Influence of teachers’ preparedness on implementation of competency-based curriculum (CBC) in public primary schools in Bomet east sub-county, Kenya

Abstract

The government of Kenya embarked on curriculum reform from the 8.4.4 system of education to Competency Based Curriculum in order to change from knowledge and skills acquisition to knowledge creation and application. The study was undertaken to establish the influence of teachers’ preparedness on the implementation of Competency Based Curriculum (CBC) in public primary schools in Bomet East Sub County, examine the influence of teachers’ training, teachers’ mode of assessing learners, teachers’ preparation on utilization of CBC instructional resources and how effectively the lesson can be prepared in the implementation of the CBC. The knowledge development theory was adopted in the study. The study adopted descriptive survey research design which involved the use of questionnaires and interview schedules for data collection. Results show that teachers need support in infusing core competencies, infusing critical thinking and problem solving, in creativity and imagination and in infusing communication and collaboration. Head teachers and Curriculum support officers expressed serious concerns on the availability of instructional materials. Results further showed that teachers need support in designing assessment criterion, support in constructing assessment rubrics and support in keeping assessment records for summative reporting. In conclusion teachers need more support to fully implement CBC curriculum. Study recommends further training and capacity building for teachers involved in CBC implementation.