Multiple outlets report that education systems are increasingly moving toward curricula meant to develop critical thinking and problem-solving abilities, including across Africa. However, a commonly cited barrier is the way students are assessed. The articles from Phys.org and AllAfrica—both referencing the same discussion— argue that exam-driven models can limit opportunities for students to practice practical, real-world skills. The reporting indicates that while reforms aim to emphasize higher-order learning, the structure and incentives created by examinations often reward test performance rather than sustained understanding or application of knowledge.
In this context, the sources describe a tension between curriculum intent and classroom outcomes: curricula may be designed to teach useful skills, but exam requirements and pressure can shape what schools prioritize. The articles present exams as a key factor that “stops” or slows students from learning and applying skills beyond what is required to succeed on assessments. Overall, the outlets portray an ongoing shift toward skills-oriented education alongside persistent assessment-related challenges.
