Competence-Based Training Implementation in Rwandan TVET: A Systematic Review of Instructor Experiences and Challenges

ABSTRACT: Rwandan Technical and Vocational Education and Training (TVET) has undergone substantial reform since the formal adoption of Competence-Based Training (CBT) in 2015. Despite significant policy and curricular investments, translating competence-based curricula into effective classroom practice remains a persistent challenge. Using a predetermined review protocol, we conducted a systematic literature review to identify how instructors experience, navigate, and respond to CBT implementation, what challenges they encounter, and what strategies facilitate effective practice. Following PRISMA 2020 guidelines, we searched ERIC, Academic Search Complete, Google Scholar, African Journals Online, and the University of Rwanda Space repository for empirical studies published between 2015 and 2025. Twenty-seven studies met inclusion criteria and were synthesized thematically. Findings revealed that Rwanda, Kenya, and Uganda provided the most empirical evidence on CBT implementation in TVET. Instructor experiences centered on varied understanding of CBT principles, uneven readiness, and generally positive perceptions of CBT's potential despite pervasive resource constraints. Documented challenges included severe shortages of training manuals, tools, and equipment; inadequate infrastructure; shortages of qualified trainers; curriculum misunderstandings; large class sizes; and weak industry linkages. Facilitating strategies encompassed instructor planning and time management, peer collaboration, continuous professional development, institutional support, and strengthened industry partnerships. Most studies evaluated outcomes only at Kirkpatrick's levels 1 and 2 (reaction and learning), with limited evidence of sustained behavioral change or organizational impact. The review identifies critical gaps in the literature, including a scarcity of longitudinal studies and rigorous evaluations at higher Kirkpatrick levels. Based on this synthesis, we offer recommendations for policy, practice, and future research to strengthen CBT implementation in Rwandan TVET. KEYWORDS: Competence-based training, TVET, instructor experiences, curriculum implementation, Rwanda, systematic literature review