National Teachers’ & Administrators’ Alliance of Zambia

COMPETENCE-BASED ASSESSMENT IN ZAMBIA: Opportunities, Challenges, and Policy Implications for Effective Educational Transformation

By Dr. Izukanji SIAME

The change from Outcome-Based Curriculum (OBC) to Competence-Based Curriculum (CBC) and Competence-Based Assessment (CBA) is a gradual process in Zambia’s education system from rote learning and exam-based instruction to competence-building in problem-solving, creativity, and critical thinking. With the use of school-based assessment, contextual learning, and the incorporation of the three domains of learning; cognitive, psychomotor, and affective, the reform aims at developing learners who not only apply what they have learned in real life but also participate actively in the developmental process of the nation.

However, in spite of the promising outlook of the reform, there are still some issues relating to implementation that should be seriously addressed. During this crucial time, many Form 2 pupils have not yet been properly exposed to the workings of the Competence-Based Assessment method, while many teachers in various institutions are still finding their feet with the new approach with little or no guidance, assessment criteria, and educational materials. There is a fear that students may one day be required to take an assessment exam that they do not know how to tackle since they have not fully been introduced to the system yet, especially in less-endowed schools where certain constraints exist.

©️ 2026 Dr. Izukanji Siame. All Rights Reserved.

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Four Key Reforms for Immediate Implementation in Zambia’s Education System.

By: Dr. Izukanji SIAME

The educational landscape in Zambia is undergoing significant changes with the rollout of the Competency-Based Curriculum (CBC). This development marks an important shift from traditional content-heavy education to a focus on skills, creativity, innovation, and applying knowledge in practical ways. However, to maximize the impact of this transformation, deliberate and well-structured reforms are essential.

The Ministry of Education- Zambia should prioritize four vital areas to ensure that Zambia develops an education system capable of preparing learners for 21st-century challenges.

First and foremost, it is crucial to revitalize the Production Units found in schools. These units were originally designed to provide students with practical skills while contributing to the sustainability of the schools. Unfortunately, many of these facilities have fallen into disrepair or are not utilized effectively. The adoption of the Competency-Based Curriculum offers a perfect opportunity to reintegrate these units systematically and meaningfully. Production Units should be woven into CBC lesson plans, especially in subjects like Agriculture, Hospitality, Science, Design and Technology, Business and Finance. Additionally, schools ought to collaborate with local craftsmen, local Industries and business owners who can mentor students and expose them to practical skills and entrepreneurial practices. When properly managed, these Production Units can evolve into impactful centers for innovation, entrepreneurship, and experiential learning.

Secondly, the Ministry of Education should consider forming a Technical Task Force for CBC and Innovation. Comprehensive educational reforms require strong technical coordination, continuous evaluation, and expert guidance. A dedicated task force that includes curriculum developers, educational researchers, teacher trainers, and representatives from various industries would provide essential oversight and support for successful implementation. This structure would help address emerging challenges, encourage innovative teaching practices, and ensure the curriculum evolves with the needs of national development.

Thirdly, Zambia needs to conduct a comprehensive national skills mapping project. One of the main issues plaguing many education systems is the gap between the skills that educational institutions provide and those that are sought after in the job market. A national skills mapping initiative would help identify existing skills across different regions, highlight new economic opportunities, and detect gaps that education and training must fill. The findings from this project would inform curriculum design, guide students' career choices, and ensure the education system directly contributes to the country’s economic advancement.

Lastly, the Ministry of Education should roll out pilot initiatives utilizing data-driven school monitoring dashboards that integrate with the Education Management Information System (EMIS). In today’s digital age, informed decision-making should be backed by accurate and timely data. Implementing data-driven dashboards would allow educational leaders to track key metrics such as student performance, attendance, teacher assignments, and resource allocation in real-time. This strategy would boost accountability, enhance planning efforts, and enable quicker responses to emerging challenges.

Education reform reaches success not only through the declaration of new policies but also by establishing strong frameworks that enable their practical ex*****on. Improving Production Units, forming a specialized group for the Competency-Based Curriculum (CBC), conducting a countrywide assessment of skills, and applying data-informed monitoring systems are concrete actions that can significantly improve the education revolution in Zambia.

The future direction of our country hinges on how effectively we equip today’s learners. By taking bold and calculated actions now, Zambia has the chance to build an educational framework that nurtures informed, creative, and effective individuals capable of driving the country’s development.

The focus has shifted away from debating the need for reform. The pressing issue now is whether we are ready to implement the effective measures that will allow our educational system to support every learner.

Indeed... Dr. Izukanji SIAME

We have heard!!

"ZAMBIA CAN ONLY RISE WHEN OUR WOMEN RISE"

By: Dr. Izukanji SIAME
Education and Technical Services Advisor Advocate for Inclusive Education & Sustainable Development

As we mark International Women's Day, let us remember that empowering women through education, opportunity, and leadership is an investment in the future of Zambia.

