Constraints Facing Successful Implementation of the Competency Based Curriculum in Machakos County, Kenya
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Date
2019
Authors
Muasya, Eliud Wambua
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
Abstract
Kenya is in the process of shifting from content-based to competency-based system
of education. Teachers are likely to face challenges when implementing a new
curriculum especially in relation to the content and subject demarcations, the
underlying assumptions, goals, teaching approaches and assessment methods. With
this regard, this study sought to investigate the constraints facing successful
implementation of the competency based curriculum in Machakos County, Kenya.
The specific objectives of the study were to: establish the teacher factors affecting
the implementation of the competency based curriculum; determine the effects of
available infrastructure on the implementation of the competency based curriculum;
find out the effects of government support on the implementation of the competency
based curriculum; and determine the intervention measures necessary for ensuring
prudence in the implementation of the educational reforms. The study findings are of
significance to the Ministry of Education, school administrators, teachers and the
community as it shows the areas that may hinder effective implementation of
competency based curriculum in Kenya. The study was based on Dewey’s Social
Constructivism Theory, which emphasizes the nature of human experience as
informed by the principles of interaction and experience. The study adopted a
descriptive survey design targeting all the 828 headteachers and 8,320 teachers in all
the 828 public primary schools in Machakos County. Stratified random sampling
was used to select 83 headteachers and 367 Grades one to three teachers where
competency based curriculum was being implemented. Purposive sampling was
used to select three sub-county directors of education. A questionnaire, an interview
schedule, document analysis guide and an observation checklist were used as tools
for data collection. Data collected from the field was both quantitative and
qualitative in nature. Quantitative data was analyzed using descriptive statistics such
as frequency counts and percentages while qualitative data was analyzed
thematically in line with research objectives. The results of the analysis were
presented using frequency tables, bar graphs and pie charts. The study established
that: teachers were not fully prepared for the implementation of new curriculum;
infrastructure available in schools were not adequate for successful implementation
of competency based curriculum; the government hurriedly implemented CBC in
schools without first addressing challenges such as understaffing, inadequacy of
teaching and learning material and unfriendly teaching and learning environment.
The study recommends that the Ministry of Education should invest more on teacher
training and involve teachers in curriculum change process to create a positive
attitude among them for successful implementation of Competency Based
Curriculum
Description
A Research Project Submitted to the School of
Education in Partial Fulfilment of the Requirements for
the Award of Master of Education Degree of
Kenyatta University
Keywords
Competency Based Curriculum, Machakos County