses who were purposefully selected
from six public secondary schools found in Morogoro Municipality (Scott, 2020).
Questionnaires and interview were used to generate the required data. The generated data was
analyzed using content analysis. The findings established that teachers faced a variety of
challenges which impeded the effective implementation of the CBE curriculum in teaching
and learning. In the light of these findings, it was recommended that teachers were supposed
to be given opportunities for their participation in formulation and or review of curriculum.
Also, the Ministry of Education and Vocational Training had devised new ways of providing
quality and relevant teaching and learning resources which would be consistent with the CBE
curriculum, (Scott, 2020).

Scott, (2020) also conducted a study which investigated the challenges faced by teachers in
implementing the CBE curriculum in secondary schools, and this study identified the
challenges that primary school English teachers encountered in the course of implementing
CBE in Eswatini primary schools as it is a new curriculum. This study employed a qualitative
research approach and used questionnaires to generate data, just like Makunja’s study which
also employed a qualitative research approach which utilized a case study research design
and the use of questionnaires and interviews to generate the required data.

Moreover, challenges of big class sizes, limited time and lack of teaching resources such as
textbooks were seen as a hindrance in the CBE implementation process. It was recommended
that there would be a top-down approach in changes of the curriculum in order to adhere to
the mandated education philosophy and the new teaching paradigm (Lukindo, 2016).

Dlamini (2023) conducted a study in Eswatini on the challenges faced by teachers in the
implementing of the CBE curriculum, who found out that there was lack of cooperation from
parents of the ongoing learners. Teachers reported that they had difficulties in dealing with
parents who were not cooperative and were also lacking adequate understanding about this
curriculum.

2.1.2 How these challenges affect the teaching and learning of English
In the CBE curriculum, teaching is learner centered; the teacher is not the only source of
knowledge. Griffith and Lim (2016) found that when using Competency Based Language
Teaching, the teacher’s role in the classroom changes from that of provider of information to
that of a guide or facilitator.

10
Tollefson (2016) pointed out that the role of the teacher in a Competency Based framework
was not defined by specific terms. The teacher had to provide positive and constructive
feedback in order to help the students to improve their skills. The teacher needed to be aware
of the learners’ needs so that all the learners felt welcomed in class. The different
competencies dealt with in class required specific instructions for the various learning
activities. Thus, the teacher had to give clear orders and explanations to make sure that every
student understands the task they were supposed to deal with. But the teacher was not
expected to push the learners because the instructions were not time-based; instead, the
student’s progress was the most important. One example was that, in the reading skill, the
teacher was not supposed to read passages for the learners; instead, they had to read their own
passages while the teacher guides them.

In Tanzania, a study by Muneja (2015) examined how teachers experienced the

implementation of the CBE curriculum by using a descriptive case study design. Findings
revealed that the participants had a limited understanding of the curriculum; they were happy
in their teaching profession regardless of the CBE curriculum challenges. One of their key
concerns was the lack of participation in curriculum design and implementation, lack of
quality textbooks and lastly, insufficient motivation to implement CBE.

In Eswatini, Dlamini, (2019) conducted a study on “Exploring teachers’ instructional

practices for literacy in English in Grade 1”. Literacy education in the foundation phase is a
global concern. Studies have shown that mastering literacy in the first three years of school
ensured academic success and lack of it had negative effects academically, socially and
economically. Her research study sought to explore teachers’ instructional practices for
literacy in English in Grade 1 in the Shiselweni region of Eswatini. The objectives of the
study were to establish what instructional practices teachers used in their literacy classrooms,
why they used those instructional practices, and how they experienced the teaching of literacy
in English in Grade 1.

A qualitative case study design was followed where three teachers from two urban schools
were purposively sampled and participated in semi-structured interviews and classroom
observations. Focus group discussions with teachers who had experience teaching literacy in
English in Grade 1 in each school were conducted, and document analysis was done.
Vygotsky’s socio-cultural theory was used as a lens to understand teachers’ instructional
practices in literacy. Data was analyzed using thematic content analysis. The findings showed

11
that teachers’ instructional practices reflected their lack of pedagogical knowledge for
teaching literacy in English in the foundation phase. The study also found that the teachers’
experiences were their rationale for their instructional practices. The study showed that
teacher resilience was important for teachers to thrive under trying school conditions;
developing a positive attitude towards literacy teaching enabled teachers to develop strategies
to improve literacy teaching and learning.

