The past few decades have witnessed a rapid and worldwide reform in traditional education toward competency-based education (CBE) at all levels and types of education [1,2]. The competency-based approach to education focuses on addressing positive educational outcomes that align with the needs and expectations of the workforce, employers, and the population they serve [3,4]. CBE places strong emphasis on learner-centered learning, which encourages better adaptability and accountability [5,6]. Through CBE, graduates can critically think, communicate effectively, and work collaboratively with others to provide solutions to problems [7]. This teaching and learning strategy differs from the traditional approach, which consists of time-based training, evidence of academic degrees, and the assessment of student progress based on lessons taught [8,9]. This paradigm shift evolved in an attempt to bridge the gap between students having completed their educational program yet still being unable to perform competently in the workplace or being inadequate to proceed to the next level of education [8,10], despite the immeasurable efforts, time, and resources invested in this traditional education without achieving positive outcomes [10].

The World Health Organization (WHO) and the International Confederation of Midwives (ICM) also adopted this educational trend in the education of midwives and other health professionals by using the term “core competencies” [11,12]. Core competencies, also known as essential competencies, are a set standard for preparing the health workforce to be current and responsive to dramatic health advances geared to meeting clients’ expectations [13,14]. The midwifery set of competencies was created and published by the ICM in 2002 [15]. Since then, the competencies have undergone reviews and updates based on scientific evidence [16,17]. The updated competencies are arranged in a framework of 4 interconnected categories, including general competence, which applies to all aspects of a midwife’s practice, and competencies that are particular to care throughout prepregnancy, antenatal care, labor, delivery, and the postpartum period [18]. These competencies represent the requirement for preservice education in midwifery and its intended outcomes [17]. CBE for the midwifery profession is, therefore, a system of academic instruction and evaluation that aims to achieve proficiency in midwifery student learning outcomes based on students’ ability to demonstrate all the essential competencies for basic midwifery practice [18].

CBE aims at developing critical thinking abilities, values, and the clinical decision-making abilities needed by midwifery students for the delivery of safe care in future practice [10,14]. The design of CBE for teaching and learning activities should comply with standards by integrating knowledge, skills, values, and attitudes within each competency [19]. Midwife educators, midwifery regulatory bodies, midwifery institutions, and others involved in the development and implementation of preservice midwifery education are expected to adopt and adapt CBE to curricula [12,14,20]. However, reports on the integration of competency-based curricula and the approach to ensure sustainability are yet to be well documented, especially in Africa [14], whereas countries and institutions in which the CBE approach has been fully adopted have recorded positive outcomes in their education programs. Outcomes include, but are not limited to, producing competent and confident graduates and improved quality care for clients, contributing to improved family health [8,21-23]. Previous reviews on CBE in Africa focused on challenges regarding the implementation of CBE [24,25]. This review will, however, explore and synthesize existing literature on the implementation of CBE for midwifery programs and its sustainability in Africa.

It is intended that this scoping review will be completed within 6 months following the publication of this protocol. The findings will be presented as outlined above.

The purpose of this scoping review is to map and synthesize existing literature on the implementation of CBE for midwifery programs and its sustainability in Africa. The discussion of the findings will be contextualized based on previous studies on CBE for midwifery programs, its implementation, and the strategies used to sustain the implementation of CBE for midwifery programs in Africa. The scoping review is limited to midwifery education, which means other health care professionals’ education will be excluded. The review is also limited to studies conducted in Africa in the English language. The findings of the review will be significant in identifying gaps in knowledge and research on this topic of interest. It is anticipated that understanding CBE for midwifery programs may contribute to strengthening midwifery education and advancing the standard of maternity care. The conclusions from this scoping review will inform midwifery educators, institutions, policy makers, and other stakeholders on the strategies required to implement and sustain CBE for midwifery programs in Africa. The results of this scoping review will be published in a reputable journal and presented at local and international conferences.