Impact of Regular In-Service Training on Delivery of Competency-Based Curriculum in Nigerian Schools

Abstract

The global shift toward Competency-Based Curriculum (CBC) underscores the need for educational systems to realign teaching practices with learner-centered and outcome-based methodologies. This theoretical review examines the impact of regular in service teacher training on the effective delivery of CBC in Nigerian schools. Drawing on recent literature and empirical evidence, the study highlights inservice training as a critical tool for equipping teachers with contemporary pedagogical, assessment, and content-related skills. Findings indicate a strong correlation between continuous in service training and successful curriculum delivery of CBC However, systemic barriers such as unstable funding, insufficient follow-up support, and resistance to change undermine training effectiveness. The paper offers practical recommendations for policymakers, educational administrators, and teacher educators, emphasizing policy reform, context responsive program design, mentorship and institutional collaboration to reinforce in-service training and support sustainable CompetencyBased Curriculum (CBC).