Griethuijsen (2020) in the Netherlands investigated the effects that the level of CBE
implementation had on students’ satisfaction (regarding the quality of education, guidance,
and the development of interpersonal and general vocational skills) and to what extent CBE
implementation mediates the relationship between teacher-team learning activities and
learner satisfaction. Data was gathered from 662 teachers belonging to 46 teacher teams in
senior secondary vocational education in the Netherlands, and their students. Multilevel
structural equation modeling revealed that teacher team learning was positively associated
with the implementation of the CBE curriculum (Griethuijsen (2020). Furthermore, CBE had
a positive effect on student satisfaction with quality of education, guidance, and development
of interpersonal skills; however, no significant effect was found on students’ satisfaction with
the development of general vocational skills (Griethuijsen (2020). These results indicated that
implementation of the CBE had to some degree, fulfilled its promise of better preparing
students for their future workplace and that teacher-team learning can support them further in
the implementation of the CBE curriculum.

In the light of these findings, of Griethuijsen (2020), it is clear that the implementation of the
CBE curriculum automatically produced positive results and quality education which could
be used today and in the near future as his findings had a positive effect on learner
satisfaction with quality of education, guidance, and development of interpersonal skills. On
the other hand, the results indicated that, there was no significant effect found on student
satisfaction with the development of general vocational skills.

[Link] The Teachers’ Knowledge of the CBE Programme

CBE curriculum is an approach to designing academic programs with a focus on
competencies (knowledge, skills and abilities) rather than time spent in a classroom.
According to the Competency-Based Education Network (C-BEN), cited in Otieno and
Onyango (2019), CBE curriculum combined an intentional and transparent approach to
curricular design with an academic model in which the time it took to demonstrate

12
competencies varied and the expectations about learning were held constant. Students acquire
and demonstrate their knowledge and skills by engaging in learning exercises, activities and
experiences that align with clearly defined programmatic outcomes. Students receive
proactive guidance and support from faculty and staff. Learners earn credentials by
demonstrating mastery through multiple forms of assessment, often at a personalized pace
(Hurt, 2020).

According to Gruber (2018) Competency Based Education (CBE) curriculum (sometimes

referred to as “proficiency-based,” “performance based,” or “mastery-based,” or other terms)
encompasses many useful components, making it both appealing and complex. As indicated
by the list below, a comprehensive CBE plan has several components and can impact
multiple levels of schooling. Full implementation may potentially involve system wide
change and thus requires careful consideration, planning, preparation, and monitoring. Basic
tenets of a robust CBE model include:

• Student advancement was based upon demonstration of mastery, regardless of time spent in
instruction or place in the academic calendar

• Mastery of competencies that reflect explicit, measurable, transferable learning objectives

that have shared relevance.

• learning outcomes that emphasize competencies, including the application and creation of
knowledge, along with the development of important skills and dispositions

• Meaningful assessment often embedded throughout teaching and learning and used to
inform progress and instruction

• differentiated individual support based upon student learning needs and interests

• Technology used to make efforts feasible, scalable, actionable, and transparent

The review of literature revealed that teachers perceived the CBE curriculum as a challenge
to teach; hence this hinders its progression. A study that was conducted by Halsema (2017)
found that some teachers argued that the implementation of CBE in non-western contexts and
learning cultures might encounter obstacles that were comparable but probably also different
from Western countries. In line with the view that the implementation of the CBE was
challenging, Sadeq, Akbar and Al Wazzan (2020) conducted a study where they investigated
the factors that hindered progression of CBE in the English curriculum as expressed by ESL

13
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 indicated that ESL
teachers generally held positive views on CBE. However, the implementation of the
curriculum was hindered by factors such as lack of teacher training on the CBE curriculum,
Insufficient teaching and learning resources, large class sizes, teachers' and students'
educational background etc.

In addition, Ladaci (2017) found that teachers perceived Competency Based Language
Teaching (CBLT) and its methods as non-helpful to the learners. The secondary school
teachers affirmed that the new approach did not allow the learners to do their homework in
due time, nor does it enable them to practice more at home. Most teachers had negative
attitudes towards the teaching procedures, the course book, and most certainly towards CBLT
itself. Many South Algerian English as Foreign Language (EFL) teachers did not agree with
the new method, neither did they agree on its actual implementation.

Lukindo (2016) conducted a study on the implementation of the CBE curriculum in China.
Even though the study was to be conducted in Tanzania, but due to limited time the
researcher had the study ended up being carried out in Changchun, Jilin in China. The study
was guided by the following research objectives; to assess the knowledge that rural secondary
school teachers of English had on CBE, to explore the extent they used CBE in their day-to-
day practice and to identify challenges they encountered in the course of implementing CBE.

