Many countries have looked at schools as spaces that can impart requisite skills for future jobs through competency-based education (CBE). Yet, there is limited comparative research evidence showing countries' implementation progress. The research design adopted for this study is a meta-narrative. Stufflebeam's (2000) context, input, process and product evaluation model is used to reflect on the education systems of two countries, Rwanda and Zimbabwe, and the enactment of their competency-based curricula. Data from the literature was analysed using a combination of thematic, content and narrative approaches. The findings of the study established four epistemic areas that influenced the growth of the CBE movement--competency-based training, progressivism, competency assessment programmes and the 21st-century CBE movement. Further results showed that the extent of support for education, literacy levels and proficiency in the language of instruction were some of the context-determinant factors influencing CBE implementation. Despite some success stories, challenges in the areas of assessment, teaching and ICT integration were reported. The study made two recommendations. Firstly, countries can enhance effective implementation through the provision of guiding frameworks for continuous professional development to empower teachers on the knowledge and skills for a CBE. Secondly, there is a need to re-examine the CBE approach to country-specific contexts to assess relevance to prevailing national needs.