Summative assessment is often criticised as an unfair representation of learner effort and aptitude. In summative high-stakes examinations, economically privileged learners consistently outperform marginalised counterparts, perpetuating inequitable social class reproduction. But UN Sustainable Development Goal No.4 calls for equitable quality education and lifelong learning for all learners, irrespective of socio-economic status and aptitude. Consequently, many education systems are adopting project-based learning to reduce dependency on summative exit examinations and nurture learners' lifelong research and problem-solving skills. Informed by the capability theory, the current literature-based study casts a bird's eye on how teachers are capacitating learners with research skills in South Africa, Lesotho, and Zimbabwe -- three former British colonies with a shared heritage of dependency on summative high stakes examinations. Teachers in the three countries are worried by unclear implementation modalities, inadequate capacitation and heavy workloads that undermine project-based learning and the formative assessment it entails. While commendable progress in utilising the project-based approach has been recorded in South Africa and Lesotho, teachers in Zimbabwe are struggling to implement the change in an authentic and ethical manner due to poor remuneration and the government's power-coercive dissemination strategies. If the UN goal to achieve equitable quality education is to be attained, dual communication, consultation and teacher capacitation are imperative. [For the complete Volume 21 proceedings, see ED629259.]