Is competency-based curriculum a global template misfit in rural Zambia in view of policy borrowing and local realities?: A case study on selected primary schools of chipata district, east province

The Competency-Based Curriculum (CBC) was introduced in Zambia to promote learner-centered, skills-oriented education aligned with global standards. However, its implementation in rural contexts faces numerous challenges. This study explores the alignment between CBC and local realities in Chipata District, Eastern Province. Using an exploratory qualitative research design, 50 participants including teachers and school administrators were intensionally sampled from five rural primary schools. Data were collected through semi-structured interviews, classroom observations, and document analysis, and analyzed thematically. Findings reveal that teacher preparedness, resource limitations, high pupil-teacher ratios, socio-economic barriers, and insufficient institutional support constrain CBC implementation. The study applies Policy Borrowing Theory, Contextualization Theory, and Constructivist Learning Theory to interpret the findings, concluding that CBC functions as a global template misfit in rural contexts without adequate localization. Recommendations include comprehensive teacher training, resource provision, curriculum adaptation, and stronger institutional support.