¹Mary Kalunde Mutua,²Dr. Samuel N. Waweru (PhD)

¹St. Francis of Assisi, Kwatombe Secondary School, P.O BOX 396-90131, MACHAKOS

²Kenyatta University P.O BOX 43844, NAIROBI, KENYA

DOI : https://doi.org/10.47191/ijsshr/v6-i5-67

Google Scholar Download Pdf
ABSTRACT

The government of Kenyan with an aim of enhancing the system of education standardreplaced the 8.4.4 with 2.6.3.3.3. This crucial change was deemed necessary globally since it ensures development of current job market knowledge-based skills. The study’s purpose was to carry out an investigation on teachers’ competence and its influence on effective implementation of Competency Based Curriculum (CBC). The objectives of the study are: Establishing the teachers’ competence based on; values, attitudes, knowledge and skills; to find out the extent of CBC implementation; establishing the constraints hindering CBC effective implementation and to find out the attitudes of teachers towards CBC. Curriculum Implementation Theory by Gross, (1971) was used. Descriptive survey design was applied, and it targeted 79 public primary schools, 941 TSC teachers, 79 deputy head teachers and 79 head teachers in Machakos County. Target population was 20% and it entailed a sample size of 16 schools, 16 head teachers, 16 deputy head teachers and 188 public primary school teachers selected through stratified random sampling. An interview schedule, questionnaire and an observation checklist acted as the data collection tools. Piloting of the instruments of research took place in three selected public primary schools mainly to ensure objectives coverage and clarity of content. Both quantitative and qualitative methods were applied in field data collection. Quantitative analysis of data in descriptive statistics used percentages and frequency counts. Qualitative data analysis used a thematic approach which focused on research objective through description guided by the given responses. Representation of the report for analysis used frequency tables, pie charts and bar graphs. The study findings indicated that the yearly teachers’ in-service training was adequate. Various constraints hindered effective implementation and they included lack of enough learning and teaching materials and high teacher-pupil ratio .Several recommendations were made to MOE, KICD and TSC which include: In-service training to aid in creation of positive attitude towards the curriculum for its effective implementation should be organized by MOE; the ministry should also aim at ensuring adequacy of teaching and learning resources in schools; the increased enrolment in public school require government provision in building the classrooms and more teachers need to be employed by TSC to cater for increased teacher-pupil ratio. This will aid in effective implementation Competency Based Curriculum in Kenya.

KEYWORDS:

Teachers, competence, effective, implementation, competency-based curriculum (CBC).

REFERENCES

1) Abdullahi, O. (2020) School Based Factors Influencing Implementation of Competency Curriculum in Public Pre-School in Garissa Sub-County, Garissa County, Kenya (Unpublished master’s Project, University of Nairobi, Kenya)

2) Bates, (2002:5) Developing Generic Skills at University, during Work Placement and in Employment: Graduates’ Perception: Higher Education Research & Development 23(2) 147-165, 2004.

3) Bishop, G. (1985) Curriculum Development. A textbook for Students. Macmillan International College Editions. London

4) Bloom, B.S. (1956) “Taxonomy of Educational Objectives, Handbook 1: The Cognitive Domain.” New York: David McKay Co Inc.

5) Cohen, D. K & Hill, H.C (2001). Learning policy: When State Education Reform. New Haven: Yale University Press

6) Cohen, L (2007) Research Methods in Education. London. Routledge

7) Gross, N (1971) Implementing Organizational Innovation: A sociological Analysis of Planned Educational Changes. New York: Basis Book Inc.

