Implementation Of Competency-based Curriculum Research Articles

Confronting Challenges Facing Teachers in Implementing Competency-Based Curriculum in Uganda: A Case of Secondary Schools in Gulu City

This paper investigated the challenges facing teachers in implementing a competence-based curriculum in secondary schools in Uganda. The study employed a qualitative research approach that utilised a case study research design. The sample of the study included 50 teachers who were randomly selected, 4 heads of schools, and 4 education officers who were purposefully selected from 4 public secondary schools found in Gulu City, Uganda. Observations and interviews were used to collect the required information. The findings established that teachers faced a variety of challenges that impeded the effective implementation of a competence-based curriculum in teaching and learning. The researcher also noticed that teachers face a big problem in the implementation of competency-based curricula: insufficient training of teachers and limited engagement of teachers in workshops and seminars that would help enrich them with some skills. So, in a sense, the implementation of CBC started without enough teacher training. Poor infrastructure in schools, limited numbers of housing facilities for teachers, no recommended teaching materials given to teachers, too many students in the classroom, and high computer illiteracy rates among teachers limited the success of CBC implementation in Uganda, especially in government-aided secondary schools. Based on the results of the study, the researcher recommended the following strategies to improve the implementation of CBC in secondary schools in Uganda: revamping teacher professional development; in order to effectively facilitate learning and engage with contemporary learners, teacher educators must be with teaching teachers; establish a robust plan for ongoing constructive interactions by NCDC with all other stakeholders; provide timely resources; and invest enough in schools so that they can deliver the right curriculum. Ensure regular inspection; the inspection role should be equipped to ensure the consistency of the curriculum. Teachers should encourage and practice more project-based learning and also harmonize and implement the language of instruction and evaluation policy clearly to avoid confusion among teachers

AN ANALYSIS OF EARLY CHILDHOOD TEACHERS’ INVOLVEMENT IN COMPETENCE-BASED CURRICULUM IMPLEMENTATION IN KISUMU CENTRAL ZONE, KENYA

This study analyzed early childhood teachers’ involvement in competence-based curriculum (CBC) implementation in Kisumu Central Zone, Kenya. Drawing on the stakeholder theory (Freeman, 1984), a descriptive research approach was utilized to assess 142 private and public teachers about their engagement in the implementation of CBC and the challenges experienced in the process. The results revealed that teachers were actively involved in CBC implementation and recognized its effectiveness. However, inadequate parental support, insufficient resources, and limited time for practical lessons presented hurdles. Recommendations include improvement in staffing, parent sensitization, emphasis on digital literacy, and communication enhancement. This study contributes insights on teacher involvement to inform CBC implementation and policy.

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

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.

The Stakeholders’ Attitudes on the Transition from Knowledge-Based Curriculum (KBC) to a Competence-Based Curriculum (CBC) in Selected Secondary Schools in Kampala District

The study investigated the Stakeholders’ attitudes on the transition from knowledge-Based Curriculum (KBC) to Competence-Based Curriculum (CBC) in selected Secondary schools A and B found in Kampala District. The implementation of CBC was driven by the need for Uganda to move away from rote memorisation and focus on practical skills and knowledge that will be useful in the workforce. The study was guided by curriculum implementation theory by Gross et al (1971). The study adopted a qualitative research approach that analysed the case of CBC from the subjective point of view while involving the study participants’ opinions. The study followed the Interpretivist paradigm which enabled participants to create and construct their social reality in line with the study. The study also adopted a single case study research design in order to get an in- depth understanding of the stakeholders’ attitudes on the transition from KBC to CBC. A sample of 23 participants including a UNEB official (U), Headteachers (H), Teachers (T) and Students (S) were selected purposively and used for the study. This enabled the researcher to gather qualitative responses, from the best- fit participants whose responses were relevant to the study. The study employed the use of the interviews to one UNEB Official, two headteachers and eight teachers and focus group discussions to twelve students while using a group of six students from each school to collect data. Through triangulation the methods enabled the researcher to collect in-depth subjective reality which was analysed using thematic analysis. The findings of the study indicated that; to a greater extent stakeholders had a positive attitude towards the transition from KBC to CBC. This is because CBC had led to development of skills and it is more practical compared to KBC. However, the findings of the study also revealed a negative attitude of stakeholders on a transition from KBC to CBC while stressing that, CBC is expensive and time for preparation was not enough. The study recommended the government of Uganda through the MoES to; train teachers so as to equip them with the necessary skills of teaching and assessment methods, facilitate schools with enough educational facilities and materials to use and continuously monitor, supervise and evaluate CBC practices in schools.

