Chapter One — 1.1 Background to the Study

Over the past decade, the relationship between competency-based curriculum design and student engagement has become a subject of considerable debate among scholars and industry practitioners alike, particularly within the context of Developing Economies where operating conditions differ markedly from more developed markets.

Developing Economies presents a useful setting for examining this relationship precisely because the conditions there — structural, regulatory, and behavioural — differ from those typically assumed in the broader literature, most of which draws on evidence from more developed economies.

1.2 Statement of the Problem

Despite a growing body of literature on competency-based curriculum design, there remains limited consensus on the precise nature of its relationship with student engagement, particularly within Developing Economies. Many organizations continue to make decisions about competency-based curriculum design without a clear, evidence-based understanding of how those decisions ultimately affect student engagement. This gap between practice and empirical understanding is the central problem this study seeks to address.

1.3 Objectives of the Study

1. To examine the effect of Competency-Based Curriculum Design on student engagement in Developing Economies.
2. To assess the extent to which competency-based curriculum design influences student engagement within the study area.
3. To identify the challenges associated with competency-based curriculum design in relation to student engagement.
4. To recommend strategies for optimizing competency-based curriculum design in order to improve student engagement.

1.4 Research Questions

1. What is the effect of competency-based curriculum design on student engagement in Developing Economies?
2. To what extent does competency-based curriculum design influence student engagement within the study area?
3. What challenges are associated with competency-based curriculum design in relation to student engagement?
4. What strategies can be adopted to optimize competency-based curriculum design in order to improve student engagement?

1.5 Significance of the Study

This study is significant to a range of stakeholders. For policymakers and regulators, the findings offer evidence to guide the design of frameworks that support healthier outcomes around student engagement. For managers and practitioners within Developing Economies, the study provides practical insight into how competency-based curriculum design can be better managed. Finally, it contributes to the academic literature on curriculum studies by extending existing knowledge into a specific empirical context, and offers a reference point for future researchers.

1.6 Scope of the Study

The study is limited to an examination of Competency-Based Curriculum Design and its relationship with student engagement within the context of Developing Economies. It reflects a clearly defined scope of analysis and relies on data and perspectives available within that scope; generalizing the findings beyond this specific context should therefore be done with appropriate caution.