8) Growe & Montgometry, (2000) Women and leadership Paradigm: Bridging the Gender Gap.University of Lousiana

9) Law, Galton & Wan (2007) Developing Curriculum Leadership in Schools: Hong Kong Perspectives Asia-Pacific Journal of Teacher Education, 35(2) 143-159

10) Kafyulilo A.C (2012) The Implementation of Competence-Based Teaching Approaches in Tanzania, Arusha. Makerere Journal of Higher Education, 4(2):311-326

11) Kabita, D. N. & Ji, L. (2017). The Why, What and How of Competency-Based Curriculum Reforms: The Kenyan Experience. In-Progress Reflection No. 11, Geneva, Switzerland: IBE-UNESCO

12) Kahera, J. Z (2010). Factors Affecting Curriculum Implementation in Secondary Schools in Kenya: A Case of Kakamega South District Unpublished MA project, University of Nairobi

13) Kelly (2008) List of Core Competencies for Educators, Sub-urban News Publication Ohio, USA Kerlinger, F.N (1973) Foundation of Behavioral Research. Holt Rinehart and Winston Inc. New York

14) KICD (2016) A Needs Assessment Report of Curriculum Change, Nairobi, Kenya. KICD (2016) Basic Education Curriculum Framework (BECF), Nairobi, Kenya

15) KNUT (2019) Influence of Teacher Preparedness on Implementation of Competence Based Curriculum in Primary Schools in Kenya

16) Komba, C. S & Mwandaji, M (2016) Reflections on the Implementations of Competence Based Curriculum in Tanzania, 4(2), 73-80 Student Teachers' Teaching Skills in Tanzania. Journal of Education and Practice, 4(1), 157

17) Komba D & Tromp D, L (2006) Proposal and Thesis writing: An introduction. Nairobi, Paulins Publications Limited

18) Kothari, C. R. (2004) Research Methodology: Methods and Techniques (2nd Ed) New Delhi: New Age International Limited

19) Makunja, G. (2016) Challenges Facing Teachers in Implementing Competency Based Curriculum in Tanzania: The Case of Community Secondary Schools in Marogoro Municipality. International Journal of Education and Social Sciences

20) Ministry of Education (2007a) What is Teach Less, Learn More? Ministry of Education (1997): Towards Thinking Schools, Singapore.

21) Ministry of General Education (2013) The Zambia Education Curriculum Framework. Lusaka: Curriculum Development Cent

22) MOEST (2012) Sessional Paper No.14 of 2012: Reforming Education and Training sector in Kenya

23) Momanyi, J. & Rop, P. (2019) Teacher Preparedness for the Implementation of Competence-Based Curriculum in Kenya: A Survey of Early Grade Primary School Teachers in Bomet East Sub-County. Africa Journal of Education and Social Sciences (EJESS), (2), 109-117

24) Muasya, E, W. (2019) Constraint Facing Successful Implementation of the Competency Based curriculum in Machakos County, Kenya (Unpublished master’s Project) Kenyatta University

25) Muasya, E, W. & Waweru S, N. (2019) Constraints Facing Successful Implementation of the Competency Based curriculum in Kenya (Journal of Education Research.2019,7 (12), 943-947)

26) Mugenda, O.M & Mugenda G.M (2003) Research methods. Quantitative and Qualitative Approaches, Nairobi. Acts Press

27) Ondimu, M, S. (2018) Teachers’ Preparedness for Implementation of Implementation of Competency-Based Curriculum in Private Pre-Schools in Dagoretti North Sub-County, Nairobi County, Kenya. (Unpublished M. Ed Dissertation) The University of Nairobi

28) Orodho, A.J. (2004) Element of education and social sciences. Research Methods. Nairobi: Masora

29) Sitienei, C. (2020) School-Based Factors Influencing Implementation of Competency-Based Curriculum in Public Primary Schools in Kibera Sub- County, Kenya (Unpublished Masters’ Project, University of Nairobi, Kenya

30) Sossion, W (2018) The Daily Nation 2nd February 2018, Nairobi

31) Titya, F & Mafumiko, F (2010) The Compatibility Between Teaching Methods and Competence-Based Curriculum in Tanzania. Paper in Education and Development, 37-56

32) UNICEF (2016) Zambia Education Budget. Brief. Lusaka: UNICEF, Zambia

33) Waweru, J, W. (2018) Influence of Teacher Preparedness on Implementation of Competency Based Curriculum in Public Primary Schools in Nyandarua North Sub- County, Kenya (University of Nairobi: Unpublished master’s Project)

VOlUME 06 ISSUE 05 MAY 2023