Training Needs by Head Teachers in the Implementation of Competency-Based Curriculum in Kenya’s Primary Schools: A Study of Marakwet East Sub County

The head teachers in primary schools undertake leadership roles in ensuring that the goals of the school and curriculum are attained. Nevertheless, the extent to which head teachers undergo continuous training in light of the implementation of the new competency-based curriculum has not been adequately undertaken. The paper looks at the training needs of head teachers in the implementation of CBC in Kenya’s primary schools with a focus on Marakwet West Sub County, Kenya. The study is anchored on descriptive research design and targeted Quality Assurance and Standard Officers and Headteachers of public primary schools. A sample size of 47 head teachers from all schools and 4 QASOs were selected as the sample for the study. Out of 47 targeted, only 37 responded to the questionnaire. Data was collected through questionnaires for head teachers and interview schedules for QASOs. Data analysis was done using qualitative (thematic content analysis) and quantitative (descriptive analysis using frequencies and percentages). The results of the paper are presented in tables, graphs, and narrations. It was found that the head teachers were not undertaking their responsibilities effectively to ensure CBC was properly implemented in their schools. Training programmes were found to be rare, and those provided by the Ministry of Education did little to enhance the implementation of CBC in public primary schools. The study suggests that there is a need for the Ministry of Education to conduct a needs analysis as the training required by head teachers in a particular region differs from another one. There is also a need for headteachers to work with the board of management in organising seminars and mentorship sessions with other schools as a way of enhancing their capacity towards the implementation of the CBC curriculum. The research can be utilised as a guide in the implementation of training programmes for head teachers in Kenya and other countries implementing competency-based curricula

Implementation of Competency-Based Curriculum in Junior Secondary Schools in Kenya

Implementation of Competency-Based Curriculum in Junior Secondary Schools in Kenya

Parental Involvement in the Implementation of CBC in Primary Schools

This study investigated challenges impeding parental involvement in implementing the Competence-Based Curriculum (CBC) in Tanga, Tanzania. Purposive sampling used to recruit six participants in interviews which were conducted in Kiswahili language. The obtained data were translated to English language and were analyzed by using thematic analysis. It was found that, despite of, recent improvements in PI, there have been persistent factors contribute to ineffective PI. The challenges includes; limited parental awareness, conflicting work schedules, economic constraints, perceived incompetence, and negligence. To enhance parental involvement, the study recommends that, with fee-free education initiatives, the government should consider both curricular and extracurricular programs which are the key to effective PI in CBC implementation. Beside, parents and school should consider the presence of dual responsibilities of parents in curriculum implementation.

Effects of Monitoring of Teaching and Learning on the Implementation of Competency-Based Curriculum (CBC) in Early Childhood Development (Ecd) Centres in Meru Central Sub-County

The competency-based curriculum (CBC) is a set of courses or syllabi, which promote learning areas in which the learner is gifted and skilled. The curriculum was adopted in Kenya in January 2017, when such a change occurs in education various stakeholders and resources are needed to be considered for smooth implementation. However, in Kenya, various stakeholders have expressed concerns regarding implementation of CBC. The purpose of this study was to find out the effects of monitoring of teaching and learning on the implementation of competency- based curriculum (CBC) in early childhood development (ECD) centres In Meru Central Sub-County. Lewin’s Theory of Planned Change guided the research. With adoption of descriptive research design, the study targeted 84 head teachers, 256 ECDE teachers and one Sub-County Curriculum support officers (CSO) in Meru Central Sub County. The study used a sample size of 14 head teachers, 51 ECDE teachers and the CSO in charge of education in the sub county. A simple random sampling was adopted to select participating schools and stratified sampling to select the head teachers, purposive sampling was used to consider ECDE teachers as the respondents for the study and the CSO. The main data collection tools to be used in this study included; questionnaire for head teachers and the ECDE teachers, interview schedule for the CSO and the observation guide that also guided the researcher on the availability of the instructional resources. The study quantitative data was analyzed using descriptive statistics modeled in percentages, mean and standard deviation while inferential statistics was correlated using Pearson product moment correlation. Qualitative data was analyzed using themes and prose. Discussion of the data was made, conclusion drawn from the findings and the study made conclusions recommendations and suggestions based on the research findings. The study found that that head teacher frequently monitors lesson attendance for effective implementation of CBC and invites quality assurance officers in school. The study concluded that Teachers held positive perceptions towards implementation of CBC as the head teachers were constantly following the curriculum implementation process right from classroom activities. The study recommended that the government should purchase more computers in schools for successful integration of technology in CBC program due to increasing population in schools. The purchasing of teaching and learning resources should also be prioritized especially for practical work and preparation of teaching aids for teachers.