These three research questions guided the study; what did the rural secondary school teachers
understand about CBE? To what extent did they use it in their day-to-day teaching practice?
What were the rural secondary school teachers’ perceptions of the challenges in
implementing CBE in the English subject? The study employed a qualitative research design,
semi structured interview guide was used as a tool for data collection. It involved a study
sample of three Tanzanian students. The findings revealed that teachers had knowledge of
CBE and the mostly preferred teaching techniques were question and answers and
occasionally lecturing. Others included problem solving and project development. However,
it was revealed that no changes had been made in terms of assessments.

The findings of Lukindo (2016) in China revealed that teachers had knowledge of CBE and
the mostly preferred teaching techniques were question and answers and occasionally
lecturing, while others include problem solving and project development. Moreover,
techniques such as problem solving, project and group works were occasionally used

14
depending on the circumstances and the subject at hand and some did not use them at all.
However, no changes had been made in terms of assessments as the mode of assessment used
by these teachers was still paper and pencil, meaning that it was still traditional based or
content based. This means that CBE could be implemented in schools of Eswatini provided
the teachers use the best teaching methods for the curriculum.

According to Kabombwe (2019) who conducted a study on the strategies which teachers of
History were using to implement the CBE curriculum in schools in Lusaka, Zambia, with the
aim of having an idea on their understanding of CBE. A mixed methods approach particularly
the explanatory sequential design, was used in this study. A questionnaire was used to gather
information from the teachers. The sample size of the study was 99. Interview guides were
used to collect data from the chief curriculum specialist, subject curriculum specialist,
standard officers, head teachers, heads of sections and teachers. Classroom lesson
observations and document analysis were done as well. Quantitative data was analyzed using
the Statistical Package for Social Sciences (SPSS) and qualitative data was analyzed
thematically (Kabombwe, 2019).

The findings of the study revealed that 67% of the teachers of History did not understand the
concept of the CBE or Outcome Based Education (OBE) (Kabombwe, 2019). Similarly,
some of the participants (teachers) interviewed indicated that they were not familiar with
what the CBE curriculum was. Many teachers, head teachers and some education standards
officers had not yet been given in-service training, and as a result, they did not know much
about the revised curriculum and its idea (Kabombwe, 2019). This discovery indicated that
teachers who were supposed to implement the curriculum were not knowledgeable of the
curriculum they were anticipated to implement in schools. It was also revealed that 33% of
teachers of History were not using the Competency Based approaches to a large extent in the
teaching and learning of History in the selected secondary schools because they did not have
the knowledge and skills of the competency-based approaches (Kabombwe, 2019).

2.1.3 Possible solutions that can be proposed to address these challenges

Stabback (2016) conducted a study on strategies that could have been used by teachers to be
able to cope in the implementing of the CBE curriculum. These were the findings; provision
of teaching and learning resources. The teachers suggested that the government should ensure
that adequate teaching and learning resources were allocated and supplied in all public

15
primary schools. Teachers recommended that the government should have increased the
capitation grant to boost the financial capacity of the schools.

Kathuri (1993) in Tanzania conducted a study on strategies that were used by teachers to
cope in the implementation of the CBE curriculum. These were the findings; the provision of
in-service training to teachers. The respondents indicated that teachers needed to be re-
oriented towards CBE curriculum through workshops and seminars. Before the implementing
of a new curriculum, the government had to make sure that the teachers were well trained and
equipped with relevant knowledge and skills.

The involvements of teachers in decision making in curriculum change. Teachers

recommended that they should have been involved in decisions regarding any changes in the
curriculum due to the role they played as curriculum implementers. When implementing a
curriculum, the curriculum developers had to make sure that educational stakeholders such as
teachers participate fully in the curriculum change process for them to understand what they
are expected to implement.

2.1.3.1Studies on how teachers cope in the implementation of CBE

Donald (2017) conducted a study on how teachers were coping in teaching using the
Competency Based Education (CBE) curriculum, and these were the findings: Teachers were
highly lacking in-service training to teach the CBE curriculum so that they could be relevant
to it when implementing it.

