In order to prepare Rwandan citizens for a competitive world, a competence-based curriculum (CBC) has been implemented since 2016. The problem addressed by this study is “under which conditions will the implementation of the intended science curriculum be realised in classroom”. Framed by the Rogan and Grayson theory of curriculum implementation, a multiple case study was conducted to explore the relationships between a school’s profile of science CBC implementation and its capacity to support innovation. This was done by interviewing 12 teachers, observing and recording 23 of their science lessons, and surveying school facilities in their three schools. The data were presented in narrative form based on ratings (1–4) of lessons and schools’ capacity to innovate. Despite the variations between teachers and schools in CBC implementation caused by differences in individual professional development and schools’ capacity to innovate, the results revealed high levels of appropriate CBC implementation in aspects of classroom interactions, teaching and learning activities, and assessment. On the other hand, a low implementation level was noticed in the aspect of science-in-society. The study findings relate the profile of science CBC implementation to some aspects of a school’s capacity to innovate, particularly individual teacher’s experience, inadequate preparedness to enact CBC and inadequate teaching and learning resources for science. For successful implementation of science CBC, strong and regular training programmes that focus on how the new ideas are put into practice, together with the provision of teaching and learning resources for science, are recommended.

为了让卢旺达公民为竞争激烈的世界做好准备，自 2016 年起实施了基于能力的课程 (CBC)。本研究解决的问题是“在何种条件下，预期科学课程的实施将在课堂上实现”。在 Rogan 和 Grayson 课程实施理论的框架下，进行了一项多案例研究，以探讨学校的科学 CBC 实施概况与其支持创新的能力之间的关系。这是通过采访 12 位教师、观察和记录他们的 23 节科学课程以及调查他们三所学校的学校设施来完成的。数据以基于课程评分 (1-4) 和学校创新能力的叙述形式呈现。尽管由于个人专业发展和学校创新能力的差异导致教师和学校在 CBC 实施方面存在差异，但结果表明，在课堂互动、教学活动和评估方面，CBC 实施水平较高。另一方面，在社会科学方面的实施水平较低。研究结果将科学 CBC 实施的概况与学校创新能力的某些方面联系起来，特别是个别教师的经验、制定 CBC 的准备不足以及科学的教学和学习资源不足。为了成功实施科学 CBC，重点是如何将新想法付诸实践的强大而定期的培训计划，