School based factors influencing implementation of competency based curriculum in public Primary Schools, Kibra Sub – County, Nairobi City County, Kenya

Abstract

Kenya has embarked on curriculum reform to improve the quality of education. This is a crucial step in the direction of Kenya’s ambition to develop a knowledge-based society and the growth of regional and global completion in the job market. The purpose of the study was to investigate influence of school-based factors on implementation of competence-based curriculum in primary schools. Four objectives guided the study: To determine the influence of the teacher in-service training on implementation of the competence-based curriculum, availability of teaching and learning materials, time allocation and mode of assessment and teacher-pupil ratio on implementation of competent based curriculum in public primary schools. The researcher employed a descriptive survey research design where the researcher used questionnaires, interview guides and checklist to collect data which was then used to describe why and how school-based factors influenced competent based curriculum implementation. The targeted population included 9 head teachers, 450 teachers and 1200 grade 4 pupils. Out of 450 teachers handling grade four competent based curriculum. Out of 9 head teachers, they all responded representing hundred percent. Out of 1200 grade 4 pupils selected randomly 1150. Data analysis was done using statistical package for social science (SPSS) program and results presented in form of frequencies and percentages. The findings of the study reveal that majority of teachers (81.6%) attended one week training, while (18.4%) attended two weeks training. This shows that teachers had not received sufficient training and teachers executing the curriculum should avail themselves to more than one week of training to effectively facilitate and embrace the new curriculum. In-servicing of the teacher is vital for equipping teachers with skills and knowledge necessary for handling the new curriculum. The finding revealed that time allocated and mode off assessment on time table was not enough for complete syllabus coverage. They also pointed out that majority of grade four learners have the low span of concentration for more than 35 minutes. This was witnessed during double lessons where the learners’ concentration was carefully scrutinized for the purpose of the research. Most of the schools in Kibra sub-county either lacked or had inadequate materials for implementation of competency based-curriculum. This is due to the delay of disbursement of materials necessary by the government. However, they pointed out that instructional materials plays a significant role in the teaching and learning process. Thus, insufficient teaching and learning materials impacted negatively on the implementation of the curriculum. From the findings the public primary schools in Kibra were also very overcrowded. The classes were crowded to the extent of forcing some learners to study from outside especially during practical subjects that required demonstration. This was in a way affecting effective implementation of the curriculum. The teacher-pupil ratio 1:80 was very high hence straining the teachers’ efforts in managing pupil discipline, teaching and learning as well as their teaching methodology. The study recommends that the government through the Ministry of Education and Kenya Institute of Curriculum Development (KICD) should address the issue of competency-based curriculum implementation. Teachers training through in-service program should be urgently improved by allocating enough time on training session, the Ministry of Education through teacher service commission organizing seminars and workshops to enable teacher in-service training. Also inadequate supply of teaching and learning materials should be addressed by the Government through the Ministry of Education in due time. The shortage of teachers in public schools the Government through the teacher employer Teacher Service Commission (TSC) allocate enough funds to recruite more teachers to maintain the required teacher-pupils ratio by the Ministry of Education in public primary schools to enable efficient and successful implementation of competency-based curriculum