The main objective of this article is to summarise the debate on curriculum in the field of basic education reforms applied in Africa during the last ten years. We will focus in particular on the competency-based approach, which has been adopted with potential enthusiasm in the region. First, we analyze the reasons for choosing this approach in this part of the world. Then, we highlight the factors which hinder the effects of curricular reforms which are aimed at ameliorating the quality of school education into two contexts: North Africa and West Africa. Finally, we make various suggestions on the possibilities of an appropriate curriculum development for the African educational context.