The extent of implementation of Competency-based education in Public and Private Junior Secondary Schools in Mbita, Kenya
AUTHORS
Leudiah Anginya,The University of Nairobi, Kenya
Caleb Mackatiani,The University of Nairobi, Kenya
Daniel Gakunga,The University of Nairobi, Kenya
ABSTRACT
The implementation of Competency-Based Education (CBE) in Junior Secondary Schools (JSS) in Kenya has introduced significant reforms aimed at promoting learner-centered pedagogy, practical skill acquisition, and holistic development. This study examines the extent to which CBE has been implemented in both public and private JSS. Using a descriptive research design, the study drew data from teachers, school administrators, learners, and quality assurance officers to identify successes, disparities, and challenges across different school contexts. Findings reveal that CBE full implementation remains uneven. Public schools face persistent constraints such as inadequate infrastructure, limited instructional materials, high teacher workload, and inconsistent teacher training. Conversely, private schools demonstrate relatively better resourcing and flexibility, though they also struggle with curriculum standardization and teacher capacity gaps. The study is significant as it provides data to the field of comparative and international education. Hence, it contributes to the growth of knowledge on CBE policy. The study concluded that effective CBE implementation requires strengthened teacher professional development, equitable resource allocation, enhanced monitoring, and improved collaboration between government, the private sector, and community stakeholders. Recommendations are offered to support sustainable and inclusive CBE rollout across all Junior Secondary Schools in Mbita, Kenya.
KEYWORDS
Approaches, Competency based, Critical thinking, Junior secondary resources
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