International Journal of Education and Research Vol. 10 No.

12 December 2022

LECTURERS’ RETOOLING IN KENYA. A CASE OF COMPETENCY

BASED CURRICULUM (CBC)

Dr. Benjamin K. Koskei

Kenyatta University, Kenya
[email protected]

Abstract
Kenya as a country has embarked on curriculum reforms that have seen the introduction of
Competency Based Curriculum (CBC) to replace the Outcome Based Curriculum, which put more
emphasis on examination outcome rather than learner’s competency. The purpose of the study is to
investigate lecturers’ retooling in the case of Competency Based Curriculum (CBC) in Kenya.
Related literature was reviewed from studies done locally, regionally and internationally concerning
the current curriculum. The research employed descriptive survey design. The researcher used
stratified and purposive random sampling technique. A sample of 200 lecturers took part in the
study. The researcher used questionnaire in collecting data. A pilot study was carried out and a
CronchBach Alpha method was used to determine the reliability of the research instrument. Expert
judgment was employed to determine the validity of the research instrument. The data collected in
the field was analyzed using descriptive and null hypotheses tested at α= 0.05. The finding of this
study revealed that lecturers’ retooling significantly influenced the implementation of the
Competency Based Curriculum. The researcher recommends that there is need of adequate and
effective retooling of facilitators and trainers. It also recommended consistent retooling sessions for
efficient and effective implementation of the curriculum. The researcher also recommends
stakeholders should adequately create a framework for retooling programs on preparing the
lecturers on the paradigm shift from teaching to learning.

Key words: Lecturers’ Retooling, Implementation, Competency Based Curriculum.

Introduction
In Kenya, formal education was introduced during the British colonial era. Between 1964 and 1985,
an education structure 7-4-2-3 (seven years of primary school, four years of secondary school, two
years of high school, and three years of university education) was modeled and adopted (Kinuthia,
2009). The 8-4-4 system of education (Eight years of primary school, four years of secondary
school and four years of university) was later introduced in January 1985, following concerns that
the basic education provided previously lacked the necessary content to promote widespread
sustainable self-employment. The Kenyan primary curriculum is approved for all public schools and
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private schools except for international schools which usually offer the British or American
curriculum, followed by the corresponding examination certificates, the subjects provided in the
primary level are; English, Kiswahili, Mathematics, Science, Social studies, Religious education,
Creative Arts, Physical education and Life skills (Kinuthia, 2009). In a major departure from the 8-
4-4 system, the new curriculum the proposed system of 2-6-3-3-3 which was launched in 2017 with
a design to take (two years in pre-primary, six years in primary education, three years in Junior
secondary education, three in Senior secondary education and three at the University). The
Competency-Based Curriculum (CBC) has brought new changes in that, Early Childhood Education
Development (ECED) was incorporated to the basic education and has two levels only (Pre-Primary
1 and 2) that is PP1 and PP2 and the subject areas are now referred to learning areas. The Pre-
Primary learning areas are; Mathematical Activities, Language Activities/Kenya Sign language/Pre
Braille Activities, Environmental activities, Psychomotor and Creative activities/outdoor activity,
Religious Education(CRE,IRE,HRE) with a total of 25 lessons per week. While the Lower Primary,
learning areas are; Literacy Activities and Indigenous Languages /Braille, Kiswahili Language
Activities/Kenya Sign Language, English Language activities, Mathematical activities,
Environmental activities, Hygiene and Nutrition activities, Religious activities (CRE, IRE, HRE),
Movement and Creative activities and Pastoral Programme with a total of 35 lessons per week. In
designing the Competency-Based Curriculum it is envisioned that at the end of the learning period
every learner should have competence in the following seven core competency areas;
communication and collaboration, critical thinking and problem solving, imagination and creativity,
citizenship, learning to learn, self-efficacy and digital literacy. However, Khan, (2012) noted that,
the need for a criteria or guidelines on how competencies are evaluated and attained during each
phase or level of development for instance it is expected that after completion of each level, there
are should be clear specifications that a learner started as a beginner level then moved to competent
level and then proficient level and lastly expert level.

In practice, a competency is the ability to apply learning resources: skills, knowledge, ethics and
attitudes adequately in various defined real-life contexts of education, work, personal or
professional development (Njeng’ere, 2017). Learners are thus expected to be presented with
resources which they interact with and construct meaning out of them in the Competency-Based
Approach (Barman, 2011). The Competency-Based models are mainly applicable in vocational
education and training due to the emphasis on standards of competence in occupational sectors. The
concept is thus more useful in vocational education, since the emphasis is on the ability of the
student to perform a set of related tasks with a high degree of skills in addition in the vocational
education a particular competency can be broken down through task analysis into its component
skills (Brandt & Tyler, 2011).

Literature
A study conducted by Koskei & Chepchumba, (2020) concerning teacher preparedness on the
implementation of Competency-Based Curriculum in lower primary schools in Nakuru County.

