Teacher Preparedness and Implementation of the Competency Based Curriculum in Public Pre-Primary Schools in Nairobi City County, Kenya

Mweru, Maureen; Wambiri, Gladwell

doi:10.35942/ijcab.v5i3.186

Cited by 8 publications

(12 citation statements)

References 5 publications

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“…Even those who had been trained lacked adequate knowledge and abilities in a variety of areas that were supposed to be included in the curriculum. The results of Sabola (2017) and Isaboke et al (2021) match the current study findings. Paulo (2014) discovered that teacher training influences their ability to integrate competency-based curriculum in Tanzanian secondary schools.…”

Section: Insufficient In-service Trainingsupporting

confidence: 90%

“…In literature, Sabola (2017) in Malawi discovered that due to a lack of training and materials to teach the new elementary school curriculum, the new curriculum was only partially implemented in schools. Isaboke et al (2021) reported that the majority of public pre-primary school teachers had not received any training on how to execute the curriculum. Even those who had been trained lacked adequate knowledge and abilities in a variety of areas that were supposed to be included in the curriculum.…”

Section: Insufficient In-service Trainingmentioning

confidence: 99%

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Rethinking the implementation of the revised history curriculum: teachers` and learners` preparedness in selected public secondary schools in Khomas region, Namibia

Mothowanaga¹,

Gladwin²

2021

NJRST

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The objective of the study is to determine the preparedness of both teachers and learners in implementing the revised History curriculum in secondary schools (grade 8-12) since the introduction of the revised curriculum in 2017. Jess, Carse, and Keay (2016) discovered that teachers must be prepared and trained in order to accomplish the objectives of a curriculum; the authors' attention was on the curriculum-development process and the educator's role. Teachers are familiar with classroom circumstances and may be able to identify gaps and implement changes and enhancements that will assist students in achieving the desired results. Furthermore, teachers must be able to provide developmentally appropriate learning challenges that are connected with curricularrequirements.The focus of training and professional development must be on teaching students how to appropriately interpret the curriculum so that their needs are met through suitable instructional approaches. Allowing teachers main engagement in curriculum development and the process of alignment as it relates to identifying student needs and then instructing accordingly, as recommended by Jess et al. (2016), is one method to assist this situation. Learnersare also a crucial component in curriculum implementation. While teachers are the ones who decide what happens in the classroom, it is the learners who decide what is actually communicated and adopted from the official curriculum. Unprepared teachers and learners are impediment to the effectively implementation of curriculum processes. The lack of preparedness among teachers, as well as their attitudes and morale, has a negative impact on the implementation of the curriculum therefore, proper training should be provided to teachers in order to prepare them in all aspects of the curriculum in order to enhance their ability to deliver and implement the curriculum effectively. The study recommends that teachers need have proper training before they implement the new or revised curriculum. It is also recommended that NIED in collaboration with the ministry of education be holding regular training and workshops for teachers and to have a follow-up system in place to ensure that the trainings are effective. This will aid teachers in understanding the varied expectations of the new curriculum as well as staying current or abreast to current curricular changes.

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Section: Insufficient In-service Trainingsupporting

confidence: 90%

Section: Insufficient In-service Trainingmentioning

confidence: 99%

Rethinking the implementation of the revised history curriculum: teachers` and learners` preparedness in selected public secondary schools in Khomas region, Namibia

Mothowanaga¹,

Gladwin²

2021

NJRST

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“…In investigating teacher preparedness and implementation of the competency-based curriculum in public pre-primary schools in Nairobi City County, Kenya, Isaboke et al (2020) established that majority (65.9%) of the teachers had not received any training on CBC. Further, the aforementioned study revealed significant relationship between the teachers' extent of training in CBC and their ability to implement the curriculum with a significance value of p=0.000<0.05.…”

Section: Empirical Reviewmentioning

confidence: 99%

Teachers’ Assessment Practices in Implementing Competence Based Curriculum in Secondary Schools in Arumeru District of Tanzania

Kigwilu

Mokoro

2022

East Afr. j. educ. stud.