The Challenge Face in the Implementation of Competency-Based Curriculum in Northern Kenya

Purpose: Kenya is in the process of changing its educational system from one that is content-based to one that is competency-based. When implementing a new curriculum, teachers are likely to encounter difficulties, particularly with regard to the divisions of material and subjects, underlying presumptions, objectives, teaching strategies, and assessment techniques. In this regard, this study aimed to look into the challenges that northern Kenya had in implementing the competency-based curriculum successfully. The study's particular goals were to: Analyze the potential of the competency-based curriculum (CBC) and its effects on the stability of the education sector in northern Kenya, which will depend on the infrastructure available for its implementation; the results of this assessment will assist the government in implementing the competency-based curriculum. The 8-4-4 curriculum which is planned to be replaced by CBC had been implemented mostly by applying the transmission approach and children were reported to be attending primary school and not learning (KNEC, 2010 & UWEZO, 2013).
 Methodology: The study employed a descriptive research design. Simple random sampling was employed. The study had a sample size of 45 primary school teachers and 15 head teachers. A questionnaire and interview schedules were used to collect data from the respondents.
 Findings: Teacher quality determines the quality of curriculum implementation and one means of ensuring teacher quality is by making continuing teacher professional development available for teachers. The country should take into consideration teacher preparedness for the implementation of the new curriculum and whether the country is fully prepared to organize a teacher professional development program for sustained teacher quality.
 Unique Contribution to Theory, Practice and Policy: The study's foundation was Dewey's Social Constructivism Theory, which highlights how interaction and experience are the fundamental building blocks of human experience. The study suggests that in order to foster a positive attitude among teachers and successfully implement a competency-based curriculum, the Ministry of Education should increase its investment in teacher training and involve them in the curriculum change process. The study established that there was little extent of parental involvement in curriculum implementation in schools. Similarly, Sifuna and Obonyo (2019) examined the challenges hindering the effective implementation of CBC in Kenya. The study highlighted that there was an inadequacy of instructional materials and a lack of participation by parents in the curriculum implementation process.

Challenges Facing Teachers in the Implementation of Competence-Based Curriculum in Secondary Schools in Iringa Municipal, Tanzania

This study explores teachers' challenges in implementing a competence-based curriculum in secondary schools in Iringa Municipal, Tanzania. The Study employed a Qualitative approach and a case study design. Purposive sampling was used to obtain a sample of 47 respondents. Data collection instruments used were interviews, focus group discussions, and observation. Data from the field was analyzed through thematic analysis. The Study came up with the following findings: Shortage of time, Limited Knowledge, and Shortage of Teaching and Learning resources. The Study suggested to the government that the Ministry of Education, Science, and Technology should develop an implementable curriculum to ensure other education objectives are reached due to limited time. The Ministry of Education, Science, and Technology should go to developed countries to learn from them to overcome the challenges encountered in our education system, especially the implementation of a Competence-based Curriculum. There should be follow-up mechanisms by The Ministry of Education, Science and Technology and schools in particular for Competence-Based Curriculum teaching approaches offered by secondary school teachers in Tanzania.

Primary School Teachers’ Instructional Competences in the Implementation of Competence-based Curriculum: A Case Study of Mpwapwa District Council

