Implementation of Competency-Based Curriculum in Junior Secondary Schools in Kenya
AUTHORS
Caleb Imbova Mackatiani,The University of Nairobi, Kenya
Navin Imbova Mackatiani,MMUST University, Kenya
Paul Ekeno Ejore,The University of Nairobi, Kenya
Mercy Ashikhoya Imbovah,Kisii University of Nairobi, Kenya
ABSTRACT
Sustainable Development Goal number four (SDG 4) on education seeks to ensure inclusive and equitable quality education and to advance opportunities for lifelong learning for everyone. The goal is essential for Kenya and Sub-Saharan Africa as it ensures that all children complete basic schooling by 2030. It also provides equal access to vocational training and achieves universal quality higher education. Kenya, like every other country in Sub-Saharan Africa, ratified the international document. All incorporated the provision of inclusive and high-quality education. Competency-Based Curriculum (CBC) was therefore adopted in the Kenyan educational system to address the development of competencies. This study surveyed the factors that influence the implementation of the Competency-Based Curriculum (CBC) in Kenya's educational system. The study used a mixed-method approach. Mixed methods research design was used since it is a procedure for collecting, analyzing, and “mixing” both quantitative and qualitative research and methods in a single study to understand a research problem. The approach applied to this study as qualitative and quantitative techniques were used to examine the variables. A sample size of 396 was adopted through the use of the formula. The sample size conformed to a confidence interval of 0.05, a confidence level of 95%, a Z-score of 1.96, and a standard deviation of 0.5. The study findings showed that schools had inadequate physical infrastructure and instructional resources. The study concluded that CBC adoption requires significant expenditures. The study also found that the implementation of CBC is threatened by a lack of adequate in-service training. The study recommended holding regular in-service training sessions for teachers. The study's recommendations emphasized on administration of in-service training to teachers, and adequate teacher staffing in schools. The study also recommended the creation of stakeholders' awareness about infrastructure adequacy. The study's findings would be significant in the development of educational policies and legal frameworks for the effective delivery of high-quality education in Kenya and Sub-Saharan Africa. The study's findings would provide data and would be beneficial to the field of comparative and international education.
KEYWORDS
Assessment, Human resource, Implementation, Inclusion, Infrastructure, Instructional materials, Learner-centered
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