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This study investigated the teachers’ use of recommended assessment methods in implementing the Competence Based Curriculum (CBC) in public secondary schools in Arumeru District of Tanzania. More specifically, the study sought to determine teacher training in and utilization of the recommended assessment methods implementing the CBC. Adopting the cross-sectional survey research design, the study targeted 35 co-educational public secondary schools in Meru Council of Arumeru District, Tanzania with a population of 1193 teachers. The study sample comprised 111 teachers drawn from nine secondary schools, which were sampled using stratified sampling to ensure proportional representation of rural and urban schools. Data were collected using a semi-structured questionnaire. The findings revealed that a majority of the secondary school teachers were not trained in the recommended assessment methods for implementing CBC, more so in the use of rating scales and rubrics, checklists, portfolios, practical task, and analysis of texts. The methods that were primarily used by teachers to assess student learning were oral examination, written tests, analysis of texts, and essays. On the contrary, portfolios, rating scales, and rubrics, checklists, projects, and practical task methods were rarely used in assessing student learning. The study, therefore, recommends that the Ministry of Education, Science and Technology should ensure that all secondary school teachers are trained in the use of the recommended assessment methods if the implementation of CBC were to be successful. In addition, the Ministry of Education, Science and Technology should closely and continuously monitor utilization of the different recommended assessment methods for effective assessment of learning outcomes in secondary schools.

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“…On studying Early Grade primary teacher's implementation of CBC in Kenya, Momanyi and Rop (2019) identified capacity gaps in pedagogy, preparation of teaching documents and assessment. Equally a study on teacher preparedness and implementation of the CBC in public pre-primary schools in Nairobi City County by Isaboke, Mweru & Wambiri (2021), further revealed that the pre-school teachers are were ill-equipped and lacked computer skills to implement the new curriculum despite being trained. The study recommended that the Ministry of Education in collaboration with the Nairobi City County government should adequately create a regular in-service training program.…”

Section: Teacher Preparedness For Cbc Implementationmentioning

confidence: 99%

“…Other studies cited inadequate teaching and learning materials, inappropriate learning environment and overcrowded classrooms with inadequate teachers for delivery of competence-based curriculum (Atikiya, 2021;Isaboke, Mweru & Wambiri, 2021). Many questions have been therefore raised on how teachers put Competency-Based Curricula into practice (Harris, 2017).…”

Section: Teacher Preparedness For Cbc Implementationmentioning

confidence: 99%

Developing Instructional Processes for Competency Based Learning of Integrated Science at Junior Secondary School in Kenya

2022

JEP

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Curriculum reforms world over indicate an overwhelming acceptance of Competency Based Learning in basic education. The curriculum reform in Kenya from the content based learning in the 8-4-4 system of education to Competency Based Curriculum (CBC) entails a paradigm shift in pedagogical approaches from content-based approaches to learner-based approaches. Competence-based learning approach is an integrated and holistic understanding of what we want the young people to learn, be able to do, and to become. This is demonstrated in competencies developed by learners. Such a change in the curriculum require that teachers be adequately trained and supported for its successful implementation. It is however notable that as the first CBC class enters junior secondary school level at Grade 7, many teachers are not adequately prepared for competence-based teaching/learning. This situation informs the need to develop a guide that can be used to assist teachers in implementing competence-based learning. This paper therefore seeks to answer the question 'How should teachers design competence-based learning of Integrated Science for junior secondary school?'. Research work has been done over time to unveil the best processes that help learners acquire competencies in learning. This paper consolidates from literature views on the best practices that help teachers implement heuristic teaching strategies required in the competence-based learning of integrated science. An elaboration on the importance of teacher preparedness for competence-based learning of science at junior secondary school is discussed. The teacher is then guided through designing appropriate competence-based learning environment which involves: (i) Adequate understanding of integrated science curriculum design and competence-based teaching and learning situation; (ii) Creating the learning environment and preparation of resources; (iii) Planning for competencebased learning; (iv) an understanding different heuristic teaching strategies, approaches and methods; (v) Appropriate interaction with learners and (vi) Appropriate assessment of learning. The paper consolidates the characteristics of approaches and methods of teaching science in competence-based learning with a focus on their application by the teacher in a face-to-face classroom situation.

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Teacher Preparedness and Implementation of the Competency Based Curriculum in Public Pre-Primary Schools in Nairobi City County, Kenya

Cited by 8 publications

References 5 publications

Rethinking the implementation of the revised history curriculum: teachers` and learners` preparedness in selected public secondary schools in Khomas region, Namibia

Rethinking the implementation of the revised history curriculum: teachers` and learners` preparedness in selected public secondary schools in Khomas region, Namibia

Teachers’ Assessment Practices in Implementing Competence Based Curriculum in Secondary Schools in Arumeru District of Tanzania

Developing Instructional Processes for Competency Based Learning of Integrated Science at Junior Secondary School in Kenya

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