Abstract

The competence-based curriculum aims to develop the skills, abilities, and competencies of students from their previous experiences. A particular interest in this curriculum sprouted from its potential to ensure that students acquire enhanced employability skills. The recognition of the need to understand the implementation of the competence-based curriculum policy in Rwanda rendered this research relevant. Therefore, the study endeavored to test the influence of teacher preparedness and the availability of teaching materials on the implementation of a competence-based curriculum. This study employed quantitative methods, wherein a sample (n = 207) of teachers was selected through the random sampling method. In alignment with the quantitative approach, a survey composed of standardized instruments was distributed to the study participants to collect data that was subsequently analyzed by statistical procedures. Descriptive analysis, Pearson correlation, and multiple regression tests were carried out to achieve the objective of the study. The results indicated that teacher preparedness and the availability of teaching materials had a positive and significant influence on the implementation of a competence-based curriculum and explained a 37% variance, which implies that well-prepared teachers and easy accessibility of teaching materials stand for a 37% chance of successful implementation of a competence-based curriculum. Further, it was also noted that teacher preparedness (β=0.517, p <0.005) had a greater influence on competence-based curriculum than the availability of teaching materials. Relevant implications were drawn from these findings, and recommendations were made accordingly.