Dlamini (2017) also voiced out that in order to address the challenges, it required
collaborative efforts from various stakeholders, including the Ministry of education, teacher-
training institutions e.g., Ngwane Teachers College and Southern African Nazarene
University, and educational leaders. He also emphasized on being provided with targeted
professional development programs, which would have equipped the teachers with the
necessary skills and knowledge to implement the CBE effectively. Additionally, ensuring the
availability of appropriate resources, such as textbooks and teaching aids, could have
supported teachers in delivering the CBE lessons. The schools’ head teachers also tried to
make teachers cope in the implementing of the CBE curriculum by arranging parents’
meetings and sharing the importance of co-operation between parents and teachers. This
helped the teachers to know the learners they were working with through cooperating with
the parents.

16
2.5 Chapter Summary
This chapter presented the review of literature from different authors and research findings on
the implementation of competency based English curriculum. The chapter presented a
discussion of studies that were related to this study which included; challenges faced by
English teachers in the implementation of the CBE, how these challenges affected the
teaching and learning of English, and solutions that could have been proposed to help address
these challenges. The following chapter focused on the research methodology.

17
 CHAPTER THREE

3.0 Introduction
This chapter focuses on and explains the methods that were used in conducting the study.
Specifically, the chapter described the research design that was used in this study, study area,
targeted population, sampling, data collection instrument, data collection procedure, ethical
considerations and data analysis.

3.1 Research design

According to Dennels (2018), a research design is a plan that provides the underlying
structure to integrate all elements of a study so that the results are credible, free from bias,
and maximally generalizable. Solferman (2010) refers to it as “the glue that holds the
research projects together”.

This was a qualitative study and it used a single case study since it sought to investigate the
challenges of implementing CBE in one primary school. Michael (2011) defined qualitative
research as a way of analysing data from direct fieldwork observations, in-depth, open-ended
interviews, and written documents. Michael (2011) also described qualitative researchers as
individuals who engage in a naturalistic inquiry, studying real-world settings inductively to
generate rich narrative descriptions and construct case studies.

A case study according to Bent (2011) was defined as a focus on an individual unit of study
and the setting of its boundaries. The individual unit may be studied in a number of ways, for
instance qualitatively or quantitatively, analytically or hermeneutically, or by mixed methods.
However, this was not decisive whether it was a case study or not; the demarcation of the
unit’s boundaries was. Moreover, Bent (2011) further described case studies to be
“intensive”, thus comprising more detail, richness, completeness, and variance- that is, depth
for the unit of study.

3.2 Study area

This study was conducted at Nyamane primary school situated within the Shiselweni Region.
The researcher chose to conduct his study in this school because it is in the rural areas of the
Shiselweni region and it was also one of the schools which taught the Competency Based
Education- curriculum.

18
3.3 Target population
The researcher’s target population consisted of English teachers in the intermediate level or
phase; Grade 4 that is, in all streams (Grade 4 A and B). The researcher focused on this
population because the study was concerned with challenges faced by “-English teachers-”
not just any teachers and also those teaching the language using the Competency Based
Education- curriculum. Therefore, the target population being the teachers in the intermediate
level which is Grade 4. According to Dlamini (2022), Competency Based Education in the
Eswatini primary schools was introduced in 2019, taught from Grade 1 to Grade 4,
progressing to Grade 5 in 2023. This made the researcher to target the teachers in the
intermediate level rather than the upper levels where the CBE curriculum was not yet taught
in.

3.4 Sampling
For this study, the researcher used purposive sampling method. Lopez et al., (2013) described
this method like this; here the participants are selected with guidance from pre-selected
criteria relevant to a particular research question. Lopez et al., (2013) sometimes referred
purposive sampling as “judgement sampling”; purposive sampling was designed to provide
information-rich cases for in-depth study. This was because the participants were those who
had the required status or experience, or those known to possess special knowledge to
provide the information the researcher sought to obtain.

Lopez et al., (2013) further explained in depth that there were two types of sampling that
came under the umbrella of purposive sampling. These were quota sampling and maximum
phenomena variation sampling. In quota sampling, the researcher decided the number of
participants and which characteristics they had to possess. On the other hand, maximum
phenomena sampling was sometimes used to ensure that the full range and extent of the
phenomena was represented.

According to Maria (2007), the purposive sampling technique was a type of non-probability
sampling that was most effective when one had a need to study a certain cultural dormain
with knowledgeable experts within. Purposive sampling may have also been used with both
qualitative and quantitative research techniques. This very same researcher also affirmed that
choosing the purposive sample was fundamental to the quality of data gathered; thus,
reliability and competence of the informant was to be ensured. The researcher selected one
participant; one English teacher who taught both Grade 4 A and Grade 4 B.

