Jul 2026· Janabhawana Research Journal· Vol 5, pp. 63-80· 0 citations· 30 references
Abstract
In March 2026, Nepal's newly elected government introduced continuous assessment system to systematize internal examinations for students in grades 1-5. The decision appears to support the internationally accepted criteria for formative assessment: assessment for, rather than of, learning. This critical policy analysis examines whether Nepal's primary teaching workforce, particularly in Kathmandu's private and community school sectors, possesses the conceptual understanding and pedagogical competency necessary to operationalise this reform as intended. Drawing on critical policy analysis, the paper argues that the policy represents sound educational philosophy that is in its current form. However, three interlocking problems: a widespread misreading of the policy, a pervasive conflation of assessment purpose with certification function, and a teacher workload crisis, are identified as responsive unsustainable cycles of formative practice. The paper argues that school's investment in teachers' professional development is being constrained by a rational but damaging calculus of retention risk. Thus, without deliberate, funded, and sustained capacity-building at the classroom, school, and system levels, Nepal's latest assessment reform will reproduce the fate of its predecessors: aspirational on paper, inert in practice.
Curriculum reform is a global priority, yet a persistent policy–practice gap remains, which, in very broad terms, shows misalignment between policy intentions and classroom realities. Drawing on a model‐guided systematic review, this article synthesizes 23 peer‐reviewed empirical studies (2015–2024) in foreign language education and propose the
Situated Acceptance and Implementation Model
(SAIM) as the framework for examining how contextual structures, motivational dispositions and behavioural processes interact in shaping teachers' engagement. Our findings reveal that acceptance depends primarily on curriculum clarity, teachers' beliefs and perceived classroom relevance, whereas sustained implementation hinges on
Institutional Governance
,
Instructional Infrastructure
and assessment–curriculum alignment. The analysis also reveals that systemic barriers such as high‐stakes testing, top‐down mandates and ambiguous policy communication limit reform sustainability, while teacher autonomy and collegial collaboration function as critical enablers. Surprisingly, theoretically central factors like
Teachers' Perceived Self‐Efficacy
and
Reflective Learning Orientation
have received little to no attention, which points to a significant research gap. Also, most studies focus on aspects related to implementation, with acceptance‐specific evidence being sparse and seldom reported separately. Based on these findings, we discuss theoretical and practical implications as well as further directions for curriculum planning in language education.
Feng Wang, F. Suñer· Curriculum Journal· 0 citations
The 2023 Zambia Education Curriculum Framework introduced a Competency-Based Curriculum (CBC) whose implementation commenced in 2025, accompanied by associated assessment reforms that emphasise learner-centred approaches and practical skills development. This study examines stakeholder perspectives on the implementation challenges and enablers of these competency-based assessment reforms. Drawing on qualitative document analysis, systematic literature synthesis, and primary fieldwork conducted in Mpika District of Muchinga Province, the study collected data from 84 participants: 40 teachers, 10 head teachers, 2 District Education Standards Officers, 2 Examinations Council of Zambia (ECZ) officers, and 30 learners drawn from 10 selected primary and secondary schools. Findings reveal that stakeholders view the reforms positively in principle recognising the CBC’s potential to bridge theory and practice but report significant obstacles, including teacher preparedness gaps, resource shortages, and the complexity of competency-based evaluation. Teachers and head teachers express concern about increased workload and unclear assessment guidelines, while ECZ emphasises the need to align assessment systems with the CBC through intensive capacity building. The study concludes that Zambia’s competency-based assessment reforms can succeed only if accompanied by coherent implementation strategies and sustained investment in human and material resources.
Baxter Mwansa, Audrey Muyuni· International journal of res...· 0 citations
STEM (science, technology, engineering, and mathematics) integration is increasingly acknowledged as critical to societal resilience, economic competitiveness, and sustainable development. Nonetheless, learner success discrepancies continue to exist, underscoring the necessity of pedagogical and cultural change in the secondary school system. In order to produce evidence-based insights on leadership techniques that encourage inquiry, perseverance, and innovation in Kenya, the current study looked at the relationship between school leadership, culture, and STEM accomplishment. Using a conceptual research approach, the study combined theory and practice with an emphasis on better STEM learning outcomes by critically examining legislation, policy papers, international frameworks, and academic literature. Seligman's (2011) PERMA model of well-being, which shows how flourishing occurs when these interconnected dimensions are fostered under Vygotsky's social constructivist prism, served as the basis for the investigation. The study comes to the conclusion that a comprehensive and integrated strategy is needed for sustainable STEM education reform, whereby leadership potential, policy alignment, and a positive school culture function as a coherent ecosystem. On the other hand, schools become dynamic settings that foster creativity, critical thinking, and lifetime involvement with STEM when these components are successfully linked. In order to position mathematics and science as engines of innovation and sustainable development, the study concludes that expanding STEM education necessitates the dual strategy of developing leadership capacity and fostering cultural conditions that allow learners to thrive.
