A Comparative Study on Factors Influencing Implementation of Competency-based Curriculum in Private and Public Primary Schools in Mbita Sub-County, Kenya

Abstract

The purpose of this research was to investigate the factors that influence the implementation of Competency Based Curriculum in public and private primary schools in Mbita sub-county, Kenya. Although the Kenyan government aspires to implement the competency based curriculum, there has been outcry from different education stakeholders concerning school’s preparedness to effectively implement the competency based curriculum. It was in this case that the research examined the factors that influence the implementation of CBC in public and private primary schools. The study identified four objectives and research questions that guided data collection and analysis. The review of related literature covered four themes namely school resources, principal’s leadership style, teachers and training. The study was guided by the Dewey’s social constructivism theory and used descriptive survey research design. The target population comprised 370 teachers from 33 public primary schools and 110 teachers from 11 private schools. The study also targeted 33 head teachers in public primary schools and 11 head teachers in private primary schools. Similarly, 2 curriculum support officers were targeted. Therefore, the total target population was 526 of which the study sampled 30 percent and generalized the findings. Descriptive statistics was used in data analysis, while qualitative data was analyzed through thematic content analysis. The study found that private primary schools tend to have adequate school resources compared to public primary schools, hence were able to effectively implement CBC programs in their schools. Teachers from both public and private primary schools had the right attitude for CBC programs and their implementations. However, they were not adequately trained for optimal CBC implementation in their respective schools. The study also found that school leadership and administration provides good working environment for teachers to implement CBC programs. The study therefore recommends that teachers should be fully prepared for the implementation of competency based curriculum by enhancing their capacity in ICT through in-service training, seminars and workshops, the government through ministry of education should ensure timely disbursement of the funds in the schools and also fully activate NEMIS program to attain effective channels of communication through networking and the government through the ministry of education should ensure that all schools have adequate infrastructures, that is employ more teachers, provide adequate teaching and learning materials, support schools in construction of more classrooms, laboratories; among others.