Teachers’ understanding of the concept competence-based curriculum, competences demonstrated in preparing of competence-based curriculum materials, competences in integrating competence-based curriculum materials with actual classroom teaching, and teachers’ competences to address challenges in the implementation of competence-based curriculum were the objectives of the study. The study investigated on teachers’ instructional competences in the implementation of competence-based curriculum. Mpwapwa District Council was a case of this study. The study sample size was drawn using purposeful techniques. A total of 24 participants from 6 primary schools were involved in this study. 18 out of 24 participants were classroom teachers, and 6 were Head-teachers. The study used qualitative approach to capture participants’ views. Document review, observation, and interview methods were employed for data collection. Data were analyzed through thematic and content techniques. The findings revealed that teachers understand competence-based curriculum as activity and application oriented curriculum. Further, the findings showed that teachers use inappropriate verbs in preparing scheme of works and lesson plans. Moreover, the study found that teachers possess adequate instructional competences however, large classes and shortage of text books hindered them to effectively integrate the curriculum materials; lesson plans with actual classroom implementation of the curriculum. Additionally, it was found that teachers have reasonable competences to overcome challenges in the implementation of competence-based curriculum. The study concluded that despite the noted disparities, teachers possess and use instructional competences effectively to implement the curriculum. However, for higher adeptness in the implementation of competence-based curriculum it is recommended that formal trainings should be given to all teachers in the District. Also schools should be provided with adequate text books. Importantly, the present teachers should be redeployed equally to all schools.

Teachers’ Perceptions of Competency-Based Curriculum Implementation, and Government Support: A Mixed Methods Study on Grade 1-5 Teachers in Homabay County, Kenya

Education reform is necessary as it allows a country to periodically review, revise, and evaluate its education systems and programs. Kenya recently adopted a competency-based education system, known as competency-Based Curriculum(CBC). This approach allows students work at their own pace to demonstrate mastery of the competencies required for their chosen field of study. However, previous studies on the implementation stages of CBC, particularly in elementary teacher preparedness, have indicated that teachers' knowledge of CBC is inadequate, they are ill-prepared, and thus they are unable to effectively teach and evaluate the new curriculum. Therefore, this study aims to investigate teacher perceptions, self-efficacy on digital technology use, and government support in the implementation of CBC, to identify the challenges teachers are facing and the support needed to effectively implement the curriculum. The study used a mixed-method convergent research design to answer the research questions. The participants were grade 1-5 teachers drawn from Homa Bay county. The study findings revealed that CBC teachers have conflicting views about CBC. Among all survey constructs, the government resource support had the highest mean, while the need for training on information and communication technology and the provision of digital technology materials to schools were mostly unfavorable. Survey respondents indicated moderate agreement with the relevant assertions. The study recommends the use of perception theory instead of self-efficacy theory to investigate teachers' opinions on the implementation of CBC. This approach can help create links between the identified issues and outcomes. Further research is necessary to examine how parents perceive the implementation of CBC and how their involvement can aid in learners' acquisition of the necessary competencies and skills. Keywords: Teachers’ perceptions, Competency-based curriculum, Government support, Digital technology DOI: 10.7176/JEP/14-9-09 Publication date: March 31 st 2023

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

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.

대학의 역량기반 교육과정 성과관리 실태 조사 및 방향 탐색

Objectives This study investigated the status of the competency-based curriculum introduced and operated as a plan to strengthen university competitiveness. Based on this, we tried to present implications for the direction of performance management of the university's competency-based curriculum. Methods First, the characteristics of university performance management, competency-based curriculum design features, competency-based curriculum performance management evaluation model, and evaluation index theoretical model were derived through literature and comparative studies. Second, the status of competency- based curriculum performance management at University A was investigated and analyzed. Third, based on the actual status of competency-based curriculum performance management at domestic and foreign universities, expert interviews were conducted to derive the direction for university competency-based curriculum performance management. Results First, based on the CIPP model, evaluation indicators were designed according to the areas of situation evaluation, input evaluation, process evaluation, and output evaluation. Second, it was found that more than half of the teachers at University A were generally satisfied with the competency-based curriculum quality management situation. As a result of the IPA analysis, the performance level was lower than the importance level in the previous stage of the CIPP model. Third, experts saw that it was necessary to collect opinions from school members in the situation evaluation, design a roadmap for the entire university curriculum, recruit capacity management personnel, and develop faculty's competency-based class design ability. Conclusions In order to increase teachers' interest in and implementation of competency-based curriculum in the future, it is necessary to provide support such as identifying teachers' needs, training teachers for new curriculum, and selecting and rewarding excellent classes.

