Wafula, Emily Nasimiyu2024-10-012024-10-012024-03https://ir-library.ku.ac.ke/handle/123456789/28994A Research Thesis Submitted in Partial Fulfilment of the Requirements for the Award of Degree of Master of Education (Educational Planning) in the School of Education and Lifelong Learning, Kenyatta University March, 2024 Supervisors: 1. Norbert Ogeta 2. Wilson MutumaThe Competency Based Curriculum (CBC) is a set of syllabi, which promotes learning areas in which the learner is gifted and skilled. CBC (2-6-3-3) is a curriculum that was adopted in Kenya in January 2017. The purpose of the study was to examine the process of implementation of the CBC in public primary schools in Embakasi Sub-County in Nairobi City County. The objectives of the study included; To establish the degree to which teacher effectiveness in public primary schools in Embakasi Sub-County are prepared for effective implementation of the CBC; to determine the availability of teaching/learning resources for effective implementation of CBC for quality education in public primary schools in Embakasi Sub-County; to establish the degree to which parents are prepared for the implementation of CBC for quality education in public primary schools and to ascertain the extent to which supervision and monitoring have been carried out for the implementation of CBC in public primary schools in Embakasi Sub-County. The study was guided by the curriculum implementation theory as proposed by Gross (1971). The study adopted descriptive research design specifically cross-sectional design. The study sample comprised of 97 participants (16 head-teachers, 48 teachers, 32 parents and 1 Quality Assurance Standards Officer (QASO). Stratified and purposive sampling methods were used to select head teachers, teachers and parents’ and.QASO. A pilot study was carried out to help sharpen the tools prior to the actual data collection exercise. Data was collected using an interview schedule for the QASO as well as semi structured questionnaire for the headteachers, teachers and parents. Both qualitative (using interview schedule) and quantitative (using questionnaires) data was collected. Data from questionnaires was reviewed, cleaned, coded, fed into SPSS and then analyzed using descriptive statistics by way of frequency counts, percentages and mean. This data was presented in form of tables, graphs and charts. Data from interview schedules was analyzed thematically and presented in terms of verbatim quotations and used complementarily with the descriptive data. Findings indicated that most teachers have been trained on CBC and the government provided in-service training opportunities even though not in a well-coordinated manner and not accessed by all the deserving teachers. That while the government has made a good effort in providing textbooks and teachers’ guidebooks, it had not provided ICT and audio-visual equipment in equal measure.,The parents depict a fairly good level of commitment to their responsibility in CBC and hence preparedness in relation to effective implementation of CBC for quality education. Finally, while supervision of curriculum implementation happens, its occurrence is not well coordinated. The study thus concluded that effective implementation of CBC for quality education is characterized by some level of unpreparedness as seen from the perspectives of nature of training for CBC, provision of teaching/learning materials, parents’ preparedness for the shift to CBC and the nature of curriculum implementation for quality education. All these tend to compromise the quality of education provided under CBC. The study recommends more sensitization on matters of parents on matters of CBC, more coordinated and intensified teacher (in-service) training and sustained support from the government for a more effective implementation of CBC for quality education.enThesis