Reimagining Assessment and Learning for National Development: The Role of School-Based Assessment and Project-Based Learning in Zambia’s Competency Based Education
Year: 2025
Type: article
Abstract: As Zambia embraces Competency-Based Education (CBE), the role of School-Based Assessments (SBAs) and Project-Based Learning (PBL) becomes increasingly central to aligning education with national development priorities. This article examines SBA and PBL as transformative assessment and pedagogical strategies, drawing from the newly written textbook 21st-Centuary Teacher Education: A Competency-Based Education Approach. These strategies move beyond examination-driven learning to promote creativity, innovation, and community engagement-skills crucial for realising Zambia’s Vision 2030 and beyond. Through authentic, contextually relevant learning and assessments, SBA and PBL have the potential to transform classroom activities into catalysts of national development, gender equity, entrepreneurship, and sustainable livelihoods.
Authors: Ireen Bwembya, Harrison Daka, Benny Mukonde, Kwalayela Kwalayela, Beatrice Machaka, Ebby Mubanga, Likando M Kenneth
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: bronze
OpenAlex ID: W4414518088