Chapter One — 1.1 Background to the Study

In recent years, Competency-Based Curriculum Design has emerged as a critical factor shaping teacher curriculum delivery across organizations operating in and around Lagos State. As institutions grapple with the pressures of globalization, regulatory reform, and shifting stakeholder expectations, understanding how competency-based curriculum design relates to teacher curriculum delivery has become an important area of both scholarly and practical concern.

Lagos State 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

While competency-based curriculum design is widely discussed in policy and industry circles, empirical evidence on its actual effect on teacher curriculum delivery within Lagos State remains sparse and, in places, contradictory. This lack of localized, rigorous evidence makes it difficult for decision-makers to know with confidence whether current approaches to competency-based curriculum design are helping or hindering teacher curriculum delivery — a gap this study sets out to close.

1.3 Objectives of the Study

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

1.4 Research Questions

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

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 teacher curriculum delivery. For managers and practitioners within Lagos State, 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 teacher curriculum delivery within the context of Lagos State. It reflects a BSc-level 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.