Challenges and Opportunities in Assessing Learner Achievements under Competence-Based Education

Competence-Based Education (CBE) has reshaped education in East Africa by shifting learning from memorisation to the development of practical skills such as critical thinking, collaboration, and creativity. A qualitative thematic synthesis with an interpretive, advocacy-focused lens was utilised to analyse prior research on CBE implementation in East Africa, national curriculum documents, and reports from organisations like UNESCO or World Bank affiliates. Kenya, Tanzania, and Uganda have adopted CBE to respond to 21st-century workforce needs, yet the assessment of learner achievement remains a major challenge, particularly in resource-constrained settings. Limited teacher preparation often results in continued reliance on traditional examinations instead of authentic assessments that capture problem-solving, teamwork, and other complex competencies. Overcrowded classrooms and shortages of learning materials further restrict teachers’ ability to provide individualised, formative feedback. In Kenya, adaptation difficulties and funding gaps contribute to only about half of students meeting expected competency standards. Learners with disabilities face additional obstacles, including negative attitudes and inadequate infrastructure, which reinforce existing inequities. Cultural and linguistic diversity also complicates standardisation, increasing the risk of inconsistent assessment outcomes. Despite these barriers, CBE offers opportunities to improve engagement and holistic growth through projects, portfolios, peer assessments, and other performance-based methods. These approaches align well with regional economic priorities, supporting sectors such as agriculture and technology by equipping students with relevant, adaptable skills. Digital assessment tools and community partnerships further extend real-world learning. Notably, targeted professional development programs in Tanzania have significantly strengthened teachers’ assessment capacity through initiatives such as school-based continuous professional development programs supported by national frameworks like MEWAKA and partnerships with the Tanzania Institute of Education have shown promise in enhancing teachers’ assessment capacity in select contexts, though outcomes vary by region and require further scaling. This paper contributes to the existing CBE literature in East Africa by providing a concise, tri-country comparative synthesis of persistent assessment barriers alongside practical opportunities including, integrating digital tools and community partnerships, emphasizing the need for coordinated regional policy reforms to achieve equitable implementation and building on prior country-specific studies while highlighting underrepresented cross-national synergies for sustainable development then the CBE’s promise will be attained, with equitable, competency-driven education and advance long-term sustainable development.