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As part of the wider Curriculum Development Study a survey was undertaken to determine opinion and actual practice regarding the Competence-Based Curriculum in schools. Three subject grades were surveyed i.e., Tajik Grade 5, Zoology Grade 8 and General History Grade 11. Three Data Collection Instruments were used, i.e., a Lesson Observation Sheet, a Teacher Interview Questionnaire and a Techer Self-Completion Questionnaire. These instruments can be viewed in Appendix 1. For each of the three subject grades, 15 classes were observed, and 15 teachers interviewed and asked to self-complete a questionnaire, a combined total of 45 classes and 45 teachers. Small, medium, large, rural, semi-urban and urban schools were included in the sample. From the Lesson Observations and the Teacher Interviews data was collected relating to Textbook, Teachers’ Guide and Curriculum Booklet availability, physical condition and usage by teachers, actual use of teaching materials by the teacher and the extent to which teachers use CBE methodology, including teaching Key Competencies (Communication, Collaboration, Creativity, Critical Thinking and Learning to Learn), differentiation according to students’ ability, the proportion of teacher versus student talk, the extent to which the lesson was knowledge-based or skills-based, whether the teacher understood the content of what they were teaching and the use of Continuous assessment. From the Teacher Self-Completion Questionnaire data was collected relating to teachers’ most and least favourite lessons, topics they would like added or deleted from the textbook, suggestions for improving the textbook, desire for a textbook that incorporates teaching methodology in one volume (rather than a textbook with a separate Teachers’ Guide), teachers’ favourite Lesson Plans in the Teachers’ Guides, and other suggestions for improving the Teachers’ Guide. Data collected was entered on an Excel spreadsheet, totalled and percentaged separately for each of the three subject grades. These percentages were then entered for each of the three subject grades on the original data collection forms to enhance ease of analysis and review. Analysis of this data follows below for each of the three subject grades.

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