Implementation Of Competency-based Curriculum Research Articles

Level of Infrastructure and Resource Preparedness in the Implementation of Competency-Based Curriculum in Public Primary Schools in Baringo County, Kenya

Level of Infrastructure and Resource Preparedness in the Implementation of Competency-Based Curriculum in Public Primary Schools in Baringo County, Kenya

Level of Teacher’s ICT Competency in the Implementation of Competency-Based Curriculum in Public Primary Schools in Baringo County, Kenya

Level of Teacher’s ICT Competency in the Implementation of Competency-Based Curriculum in Public Primary Schools in Baringo County, Kenya

Challenges Faced in the Implementation of Competency-Based Curriculum (CBC) in Junior Schools in Kenya

This study explores the challenges encountered in implementing the Competency-Based Curriculum (CBC) in junior schools in Kenya, which aims to shift educational focus from rote memorization to the development of critical competencies essential for lifelong learning. Despite its potential benefits, the transition to CBC has been hindered by several significant challenges. This is a qualitative research study that collected primary and secondary data through conducting observation and reviewing research findings from previous research. Analysis of data has been done using thematic content analysis. Findings from literature reviews, surveys, and interviews with educators and stakeholders highlight inadequate teacher training as a critical barrier, where many educators feel ill-prepared to effectively deliver CBC. Limited resources, including shortages of textbooks, digital tools, and adequate infrastructure, further hamper CBC implementation, particularly in rural and marginalized areas. Resistance to change among educators, parents, and students, stemming from unfamiliarity with CBC methodologies and concerns about its impact on academic outcomes, presents another obstacle. Moreover, infrastructural deficits such as inadequate classroom space and unreliable internet connectivity complicate the delivery of CBC-aligned education. In conclusion, overcoming these challenges requires enhanced teacher training programs, improved resource allocation, effective stakeholder engagement strategies, and substantial investments in school infrastructure. By addressing these issues proactively, Kenya can pave the way for a successful and inclusive implementation of CBC, ensuring that students acquire the skills and competencies necessary for future success in a globalized world

Implementation of Competency-Based Curriculum in Improving the Quality of Education in Schools

The aim of this research is to evaluate Curriculum Effectiveness: Understanding the extent to which a competency-based curriculum can improve the quality of education by measuring student learning outcomes, level of mastery of material, and students' ability to apply the knowledge and skills they learn. This research uses qualitative/quantitative methods with a descriptive approach. Some of the instruments used in this research are student portfolios, practical exams, formative assessments. The researcher's data collection techniques used interviews, questionnaires, classroom observations, classroom observations, document analysis, exams and assessments, focus group discussions, and reflective notes. This research shows that the implementation of Competency-Based Curriculum (KBK) in the context of school education requires the active involvement of teachers in preparing more contextual learning that is oriented towards skills development. Students are expected to become successful, honest, disciplined, and responsible individuals. However, the quality of education in Indonesia still requires many improvements, including the implementation of appropriate policies as an alternative solution to educational problems. Relevant KBK programs with initiatives for training education personnel include participation in various places, development of family planning organizations, and utilizing the education process to address educational gaps. The importance of administrative support, resource availability, and continuous evaluation and assessment are key to the successful implementation of KBK. Parental and community involvement are also crucial in supporting the implementation of KBK, which ultimately positively impacts the quality of education, student motivation, and alignment with local needs.

Impact of Situational Analysis on Implementation of Educational Innovations in Kenya: The Case of Competency Based Curriculum (CBC)

Educational innovation is inevitable in every society. A shift from 8:4:4 to 2:6:3:3:3 (CBC) system of education is ongoing and the new curriculum is taking a centre stage. Situational analysis is a prerequisite for an effective implementation of a new curriculum. However, gaps have been exhibited that are impediments to its effective implementation. The Purpose of this paper was to assess the impact of situational analysis on implementation of CBC. The objectives were to establish the extent: to which curriculum needs assessment were done towards CBC, to which necessary interventions have been taken to address the findings of the situational analysis and to find out the effects of curriculum needs assessment on implementation of CBC. This study reviewed relevant empirical literatures whose meta- analysis was guided by the work of Ferrer (1998). The study established that situational analysis was done towards dispensation of the CBC curriculum but some gaps remained that needed to be addressed before its roll out and continuous support where necessary. This study would necessarily illuminate on policy issues concerning curriculum theory and practice in Kenya.

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.

Effects of Teacher Professional Development on Implementation of Competency-Based Curriculum in Junior Schools in North Imenti Sub-County, Meru County

Effects of Teacher Professional Development on Implementation of Competency-Based Curriculum in Junior Schools in North Imenti Sub-County, Meru County

Parental Involvement in the Implementation of Competency-Based Curriculum

Numerous studies have been conducted on competency-based curriculum (CBC), but fewer have focused on parental involvement in its implementation. This study aimed to assess the roles of parents in CBC implementation, identifying barriers to effective involvement and proposing strategies for improvement. The research was guided by the following objectives: to examine parental provision of learning resources to children; to determine parental involvement in monitoring and guiding children to complete homework; and to ascertain whether parents provided a conducive atmosphere for learning to occur among children in primary schools in Kakamega county. A descriptive research design was employed in this study. The target population included 50 primary schools, 245 class teachers, 3190 grade six learners, and 245 parents in Kakamega County, Kenya. The sample size was 447, consisting of 8 primary schools, 49 class teachers, 341 grade six learners, and 49 parents. Respondents were sampled through simple random and stratified sampling procedures. The researcher created Likert scale questionnaires and interview schedules which were used for data collection. A pilot study was conducted in two schools. Content validity was used to determine the instruments’ validity, while reliability was determined using Pearson product-moment correlation. Data were analyzed both qualitatively and quantitatively according to the research objectives. Quantitative analysis used descriptive statistics (frequencies and mean) to analyze data. The qualitative data, on the other hand, were examined thematically as per the study’s objectives. The study’s findings revealed that parental involvement in the CBC implementation in Kakamega County was significantly influenced by various factors. It was found that while some parents provided adequate learning resources and created conducive learning environments, others faced barriers such as limited financial resources and lack of awareness regarding their roles. Additionally, the study showed that parental guidance and monitoring of homework completion was consistent, with parents actively engaging in children’s studies. The conclusion drawn from the study indicated that for effective CBC implementation, there needed to be increased parental awareness and involvement, particularly in monitoring and providing learning resources. The study recommended the development of targeted sensitization programs to educate parents about their critical roles, the establishment of community support systems to address financial barriers, and regular workshops to equip parents with skills necessary for supporting their children’s education. These strategies were deemed essential to enhance parental engagement and ensure the successful implementation of the CBC in primary 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.