19
3.5 Data collection instrument
The researcher used one instrument for data collection: That was the use of questionnaires,
as a data collection instrument. The researcher used this instrument because, with careful
planning, questionnaires could yield high quality usable data, achieve good response rates
and provide anonymity, the latter encouraging more honest and frank answers. This could
help reduce bias (Gill 2008).

According to Gill (2008), a questionnaire was a method of data collection which was to be
completed by the respondent or participant in a written format. A questionnaire was found to
be a cost-effective way to generate data, from large numbers of the population.

The questionnaire was divided into four sections. Section A, addressed the demographic
information of the participants. Section B, captured the challenges faced by teachers in the
implementing of Competency Based Education-curriculum. Then section C captured
measures or how teachers were coping in the implementation of Competency Based
Education-curriculum. Lastly, section D captured the measures to aid English teachers in
implementing the Competency Based Education-curriculum?

3.5.1 Data collection procedure

The researcher used one participant (an English teacher) for both streams in Grade 4. He gave
her a form with questions (questionnaires) which she was expected to fill in or answer. The
researcher asked the participants to answer this forms during her free periods on the same day
he arrived if possible. The researcher also explained that if she found it to be impossible to
complete the form on the same day of the researcher’s arrival, the researcher would urge her
to keep them safe until he returns at the school and takes them. The researcher allocated the
participant a maximum of 2 hours to respond to the questions, however, if the participant felt
this allocated time would be insufficient for her, the researcher disclosed that he would allow
her to take it home and bring it on another day agreed upon. Fortunately, the participant was
already done teaching for the day when the researcher arrived, and she responded to the
questionnaires as soon as he handed it over to her.

3.6 Ethical consideration

Firstly, the researcher had to request for a letter to grant him permission to go and generate
data from the faculty of languages; English, French and SiSwati department, of Ngwane
College. Therefore, a research permit was granted to the researcher to book an appointment
with the participants through the school head teacher. All the information that was obtained

20
from this study was kept between the interviewer and the interviewee. Identification of the
participants and their school was not disclosed to anyone as this was confidential information.
All the data stored in a highly secured storage area at Ngwane Teachers College, as it is in a
document format.

According to Stringer (2003), ethical issues of a research study should be raised to protect the
wellbeing and interest of research participants. Therefore, the research design included
procedures on the safety of participants. The participants were informed of the freedom of
rejecting or accepting participation in this study.

3.7 Data analysis

The researcher used thematic analysis to analyse the data after generating it from the
participant. Maindonald et al., (2006) described this procedure as an independent qualitative
descriptive approach, mainly described as “a method for identifying, analysing and reporting
patterns within data”. The researcher found this procedure to be suitable for this study in that,
Maindonald et al., (2006) also regarded it to provide a purely qualitative, detailed and
nuanced account of data.

According to Maindonald et al., (2006), the advantages of the thematic analysis included its
flexibility and applicability to a wide range of research questions and data types. It was also
praised for its ability to provide rich and detailed insights into the experiences and
perspectives of research participants, which made it a suitable tool for this study in
uncovering context-specific findings. Thematic analysis was also said to be effective in
promoting transparency in the research process as it allowed researchers to clearly document
and report their analytical processes, subsequently improving the credibility and
trustworthiness of the findings (Braun et al., 2019)

3.8 Chapter summary

This chapter covered the research methodology. It included; the research design, study area,
targeted population, sampling, data collection instruments, data collection procedure, ethical
considerations and data analysis. The next chapter focused on data analysis, interpretation
and discussion.

21
 CHAPTER 4

DATA ANALYSIS AND FINDINGS

4.1 Introduction
This chapter presents the challenges faced by primary school English teachers in the
implementation of the Competency Based Education (CBE) curriculum in the Shiselweni
region. The challenges identified in this chapter are important to understand as they impact
the effectiveness and success of the CBE curriculum in English teaching and learning. The
chapter includes the demographic information of the participants whereas the remaining
sections contain findings of the study based on the following research objectives:

i) To find out the challenges faced by teachers when implementing Competency Based
Education curriculum.

ii) To find out how teachers cope in the implementing of Competency Based Education
curriculum.

iii) To find out the strategies that can be used by teachers in the implementing of Competency
Based Education curriculum.

4.2Demographic information
Table 1: Demographic information of participants

Name of Gender Grade taught Teaching Educational

participant experience Qualification

Teacher A Female Grade 4 A&B 5-10 years Bachelor’s

Degree in
Education

22
4.3 Data Presentation and discussion
Three main categories with themes emerged from the thematic analysis and summarized in
table 2. Category 1 covering themes on the challenges faced by teachers, category 2 covering
themes on how these challenges affect teaching and learning of English, and category 3
covering themes on solutions that can address these challenges.

