Constraints Facing Successful Implementation of the Competency Based Curriculum in Machakos County, Kenya

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dc.contributor.authorMuasya, Eliud Wambua
dc.date.accessioned2021-03-22T09:33:01Z
dc.date.available2021-03-22T09:33:01Z
dc.date.issued2019
dc.descriptionA Research Project Submitted to the School of Education in Partial Fulfilment of the Requirements for the Award of Master of Education Degree of Kenyatta Universityen_US
dc.description.abstractKenya 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 Curriculumen_US
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/21929
dc.language.isoenen_US
dc.publisherKenyatta Universityen_US
dc.subjectCompetency Based Curriculumen_US
dc.subjectMachakos Countyen_US
dc.titleConstraints Facing Successful Implementation of the Competency Based Curriculum in Machakos County, Kenyaen_US
dc.typeThesisen_US
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