Challenges Faced by Teachers in Implementing Competency-Based Education (CBE)

Abstract

Competency-Based Education (CBE) has become an innovative concept that is meant to enhance the performance of learners as it focuses on the mastery of skills, personalized learning process, and performance evaluation. In spite of the possible advantages, there are significant impediments to the application of CBE principles in a classroom that teachers encounter. This paper focuses on the greatest issues facing the teachers when implementing CBE based on theoretical perspectives, empirical evidence, and a descriptive research design. The survey was in a structured format and recorded the perceptions of the teachers on the adequacy of training, availability of resources, clarity of the curriculum, demands of the assessment, and support by the institution. The results were obtained with the help of the descriptive statistics and frequency analysis and are presented in the form of tables and the graphical representation to demonstrate the main tendencies.The lack of teacher training is the most significant barrier, then we can mention the resource constraint, the ambiguity of the curriculum, and the inability to conduct constant competency-based assessments. Other structural problems including huge classrooms and inadequate technology systems contribute to poor implementation. Even though the problem of teacher resistance to change turned out to be a minor issue, it is still conditioned by the lack of adequate support systems and workload. The research finds that the CBE implementation issues are structural in nature that show a lack of policy alignment, resource provision, and professional development. To make the implementation of CBE practices successful and sustainable, the holistic approach (combining full-fledged training, enhanced school resources, more explicit assessment criteria, and encouraging leadership) is necessary.