Teachers Preparedness on Implementation of Competence Based Curriculum in Lower Public Primary Schools in Kilifi and Nandi Counties, Kenya

Abstract

The competency based curriculum was introduced in Kenya in 2016 as pilot study for the new curriculum but adapted in 2019 in all pre-schools and lower primary school levels. The curriculum is viewed as a panacea in solving problems of unskilled school leavers with knowledge based to practical based curriculum. The objective of the study was to establish teachers’ preparedness on implementation of competence based curriculum in lower public primary schools in Kilifi and Nandi counties, Kenya. The study used descriptive research design. Data was collected by use of questionnaire, interview schedule and observation schedule. The sample used was 48 head teachers, 48 teachers that were purposively selected. A pilot study was conducted in two schools one from each of the two Counties to pre-test the instruments. The study made use of teachers’ questionnaire, head teachers interview schedule and observation schedule to collect and analyse data from the participants. Validity was ensured by face and content validity while Split-half technique ensured reliability. The quantitative and qualitative data were simultaneously analysed in order to triangulate the findings of the study. The results shows that the overall model is significant (F=6.006, p<0.05) and the coefficient also shows that teacher preparedness contributes significantly on implementation of competency based curriculum (β=0.342, t=7.985, p>0.05).This implies that teacher preparedness significantly influence implementation of competency based curriculum and therefore the hypothesis that there is no significant difference between teachers’ preparedness and implementation of competency based curriculum was rejected. The study recommended that the Ministry of education to ensure teachers are equipped with requisite skills, knowledge and teaching and learning resources to adequately prepare teachers for competency based curriculum.

Techniques Used in Teaching Practical Skills to Lower Secondary School Students in Kondoa, Tanzania

“…According to Chemagosi (2020), Kenya shifted her curriculum from content based curriculum to competence based curriculum so as to prepare students to fit in the 21 st Century World.…”

“…The identified teacher centered techniques of teaching are disadvantaged. Chemagosi (2020) reminds the disadvantages of teacher centered techniques such as it kills the confidence and innovation of students, making students dormant in the learning process.…”

Implementing Curriculum Change in Ghana: Exploring Teachers’ Experiences with Enacting 21^st-Century Pedagogies

“…This claim therefore implies the limited duration created no provision for maximum deliberations and significance of the learner-centered approach projected in the SBC. Scholarship is replete the evidence of the effect of the short training duration on teacher's attitudes and belief towards their practice (Chemagosi, 2020). In the case of Ghana, teachers' training on the new curriculum was marred by short duration and teacher protestations over poor treatment (Ghanaweb, 2019).…”

“…Though there is no provision for precise training for teachers when new curricula are introduced, there is a proposition for training teachers to cope with content and teaching methods in dual ways. Educating teachers to handle teaching resources or materials in accordance with their inclinations, and training teachers in appropriate selection and adaptation in accordance with a set of rules (Chemagosi, 2020). The teacher as a key element in the change process should ensure continuous interaction with context and innovations.…”