The Preparedness of Teachers for the Implementation of the Competency-Based Curriculum (CBC) Towards Acquisition of Employability Skills in Selected Schools in the Archdiocese of Bamenda, Cameroon.

This study explores teachers' preparedness towards implementing the Competency-Based Curriculum (CBC) in fostering employability skills among students in selected schools within the Archdiocese of Bamenda, Cameroon. The CBC emphasises learner-centred pedagogies and the acquisition of practical competencies necessary for the world of work. However, its successful implementation depends significantly on the readiness and capacity of teachers. The study was built on the following objectives: to investigate the nature and adequacy of teacher training; assess teachers' understanding of the CBC and its link to employability skills; examine the instructional strategies they use; and identify the challenges they encounter in integrating employability skills into practice. Using a mixed-methods research design, data were collected from 86 teachers through questionnaires, interviews, and classroom observations. The findings reveal that while most teachers understand the general philosophy of the CBC, they lack adequate training, resources, and pedagogical tools necessary for effective implementation. Additionally, curriculum support and professional development inconsistencies have limited their ability to integrate employability skills into daily teaching. Despite these challenges, teachers expressed a willingness to adapt and highlighted the need for ongoing in-service training, curriculum alignment, and institutional support. The study concludes that teacher preparedness is a crucial determinant of CBC success and recommends strategic interventions by educational stakeholders to equip teachers with the necessary competencies for effective employability-focused education delivery.

Competency-Based Curriculum, Teachers' Preparedness

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