Leveraging Taiwan’s Competency-Based Curriculum Model: Implications for Low- and Middle-Income Countries

Abstract This study explores Taiwan’s Competency-Based Curriculum (CBC) reforms, to identify transferable strategies for African education systems. Through qualitative analysis of policy documents and interviews with 15 educators and policymakers, the research examines Taiwan’s shift from exam-centric instruction to a holistic CBC model emphasizing 21st-century competencies: critical thinking, creativity, and social participation. Key findings reveal that Taiwan’s success stemmed from grassroots stakeholder engagement, systemic teacher professional development, and alignment with labor market demands via industry partnerships. Challenges included resistance from teachers accustomed to traditional pedagogies and bureaucratic inertia. The study underscores Taiwan’s phased implementation, which integrated global frameworks (e.g., UNESCO’s DeSeCo) with local needs, fostering school autonomy and innovative assessments. For African contexts, the paper advocates participatory curriculum co-design involving communities and industries, adaptive resource strategies (e.g., offline tools for connectivity gaps), and context-driven teacher training. It highlights the necessity of balancing global benchmarks with indigenous knowledge, such as integrating local languages and traditions into STEM education. By adopting Taiwan’s lessons, prioritizing stakeholder ownership, decentralized governance, and phased scaling, African nations can address infrastructural deficits, enhance employability, and cultivate equitable, future-ready education systems. The study concludes that while Taiwan’s CBC model is not a one-size-fits-all solution, its emphasis on flexibility, inclusivity, and systemic collaboration offers a transformative blueprint for low-resource settings seeking to align education with socio-economic development.