Alignment or Failure? Pedagogy-Assessment Coherence in Zambia’s 2023 Competence-Based Curriculum Through the Lens of Significant Learning: A Systematic Review

This systematic review examines the alignment between pedagogy and assessment in the implementation of Zambia’s 2023 competence-based education (CBE) curriculum. Grounded in the theory of significant learning (Fink, 2003) [11] and constructive alignment (Biggs, 1996) [1], the study employs a PRISMA-guided systematic review design to ensure methodological rigor and transparency. A comprehensive search of policy documents, peer-reviewed studies, and institutional reports published between 2019 and 2025 yielded 15 studies for inclusion, which were analyzed using thematic synthesis. The findings reveal persistent misalignment between curriculum intentions and classroom practices, particularly in assessment design, teacher preparedness, instructional resources, and equitable access. Systemic factors, including limited assessment literacy, weak instructional mediation, and inconsistent implementation across contexts, drive these challenges. Comparative evidence from Rwanda, Kenya, and South Africa further underscores the systemic nature of these challenges, highlighting the importance of coherence between curriculum, pedagogy, and assessment systems. While initiatives such as School-Based Assessment and digital platforms offer potential pathways for reform, their impact remains constrained by gaps in integration and capacity. The review concludes that alignment is a structural requirement for achieving competence-based outcomes and recommends strengthening assessment frameworks, teacher professional development grounded in integrated design, and the strategic use of digital technologies to support authentic, performance-based learning in Zambia and similar contexts.