When a girl is educated, she strengthens her family. When a woman is empowered, she uplifts her community, and When women lead, nations grow stronger.

Every woman we empower through education is an investment in Zambia’s future.

Let us not just celebrate women tomorrow, let us walk with them, support them, and lift them up every day.

Grades are great… but impact matters more! CBC in Zambia is helping learners solve problems, build skills, and create value for their communities.

Dear Parents, Educators, Youths, and Visionaries!

A learner can score distinctions… yet still be unprepared for life.

Why?

Real learning is a journey:
Knowledge → Understanding → Application → Accomplishment → Value Creation

Most stop at UNDERSTANDING. Exams test memory… life tests competence, character, and contribution.

CBC (Competence-Based Curriculum) in ZAMBIA is a game-changer!
It shifts focus from memorizing for exams to practical skills, problem-solving, and life readiness.

When learners reach VALUE CREATION, they stop asking: ❓ “What job will I get?”
and start asking: “What problem can I solve?”

CBC is just the beginning. Let’s guide our learners to create real value for themselves, their communities, and the nation!

Follow ©️ Dr. Izukanji SIAME for more insights!

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Agreed. Effective education reform requires strong system design, evidence-based decisions, and alignment between investment and implementation to achieve sustainable outcomes.

RISING FOR HUMANITY

By: Dr. Izukanji SIAME

Across Africa, governments have worked hard to improve education.
The intention has always been right.

But let us be honest, many reforms have not changed the outcomes that matter most: real skills, productivity, innovation, and economic opportunity.

Why?

Because most reforms stopped too early.

They focused on access, exams, or curriculum standards, but did not ensure that learning becomes useful in real life.

Education is not just about knowledge.
It is a journey:

👉 Knowledge
👉 Understanding
👉 Application
👉 Accomplishment
👉 Value creation

When education stops at the first two stages, learners pass exams but struggle in life.

This explains why: • More children in school has not ended unemployment
• New curricula have not fully solved skills gaps
• Technology in schools has not automatically created innovators

This is not failure.
It is incompleteness.

That is why Rising for Humanity matters.

Rising for Humanity is not a curriculum and does not replace schools.
It is a human-centered education framework that helps learning travel the full journey, from the classroom to real contribution.

It connects education to: ✔ Real-life challenges
✔ Health and mental well-being
✔ Dignity, productivity, and economic participation

Education reform must go beyond access.
It must produce capability.
It must create value.

This conversation belongs to all of us parents, teachers, leaders, and young people, because education shapes the nation we become.

This is a powerful reminder that education reform fails not because of bad intentions, but because learning often stops too early. When education ends at exams instead of application, accomplishment, and value creation, societies pay the price through unemployment and underutilized talent. Africa does not lack intelligence or ambition, we lack systems that connect learning to real life, real work, and dignity. It is time to complete the learning journey.

RISING FOR HUMANITY

By: Dr. Izukanji SIAME

Across Africa, governments have worked hard to improve education.
The intention has always been right.

But let us be honest, many reforms have not changed the outcomes that matter most: real skills, productivity, innovation, and economic opportunity.

Why?

Because most reforms stopped too early.

They focused on access, exams, or curriculum standards, but did not ensure that learning becomes useful in real life.

Education is not just about knowledge.
It is a journey:

👉 Knowledge
👉 Understanding
👉 Application
👉 Accomplishment
👉 Value creation

When education stops at the first two stages, learners pass exams but struggle in life.

This explains why: • More children in school has not ended unemployment
• New curricula have not fully solved skills gaps
• Technology in schools has not automatically created innovators

This is not failure.
It is incompleteness.

That is why Rising for Humanity matters.

Rising for Humanity is not a curriculum and does not replace schools.
It is a human-centered education framework that helps learning travel the full journey, from the classroom to real contribution.

It connects education to: ✔ Real-life challenges
✔ Health and mental well-being
✔ Dignity, productivity, and economic participation

Education reform must go beyond access.
It must produce capability.
It must create value.

This conversation belongs to all of us parents, teachers, leaders, and young people, because education shapes the nation we become.

Rising for Humanity 🔜

RISING FOR HUMANITY!!

By: Dr. Izukanji SIAME

Education is often treated as a social service, something we do because it is “good.”
But the truth is deeper: education is an economic system.

When learners leave school without skills, families struggle, communities feel the pressure, and the nation pays the price through unemployment, dependency, and frustration. This is not about blaming teachers or learners, it is about alignment.

Zambia has talent.
Zambia has potential.

What we need is an education system that truly connects learning to real life, real work, good health, mental well-being, and dignity.

This conversation belongs to all of us, parents, teachers, leaders, and young people, because education shapes the nation we become.

Excerpt from my forthcoming BOOK "RISING FOR HUMANITY: Placing Health, Quality Education, and Gender Equality at the Heart of Education Transformation in Zambia".
Author: Dr. Izukanji SIAME