Abstract
Rwanda has embarked on curriculum reform to improve the quality of education. This is a crucial step in the direction of Rwanda’s ambition to “develop a knowledge-based society and the growth of regional and global competition in the jobs market” (REB, 2015). An important shift has been to move away from a “knowledge-based curriculum” to a competence-based curriculumi, and from knowledge and skills acquisition to knowledge creation and application. The aim is to develop students’ independent, lifelong learning habits; appropriate skills and knowledge; and applications to real-life situations. There is growing recognition of the potential of competence-based education, unlike traditional subject/content-based education, to develop the capabilities/competences that are deemed essential for success in both academia and today’s knowledge-based economy (Darling-Hammond, 2012; Scardamalia et al., 2012).
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Ngendahayo, E., Askell–Williams, H. (2016). Rwanda’s New Competence-Based School Curriculum. In: Orrell, J., Curtis, D.D. (eds) Publishing Higher Degree Research. Higher Education Horizons. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-672-9_16
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DOI: https://doi.org/10.1007/978-94-6300-672-9_16
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