Competency-Based Curriculum: Leveraging Resources for Skills Acquisition in Primary Schools in Kenya.

Abstract

Globally, the issue of quality education is a concern for all the UN member states. Sustainable Development Goal number 4 (SDG 4) on education seeks to ensure inclusive and equitable quality education and to advance opportunities for lifelong learning for everyone. To address quality and inclusive education, a Competency-Based Curriculum (CBC) was introduced in the Kenyan educational system in 2017. The purpose of this study was to discover the variables that affect CBC’s adoption in Kenya. This study’s conclusions could be applied to create educational policies and legal frameworks for the effective implementation of high-quality education in Kenya and Sub-Saharan Africa. Study findings predicted significance of this study. The study adopted a mixed-method approach that used qualitative and quantitative techniques to examine the issue. A sample size of 396 was employed in the study, which was in accordance with a confidence interval of .05, a confidence level of 95%, a Z-score of 1.96, and a SD of .5. The results of the study showed that stakeholders had not been made aware of the need for provision of suitable infrastructure and educational resources. The study also found that the implementation of CBC is threatened by a lack of adequate staffing of teachers in schools and in-service training for teachers. The study provision on of resources for to enable acquisition of CBC skills. It was also recommended that regular in-service training for teachers be administered. The study further suggested sensitization of stakeholders to create awareness on the importance of provision of educational resources.