4.3.1 Summary of themes

Table 2: Themes and categories

Category:
Objective 1 Challenges faced by teachers in the implementation of CBE.

Themes: Inadequate teacher training, limited resources, language barrier, lack of

specially trained teachers, large classroom sizes and limited access of ICT in
learning.

Category: How do these challenges affect teaching and learning of English.

Objective 2

Themes: Inability to deliver effective lessons, poor language acquisition and skill
development, depreciation of quality English education and limited practice of
the language.

Category: Solutions that could address these challenges

Objective 3

Themes: Provision of resources and aids, hiring of specially trained teachers and regular
teacher workshops.

23
4.3.2 Challenges face by English teachers in the implementation of CBE

[Link] Inadequate teacher training

Teacher A expressed a lack of adequate training and professional development opportunities
related to the implementation of the CBE. She disclosed that as teachers, they feel ill-
prepared to effectively teach English under the new curriculum and struggled to understand
the curriculum guidelines and assessment processes. The participant stated that “only in
regional workshops of which I don’t think it is enough training” in her response .Teacher A
explained that they only got a chance to go on regional workshops as a professional
development/ training, which she finds inadequate for her teaching experience.

As the researcher, I find this amount of training of training to be insufficient for the teachers
in that, as educators they need to receive training from a broader perspective where they
would meet and learn from other educators from other regions of the country. This would
give them more diversity in choosing effective strategies used by the other teachers which
they could also adopt, rather than having limited interaction with only a few teachers from
one region. The most frequently noted value of workshops was the opportunity to meet other
staff, to realize that others experience similar problems and to exchange ideas, Boud et al.,
(1982).

[Link] Limited resources

The participant also reported on the shortage of resources and materials specifically designed
for the CBE. She disclosed that she faced difficulties in accessing relevant textbooks,
supplementary materials, and teaching aids that aligned with the new curriculum. This lack of
resources hindered her ability to deliver engaging and effective English lessons.
Teacher A stated that “even though I try to improvise using the phone, but due to the crowded
classroom not all learners are helped.” As the researcher I find this a great concern to be
addressed before one could teach English in the most effective, clear, adequate and
interesting way to all learners. The purpose and role of teaching and learning resources don’t
only consist of making the educational process more attractive and interesting, but also of
encouraging and active learning, the development of different skills and the adoption of
desirable values and attitudes of students, (Busljeta, 2013).

24
[Link] Language barrier
Findings of the study revealed that the language barrier posed a significant challenge for
learners, as English is not the first language for most of them. Teaching English as a second
language requires additional support and strategies to facilitate comprehension and language
development among learners. Teacher A made an example of learners failing to pronounce
words in the language clearly, and suggested that they must be provided with educational
videos. The participant stated- “in teaching phonetics where learners have to be provided by
videos which will enhance their pronunciation, but due to lack of resources it impossible to
help them on that regard.

[Link] Lack of specially trained teachers

From the many challenges stated, Teacher A also found it to be a necessity for the Ministry
of Education to hire qualified teachers for all subjects, especially the practical subjects such
as Expressive Arts. Then for English language, she disclosed that she sees a great need for the
language teachers to be work shopped more regularly concerning any changes/
implementation, not just when a level or Grade is introduced to CBE.

[Link] Large class sizes

From the findings, the challenge of overcrowded classrooms was also identified. The
participant stated that, “helping learners listen to the correct or proper pronunciation of
sounds. Even though I try to improvise using the phone but due to the overcrowded
classrooms not all learners are helped.”
According to Muthusamy (2015), teachers teaching in overcrowded classrooms constantly
find themselves working in stressful conditions such as; inadequate classroom space, issues
related to safety and health, minimal teacher-learner interaction, disruptive behaviors,
teachers experiencing psychological problems, increased workload and inadequate teaching
time. Therefore, as the researcher I find these factors contributing to some of the challenges
faced by English teachers in implementing the subject using the CBE curriculum.

[Link] Limited access of ICT in learning

When asked which material would enhance/aid her teaching experience if provided with,
Teacher A stated- “projectors, laptops and WI-FI in schools as this will help learners relate or

25
link any sound with its pronunciation.” This highlights the necessity for provision
technological teaching aids and resources to enhance the learning process of English learners.
Nowadays Information and Communication Technology (ICT), in the education sector plays
an important role, especially in the process of empowering the technology into educational
activities. The use of ICT in education adds value to teaching and learning, by enhancing the
effectiveness of learning, (Henderson ,2020).

