Teachers report positive momentum in the CBL journey

The National Education Policy (NEP) 2020 reimagines India’s education  system to equip learners with skills to become problem solvers, critical thinkers, and collaborative leaders. One of the key recommendations is the transition to competency-based learning (CBL), shifting the focus away from rote memorisation and information replication. Amid this transition, teachers remain at the forefront of implementing NEP’s recommendations on CBL through transformative teaching and learning practices.

Five years after NEP’s launch in 2020, ACER India conducted a mixed-method study to gather insights from teachers to understand their awareness of CBL, classroom practices, and challenges related to its effective implementation. The study combined analyses of quantitative survey data from 47 teachers and qualitative insights from 11 in-depth interviews.  It revealed promising insights but showed that systemic support remains crucial for fully realising CBL’s potential.

Participants were familiar with the policy recommendations

Educators in the study reported that they were familiar with the policy recommendations on CBL and had a general understanding of how they can be implemented. It was encouraging to find that most of the participants had received at least one training session on policy changes in the previous year and were aware of the fundamental principles of CBL.

However, research also showed that awareness does not translate into practice. Investments in teacher professional development and consequent application of learnings in the classroom are necessary for robust implementation of CBL.

Educators perceived CBL as a transformative change

Many participants viewed CBL as a transformative shift that can enhance student learning and improve teaching practices. They recognised the need for continuous pedagogical innovation, contextual relevance, identification of misconceptions, and enhanced assessments and tasks.

Several participants expressed that implementing CBL offered them opportunities for personal growth, particularly in adopting and utilising technology. Leveraging online videos, interactive platforms, and digital resources boosted their confidence in effectively engaging with technology tools.

While participants agreed to the value of activity, inquiry and project-based teaching in supporting more personalised learning pathways, many were sceptical about the feasibility of personalised learning in large classrooms. They also believed that CBL helps reduce exam-related stress by shifting focus from ‘teaching to be tested’ to ‘teaching for learning’.

Participants reported systemic barriers that impact CBL implementation

The most pressing challenge highlighted by all participants was the rigidity of the curriculum and the heavy syllabus load. Flexibility is a core principle of CBL, and its implementation becomes questionable within the constraints of a fixed curriculum for each grade, which needs to be completed in a fixed duration. Teachers reported the need for additional professional development for the effective implementation of CBL. 

Some participants also highlighted gaps in infrastructure, parental engagement, flexible learning spaces, and access to digital devices as key challenges.

It was surprising to note that the participants did not consider designing rubrics and assessments as a challenge in implementing CBL. This is unlike global trends, where assessment design is considered a major challenge.

Educators’ willingness to embrace change is encouraging

The insights from the study highlight that successful CBL implementation will require focused measures to address systemic and structural barriers in the education system. The study underscores that while change is integral to improvements, its realisation is a gradual process.

Positive momentum is indicated by educators’ willingness to embrace new challenges and engage with CBL’s core principles. However, significant barriers persist, due to the diversity and heterogeneity among learners, teachers, and institutional contexts that require nuanced strategies for effective adoption and implementation.

Download the full report: https://research.acer.edu.au/india/20/