Competency Based Curriculum in Primary Schools in Kenya: Opportunities and Challenges of Implementation

Abstract

The study was designed to investigate challenges facing the implementation of competency based curriculum (CBC) in primary schools in Kenya. It dealt with the following aspects: Teacher’s preparedness, availability and adequacy of teaching materials, level of collaboration between different government agencies and opportunities available for proper implementation of CBC in primary schools. The study employed a mixed research design. The sample for the study comprised 200 primary schools, 200 head teachers, 200 primary teachers and 4 Kenya national union of teachers sub branch secretaries drawn from Bungoma County. Data were collected using questionnaire, interviews and observation. It was then analysed both qualitative and quantitatively. The finding from this study reveal that the introduction of competency based curriculum into education system  in Kenya primary schools was hurriedly done and not systematically planned and implemented; with minimal training of majority of teachers on its contents and teaching methods which tends to hinder their application of essential knowledge and skills of the curriculum. There was general lack of adequate approved textbooks for teachers and learners as well as instructional materials. Parents and other educational stakeholders’ involvement and public participation in the curriculum reforms process was not adequate. Classrooms were overcrowded with pupils ranging from 70 – 100 per stream. With these kinds of challenges, the success of the new curriculum is in doubt. It is therefore recommended that the ministry of education and other stakeholders should devote more efforts to the development of teachers’ and head teachers’ understanding of the CBC approach , assist in the construction of classrooms in primary schools and provision of adequate resources and facilities as well as sensitize and involve parents during parents teachers association (PTAS) meetings.

Keywords: competency based curriculum, Kenya, Parents’ Teachers Association, Education stakeholders, Respondents.

DOI: 10.7176/JEP/11-32-06

Publication date: November 30^th 2020