As a researcher, I find this theme to be a hindrance to the objectives of the CBE curriculum in
that it limits the opportunities for learners to become competent in using technology.
According to Henderson (2020), technology in another side can be the most effective way to
increase the learner’s knowledge, and it helps them to think independently and communicate
creatively in the English language.

4.4 How these challenges affect the teaching and learning of English

4.4.1 Inability to deliver effective lessons

The challenges indicated are also discussed how they affect the teaching and learning of
English. The findings indicate that teachers who lack sufficient training in teaching English
as a second language may struggle to effectively deliver lessons and provide appropriate
support to learners. This is seen where the participant stated that she went for training; “only
in regional workshops which I don’t think it is enough training.”

4.4.2 Poor language acquisition and skill development

Poor language acquisition and skill development is another finding stating the effects of
limited resources, with reference to the participant’s words; “in teaching phonetics where
learners have to be provided with videos which will enhance their pronunciation, but due to
lack of resources it is impossible to help them on that regard.”

4.4.3 Depreciation of quality English education

The quality of English education and other subjects is found to also depreciate due to lack of
specially trained teachers. This seen from the suggestions section of the questionnaire where
the participant stated; “I think the ministry must hire qualified teachers for every subject for
instance the practical subjects.”

26
4.4.4 Limited practice of the language
The findings also showed that due to large classroom sizes, learners have limited
opportunities for improving themselves in the English language through speaking and
practicing it as it would be difficult for the teacher to provide individual attention and
personalized instruction to each learner. The participant stated this as; “Even though I try to
improvise using the phone, but due to the overcrowded classrooms not all the learners are
helped.’’

4.5 Solutions that could address these challenges

According to the findings, solutions that could address these challenges include; provision of
resources and aids, hiring of specially trained teachers and work-shopping English teachers
on a regular basis. These are seen where the participant stated that; “projectors, laptops and
WI-FI in schools as this will help learners relate or link any sound with its pronunciation”,
when asked which materials would help her if were provided. The participants also stated; “I
think the ministry must hire qualified teachers for every subject for instance the practical
subjects. Then for English language, I think we should be work-shopped regularly concerning
any changes/ implementations not just when a level/ Grade is now introducing CBE.” These
were the solutions suggested to address these challenges, taken from the findings.

4.6 Chapter summary

This chapter covered introduction, data presentation and discussion. The next chapter
presents the summary, conclusion and recommendations of the study.

27
 CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS.

5.1 Summary
This chapter presents the chapter summary, conclusion and recommendations of this study.
The study investigated the challenges faced by primary school English teachers in the
implementation of the CBE curriculum in the Shiselweni region. Data was analyzed using
thematic analysis. The summary shall be based from these objectives of this study:

i) To identify the challenges faced by teachers in implementing the CBE curriculum.

ii) To find out how these challenges affect the teaching and learning of English.
iii) To find out solutions that can be proposed to help address these challenges.

This study comprised of one participant, a Grade 4 female English teacher teaching both
streams (Grade 4 A and Grade 4 B). Since this is a qualitative type of study, the researcher
generated data for this study from the intermediary phase where the CBE curriculum is
mostly instilled and taught, rather than in the foundation or phases.

5.2 Challenges faced by primary school English teachers in the implementation of the
CBE curriculum.
This project explored the challenges faced by primary school English teachers which
involves; inadequate teacher training workshops or programs, limited teaching-learning
resources required in this new curriculum, language barrier in communication between
teachers and learners due to English language being a second language to most learners,
insufficient professionally trained teachers for the different subjects especially the practical
ones, and lastly overcrowded classrooms especially in schools in the rural areas or
government schools. The researcher aimed to identify these challenges faced by the teachers
during their teaching experiences and shed light to possible causes and solutions for them.

5.3 How these challenges affect the teaching and learning of English.
The issue of inadequate teacher training workshops or programs makes the teachers to feel
ill-prepared to implement the new CBE curriculum to the learners effectively. The participant
of this study disclosed that the reason for this is that they go for these workshops only once at
the beginning of the academic year and also on regional level only. Therefore, this makes the

28
teachers to be unable to address certain misconceptions or answer questions the learners may
be having due to inadequate themselves.