C. R. Oyier, D. W. Kinuva· INTERNATIONAL JOURNAL OF INN...· 0 citations
The Emancipated Curriculum in Indonesia promotes flexibility and student-centered learning, yet its implementation in private madrasahs remains underexplored, particularly from the principal’s perspective. While existing studies focus on teacher readiness or public madrasahs, little is known about how private madrasah principals navigate structural and pedagogical constraints after multiple years of implementation. This qualitative single-case study addresses that gap by examining the implementation of the Emancipated Curriculum and the principal’s concerns at one private madrasah in South Sumatra. Data were collected through semi-structured interviews with the principal, who has led the madrasah for six years, and analyzed using reflexive thematic analysis. The findings reveal three key patterns: (1) despite proactive teacher training, formative initial assessments, and differentiated instruction remaining inconsistently applied; (2) the development of the Madrasah Operational Curriculum excludes parents and community representatives, reflecting governance isolation; and (3) project-based learning under P5 PPRA is limited to three recurring themes due to resource constraints, and textbooks are unavailable for some subjects. These patterns indicate that structural support, rather than training alone, determines curriculum fidelity. The study contributes a principal-centered, private-madrasah perspective to the curriculum reform literature and highlights the need for systemic alignment of resources and inclusive governance in Islamic educational contexts.
Kenya’s introduction of the Competency-Based Curriculum (CBC) in 2017, renamed Competency-Based
Education (CBE) in 2024, marks a significant reform of the country’s basic education system. The reform
replaced the 8-4-4 structure with a 2-6-6-3 model designed to promote competency development, values
formation, and learner-centered teaching. Nearly a decade into implementation, a growing body of research
has examined the reform across diverse educational contexts; however, findings remain dispersed across
empirical studies, policy documents, government reports, and graduate theses. Using PRISMA-informed
review procedures and thematic synthesis, 198 records were identified and screened, yielding 62 sources
for analysis. The review draws on Fullan’s theory of educational change, Tikly and Barrett’s framework for
quality education in the Global South, and the capability approach of Sen and Nussbaum. Six recurring
implementation challenges were identified: teacher preparedness and pedagogical capacity; infrastructure,
instructional resources, and digital access; assessment design and integrity; parental engagement and
household economic burden; equity and inclusion for learners in marginalized settings; and governance and
policy coherence in the transition to Junior Secondary School. Evidence from Tanzania and Rwanda indicates
that many of these challenges extend beyond Kenya and reflect broader constraints associated with
competency-based reforms in East Africa. The findings suggest that the long-term success of CBE will depend
on sustained investment in teacher development, equitable resource allocation, credible assessment
systems, and meaningful stakeholder engagement. The review contributes to the literature by synthesizing
current knowledge of CBC/CBE implementation in Kenya and identifying areas requiring further research,
policy attention, and leadership support.
Kennedy O. Ongaga· Journal of Education and Hum...· 0 citations
The professionalization of pre-university educational institution management constitutes an infrastructural imperative for ensuring quality and equity in contemporary educational systems. The shift from an administrative-bureaucratic model to one centered on instructional leadership represents the fundamental vector through which school management directly and measurably influences students' academic performance and progress, an aspect rigorously documented in the specialized literature by leading authorities in the field such as Bush (2011) and Fullan (2014). Effective school governance requires a profound transition toward collaborative leadership structures capable of responding to macro-educational reforms.
This study draws on first-hand professional involvement over a six-month period in both the comprehensive training and structured evaluation of school managers and school board members. Utilizing a robust mixed-methods research design that combines quantitative questionnaire data with qualitative feedback from semi-structured interviews, the research establishes a set of key actionable recommendations designed to optimize the framework of future professional development initiatives for educational leaders. The empirical inquiry specifically assesses the convergence between institutional expectations and current leadership competencies.
The findings emphasize the critical need to bridge the persistent gap between theoretical administrative knowledge and the practical, highly contextualized challenges faced by modern school boards. Data indicates that targeted modules focusing on conflict resolution, strategic financial planning, and organizational culture significantly enhance administrative resilience. Ultimately, this paper proposes an operational framework for institutional capacity building, arguing that continuous, tailored professional development for educational leaders is paramount to fostering sustainable school improvement, driving innovative teaching methodologies, and achieving long-term systemic equity across pre-university education.
Unknown authors· International journal of res...· 0 citations
