Competency-based education in sub-Saharan Africa in STEM: Lessons from four countries on sustainability, technology and indigenous knowledge.

This paper presents a baseline study of the implementation of competency-based education (CBE) in STEM teacher education in four Sub-Saharan African countries: Tanzania, Ghana, Burundi, and Rwanda. Specifically, it investigates lessons learned from the integration of sustainability, technology, and Indigenous Knowledge competencies across their education systems. Using a systematic comparative thematic document analysis a range of policy documents, curriculum frameworks, project reports, and research studies related to these themes were examined across the four countries. The findings show that all four countries have embraced competency-based reforms and recognize the importance of preparing learners with competencies relevant to contemporary societal, environmental, and technological challenges. However, implementation remains uneven and constrained by gaps in teacher preparation, curriculum implementation, assessment practices, resource availability, and institutional capacity. While sustainability, technology, and Indigenous Knowledge are increasingly reflected in policy frameworks and curriculum intentions, their integration into teaching, learning, and assessment remains fragmented and inconsistent. The study highlights the need for strengthened teacher educator capacity, improved curriculum–assessment alignment, and more systematic approaches to embedding sustainability, technology, and Indigenous Knowledge within STEM teacher education. These findings provide important insights for policy, curriculum reform, and capacity-building initiatives aimed at advancing competency-based STEM education across Sub-Saharan Africa.