CBE curriculum focuses mostly on the improvement of the diverse skills learners may have,
and the challenge of having limited resources makes teaching of the English language
stagger. This is because as the participant stated that some of the resources are essential in
helping learners understand and pronounce certain words accordingly, such as the use of
educational audios and videos. This challenge subsequently contributes or worsens the
challenge of language barrier in that, unclear understanding of the language will remain
unsolved if the teachers do not adequate resources, materials and aids for teaching the
language.

Overcrowded classrooms also play a role in negatively affecting the learning of the English
language in that, CBE emphasizes on conducting a learner centered approach of teaching.
This becomes a challenge for a single teacher to provide adequate attention to each and every
learner with different levels and kinds of needs in his or her classroom. Last but not least, the
participant revealed that having less to no technological devices to use in the classroom
makes it even harder for them to physically tackle every challenge learners may come across,
such as phonetics in English could be taught using speaking books, speakers, laptops and
projectors.

5.4 conclusion
Based on the findings of this study, the researcher has reached the following conclusions:

i) Most schools have insufficient teaching materials due to having large class sizes
(number of learners). This finding illustrates that the government itself is still not
fully prepared to adopt the CBE curriculum, as it is failing to supply schools with
necessary teaching and learning materials.
ii) The teachers are still lacking in-service training skills and information on how to
about with the implementation of the CBE curriculum.
iii) Most schools have untrained teachers who have been assigned to teach certain
subjects, which shows that the Ministry of Education should consider training
teachers specially for certain subject, mostly the practical subjects such as
Expressive Arts. This would reduce the negativity which may develop within
some of the teachers while implementing the CBE curriculum if they find it
challenging/ frustrating for them.

29
5.5 Recommendations
Based on the findings of the study, the researcher has made the following recommendations:

i) English teachers need comprehensive training programs which focus on the

principles and practices and practices of the CBE curriculum, as well as ongoing
support from their colleagues to enhance their teaching skills.
ii) There should also be availability of appropriate resources, materials and teaching
aids in order to impart instruction related to the CBE approach.
iii) In addition, rubrics and clear guidelines should be provided to teachers to aid
those teachers who receive insufficient training workshops related to CBE, these
will help them assess and keep track records of the progress of learners
effectively.
iv) As for the training programs themselves, they should be focused on developing
teachers’ assessment literacy to ensure accurate evaluation of the learners’
learning outcomes, as per the objectives of CBE.
v) The Ministry of Education should foster collaboration and support networks in
which English teachers and any other subject would develop communities, which
they may use to gain deeper knowledge on the CBE curriculum.

30
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learning approach in the Algerian EFL context: Curriculum designers’ expectations
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 List of Appendices

Questionnaire

Questionnaires for English teachers

The researcher of this study is a third-year student at Ngwane Teachers College conducting
research on the challenges faced by English teachers in the implementation of Competency
Based Education Curriculum (CBE). May you kindly assist by answering the questions
below.

Section A: Demographic information of the English language teacher. (Please circle one
letter).

1. Gender.
A) Male B) Female
2. Grade taught.
A) Grade 3 B) Grade 4
3. Teaching experience.
A) 0-5 years B) 5-10 years C) 10-15 years D) Above 15 years
4. Educational qualification.
A) Primary Teachers Certificate B) Primary Teachers Diploma C) Bachelor’s Degree
in Education D) Master’s Degree in Education E) PhD

Section B: Challenges faced by teachers in implementation of Competency Based Education.

1. Which other subjects do you teach excluding English in this school?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. Have you received any training or professional development related to the CBE
curriculum? Please give reasons for your answer.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

35
 _____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3. From your experience, do you feel the CBE curriculum addresses the needs of the
primary school English learners? Please provide reasons for your answer.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
4. In your opinion, which challenges have you faced while implementing CBE in your
English class?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
5. Which of the challenges listed above have you found to be the most challenging in
your teaching experience? Please explain how.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

36
 _____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Section C: How the teachers cope in implementing the CBE curriculum when teaching
English.

1. Which resources are you currently having and using to implement CBE in your class?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. From your techniques and resources, you have been using to teach, how are your
learners responding towards CBE?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

37
 3. Have you mastered the aims and objectives of CBE adequately? Please support your
response with a reason(s).
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Section D: Measures to aid English teachers in implementing CBE.

1. How often do you attend workshops and training programmes related to CBE for
English teachers? Please give a reason(s).
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. If any of the materials you find to be a need were to be provided, which materials
would you want to be provided with? Please give reasons why.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

38
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3. Do you have any suggestions for improving the implementation of the CBE in
primary school education?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

THANK YOU FOR YOUR COOPERATION.

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Letter of approval

40