School Based Factors Influencing Implementation Of Competency Based Curriculum In Public Preschools In Garissa Sub-County, Garissa County Kenya

Abstract

The purpose of the study was to investigate school-based factors influencing implementation of competency-based curriculum in public pre-schools in Garissa Sub-County Garissa County Kenya. The study sought to establish the influence of teacher professional development on implementation of competency-based curriculum, instructional resource, monitoring and supervision and teacher attitude. 27 public primary schools,335 head teachers and all education officers and quality assurance officers. The sample comprised of 14 head teachers, 100 teachers, 2 education officers, and Quality Assurance and Standards Officer (Q.A.S.O.) totaling to 117 respondents. Stratified, simple random and purposive sampling techniques were used to get the respondents. Data was collected by use of questionnaires and interview and data was analyzed by use of qualitative and quantitative methods. The findings were presented through descriptive statistics by use of tables, graphs and pie-charts. The findings of the study revealed that 68 per cent of teachers in public pre-primary schools were not attended specialized courses for the implementation of CBC. The findings also indicated that inadequate instructional resources such as audio-visual and ICT equipment whereas text book were adequately available. From the findings quality assurance officers assess pre-primary schools in Garissa sub-count for a monthly basis. Further the study revealed 57 percent of pre-primary teachers had positive attitude towards competency-based curriculum implementation. Based on findings the study was concluded majority of public pre-primary teachers were female who had appropriate academic qualifications though few of them had long experience in teaching. Both male and female Pre-primary teachers most of them were not undergone any specialized coursed which empowered.The study further concluded that most of the teaching and learning resources were adequately available in Garissa sub-county pre-primary schools except for ICT and audiovisual equipment. As a result of the study findings it was recommended that the ministry of education should supply more instructional resources in public primary schools like ict equipment and audio-visual for the effectiveness of competency-based curriculum. The study also recommends providing training and capacity building programs for pre-primary teachers to enhance their knowledge towards information communication technology ICT. The study also recommends providing training and capacity building programs for the staff and nominating a commission for higher education in order to ensure that tertiary institutions provide better quality of higher education.