Physics Teachers' Implementation of Competence-Based Curriculum through the use of Inquiry-Based Teaching and Learning: A Case of Lower Secondary Schools in Gakenke District

This study investigates how physics teachers of lower secondary schools practice inquiry-based teaching and learning (IBTL) in their physics teaching. The study used qualitative techniques such as open-ended questionnaires, interviews, and observation to collect data. The study participants were three senior-one physics teachers purposefully selected from three lower secondary schools of Gakenke District located in the Northern Province of Rwanda. Collected data were analyzed using content analysis. The study's findings revealed that study participants know about and how IBTL should be implemented. However, they were limited only on traditional methods of teaching and did not tackle five practices of inquiry-based teaching and learning in their physics teaching, which include engaging students in scientifically oriented questions, allowing students to give priority to evidence, allowing students to give explanations from evidence, and to communicate and justify their explanations and evaluating explanations from evidence. Therefore, teachers were found not effectively implementing the current competence-based curriculum (CBC) in Rwanda. Teachers are recommended to ask questions that require students to compare and contrast for practicing inquiry practice of evaluating explanations from evidence and to allow students to use different sources of information rather than using physics books only.

Reasons for low engagement time and its impact on the implementation of the Competence-Based Curriculum (CBC) in Secondary Schools in Makoni District Zimbabwe

The study investigated reasons for low engagement time and its impact on the implementation of the Competence-Based Curriculum (CBC) in secondary schools in Makoni District of Manicaland Province. The investigation employed mixed methods research design. The target population comprised all school heads and teachers in secondary schools in the District. A convenience sampling strategy was used to select schools to participate in the study. The researchers got a list of names of secondary school heads from the District Schools Inspector. A purposive sampling technique was used to select 9 school heads who had the relevant knowledge, experience and were involved as supervisors in CBC implementation, to participate in the study. A total of 32 teachers were randomly selected, bringing the total number of respondents to 41, made up of 9 school heads and 32 teachers. A structured questionnaire with closed-ended and open-ended questions, a face-to-face interview and documentary analysis were the data-gathering instruments. Study findings revealed that the reasons for low engagement time, that had moderate to very large impact on the implementation of Competence-Based Curriculum in Secondary Schools in Makoni District, were: low remuneration of teachers; learner absenteeism; COVID 19-induced lockdowns; late attendance of lessons by learners; and shortage of teaching and learning materials. The study recommends that teachers plan and conduct interactive, interesting learner-centred lessons that motivate students to attend lessons and want to report for lessons early. Government and School Responsible Authorities are urged to staff develop and conscientise teachers on the importance of the teaching profession and its role in human capital development; and to improve teachers' conditions of service.

Influence of Schools’ Management Financial Preparedness on the Implementation of Competence Based Curriculum in Public Primary Schools in Kirinyaga West Sub-county, Kirinyaga County, Kenya

The competency-based curriculum (CBC) is presently being implemented in public primary schools in Kenya. Yet, empirical evidence indicates that schools’ management faces a lot of challenges, hence making it very difficult for the implementation of the new programme. The study sought to explore the influence of schools’ management financial preparedness on implementation of CBC in Kirinyaga west subcounty, Kirinyaga County, Kenya. The study was anchored on Curriculum Implementation Theory, Theory of Organizational Readiness for Change, and Kurt Lewin Change Management Model. The study adopted mixed method approach, which allowed concurrent triangulation of data where both quantitative and qualitative methodologies were used. Target population comprised 68 headteachers, 1,020 teachers, 15, 500 CBC pupils and 4 sub-county education officials totaling to 16,592 respondents. Yamane Formula was used to sample 399 respondents that were identified using purposive and stratified random sampling techniques. A semi-structured questionnaire was used to collect quantitative data from teachers whereas an interview guide was used to collect qualitative data from head teachers and subcounty education official. Quantitative data was organized and processed descriptively and inferentially using SPSS (version 23) and presented using frequency tables. Linear regression was carried out under inferential statistics. Qualitative data was analyzed using thematic content analysis technique and presented using narratives. All research protocols were observed throughout the study, including obtaining all relevant authorizations and observing respect for the participants. The study established that schools’ financial preparedness has significant influence on the implementation of the CBC in public primary schools in Kenya. The study recommended that there is need for the government to provide enough financial resources for implementation of the CBC. School managers should be trained on how to mobilize financial resources to complement government efforts.

Teachers’ Assessment Practices in Implementing Competence Based Curriculum in Secondary Schools in Arumeru District of Tanzania

This study investigated the teachers’ use of recommended assessment methods in implementing the Competence Based Curriculum (CBC) in public secondary schools in Arumeru District of Tanzania. More specifically, the study sought to determine teacher training in and utilization of the recommended assessment methods implementing the CBC. Adopting the cross-sectional survey research design, the study targeted 35 co-educational public secondary schools in Meru Council of Arumeru District, Tanzania with a population of 1193 teachers. The study sample comprised 111 teachers drawn from nine secondary schools, which were sampled using stratified sampling to ensure proportional representation of rural and urban schools. Data were collected using a semi-structured questionnaire. The findings revealed that a majority of the secondary school teachers were not trained in the recommended assessment methods for implementing CBC, more so in the use of rating scales and rubrics, checklists, portfolios, practical task, and analysis of texts. The methods that were primarily used by teachers to assess student learning were oral examination, written tests, analysis of texts, and essays. On the contrary, portfolios, rating scales, and rubrics, checklists, projects, and practical task methods were rarely used in assessing student learning. The study, therefore, recommends that the Ministry of Education, Science and Technology should ensure that all secondary school teachers are trained in the use of the recommended assessment methods if the implementation of CBC were to be successful. In addition, the Ministry of Education, Science and Technology should closely and continuously monitor utilization of the different recommended assessment methods for effective assessment of learning outcomes in secondary schools.

Challenges in Teaching Physics using Inquiry-Based Teaching and Learning Approach: A Case of Lower Secondary School in Gakenke District, Rwanda

This study was conducted for identifying the challenges confronted by Physics teachers during the implementation of competence-based curriculum (CBC) using inquiry-based teaching and learning (IBTL). It was qualitative by nature and it used a case study design. Semi-structured interview was used to collect data. It involved a sample of three teachers selected purposefully from physics teachers of 50 lower secondary schools of Gakenke District located in Northern Province of Rwanda. Data were analyzed using thematic analysis. The findings from the study revealed that the participants of the study met with number of challenges during the implementation of physics competence-based curriculum using IBTL. Those challenges include the lack or insufficiency of teaching-learning materials and infrastructures, shortage of time, poor English language of students, beliefs of students that physics is difficult subject and the lack of teachers’ skills and knowledge to prepare inquiry-based lesson. The participants of the study are recommended to improvise local available teaching materials for effective use of IBTL. Policymakers are recommended to organize regular trainings of teachers at schools levels on how to plan inquiry-based lesson for effective implementation of physics CBC.

Innovation and Strategic Management Practices in the Implementation of Competency-Based Curriculum in Kenya

Kenya has seen several developments in its schooling and educational system since gaining its independence in 1963. Right from independence, the Ominde Commission (Ominde 1964) sought to reform the educational System, from one that was racially stratified to a more uniform one. Then came the 7-4-2-3 System that had 7 years of primary school, 4 and 2 years of lower and upper secondary and 3 years of university. Thereafter, following another assessment and subsequent recommendations of the Mackay Report in 1982 (Mackay 1982), the 8-4-4 System was introduced in 1985. It extended the life of primary school to 8 years, 4 secondary, and 4 university years. This System has been in place until the Competency-Based Curriculum (CBC) succeeded. The 8-4-4 System has its final cohorts going through the final assessments of primary school. Kenya has shifted the curriculum landscape within the contemporary education system by implementing the Competency-Based Learning Curriculum (CBC). The competency-based learning curriculum is a system of instruction that focuses on both the skills, reporting assessment, and instruction intended to enhance skill capabilities. The curriculum promotes individual wholesome wellbeing and the acquisition of skills that will enhance competency both in professional and real-life application. The design, roll-out, preparation, and implementation of the CBC, just like its predecessors, have not been without challenge and criticism. There has been passionate debate on its efficacy, currency, and relevance in the development of learners in today's modern society. This paper seeks to sift the chaff. The paper will by way of study, assess the place of strategic management practices in the wholesome running of educational systems and curricula, with a critical focus on how these practices have contributed to any hits or misses in implementing the CBC curriculum in Kenya. The study data was collected from collected emanated from education stakeholders such as teachers, heads of schools, and other educators and a survey of select public and private primary schools in Kenya. The highlighted challenges; infrastructural, teacher-learner ratio, process delivery challenges, and human resource, are crucial in determining whether the implementation of the CBC has and will be successful. They will be essential in forming both statutes and regulations that will streamline the competency-based curriculum to ensure that children accessing education at the lower levels obtain skills that will be practical in the professional world and the advancement of their careers.