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Findings based from the study established that teachers were not prepared in implementing the CBC
especially in the new subjects. Kimosop (2019) conducted another study on teacher competence and
preparedness. The purpose was to investigate teacher preparedness on the implementation of the
early childhood education development curriculum in Kenya. The study established that majority of
pre-school teachers in the country were not well prepared in the implementation of the curriculum.
Teachers need to be involved when the Kenya Institute of Curriculum Development (KICD) and
Ministry of Education (MOE) were preparing the curriculum since they are the key implementers.
Waweru (2018) conducted a study on the influence of teacher preparedness on the implementation
of competency-based curriculum in primary schools. Findings based on the study established that
98.8 percent of the teachers indicated they were not prepared to implement the CBC especially in
the new subjects while 95 percent noted that preparing lesson plans for all lessons was impossible
owing to the time writing a single lesson plan takes. The study also established that over 50 percent
of the teachers needed support on infusing creativity and imagination, designing assessment rubrics,
which are tasks tailored towards discerning learners’ abilities in performing specific tasks. A study
conducted by Hwande & Mpofu (2017) on the preparedness of the primary school to implement the
grade three new curriculums in Zimbabwe. The findings showed that teacher development training
received was not equal to the teacher’s needs, while some of the facilitators were not fluent with the
demands of the new curriculum in addition to lack of textbooks and the internet despite the fact that
the new curriculum requires internet search among teachers. Paulo (2014) conducted a study on Pre-
service teacher’s preparedness to implement the Competency-Based Curriculum in Secondary
Schools in Tanzania. The findings showed that since the competence based curriculum was
introduced in secondary schools in the year 2005, there was no evidence that teacher education
curriculum at the University of Dares Salaam where secondary school teachers are trained had
changed to cater for new demands arising from the introduction of Competence Based Curriculum
in secondary schools. A study by Kafyulilo, (2012) posits that teacher training ought to be a priority
in order to actualize reform in education. Any functional system of education should involve
consistent retraining of teachers for the efficient implementation of the curriculum. With the CBC
seeking an enhanced teacher’s role in providing opportunity for the learner to realize and develop
full potential, teachers need significant knowledge, skills and ability to interact with all students,
setting manageable standards and choosing instructional materials that can accommodate students at
different levels. For effective learning especially under the CBC, a good choice of a variety of
pedagogy is paramount. Teachers need to be highly knowledgeable in the application of teaching
strategies necessary to make pupils learning effectively.

Research Methodology
This study employed descriptive survey research design to get opinions from lecturers in public
universities about lecturers’ retooling and implementation of CBC. According to Mugenda and
Mugenda (2003), descriptive survey design is used in collecting data from the members of a
population in order to determine the current status under study. This design is deem appropriate
because it is an efficient method of collecting descriptive data regarding characteristics of a sample.
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3.3 Location of the study

The location of this study was the public universities in Kenya. These comprised of the following
universities: Nairobi, Kenyatta, Moi, Egerton, Masinde Muliro, Maseno, Laikipia, Eldoret and
Pwani. The reason for selecting public universities selected is mainly because they normally have a
large population of students pursuing Education courses hence becoming future teachers.

Sample
Two hundred lecturers were selected from a target population of 4,513 lecturers. Stratified random
sampling was adopted. The technique placed the respondents into two strata on the basis of gender
(male and female). Simple random sampling was used because it necessitated selecting of schools in
such a way that each school had an equal probability of being included in the sample. The main
factor to consider in determining the sample size was the need to keep it manageable. Purposive
sampling technique was used to sample head of departments.

Instrumentation
Data was collected using a questionnaire and interview schedule. The questionnaire used included
both closed and open-ended items. A closed-ended questionnaire is one which the respondent is
offered the choice of alternative responses. Open-ended questionnaire is not followed by any kind
of choice and the answers have to be recorded in full in order to support and check the alternative
choice responses given by the respondent. Interview guide was also used in collecting data because
it provide highly personalized data, high return rate and there are opportunities for probing Koskei
& Simiyu, (2015)

Findings & Discussions

From the study, the following were the findings:

1. The findings indicate that 90% of the lecturers were not re-tooled on the CBC before rolling
out thus they still use the old pedagogical methodology in teaching the students.
2. The retooling sessions were conducted online for two days only. This is contrary to the
stipulated period, hence giving lecturers a raw deal.
3. Retooling sessions were largely ineffective due to the overload of the content in the two
days period which was deemed inadequate.
4. Incompetent facilitators had not conceptualized or understood the CBC, hence were unable
to adequately facilitate the retooling sessions efficiency and effectively.
5. The trainees were too many hence could not be accommodated in one online platform and
this made the trainees to wait to be let in without success.
6. Lack of adequate training materials and inadequate information on the new curriculum.

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CONCLUSIONS
On the basis of the findings of the study, the following conclusions are made;
1. The implementation of the Competency- Based Curriculum was hurriedly done before the
majority of the lecturers were retooled on the contents and teaching methodology.
2. The data suggested that inadequate retooling of lecturers will hinder most of them from
obtaining a solid base of essential knowledge of Competency Based Curriculum.
3. The study has concluded that most public universities lecturers were not retool on the CBC
and the few that attended retooling workshops were not adequately retool.
4. Lecturers were generally negative about CBE implementation and the retooling sessions.
5. The implementation of CBC is faced by untold hiccups for example lack of adequate
knowledge, skills on CBC and teaching approaches among the lecturers, Lack of adequate
approved textbooks for lecturers and learners, Lack of lecturers instructional materials.

RECOMMENDATIONS
1. Since no research was done to justify the change from Outcomes Based Curriculum to
Competency-Based Curriculum framework, education stakeholders should commission
summative evaluation of the pilot phase of CBC to determine its effect on learners. This
means that CBC should not be implemented.
2. Kenya Institute of Curriculum Development in collaboration with university curriculum
experts should conduct a comprehensive revision of CBC. It should also develop clear
manuals for lecturers and the Curriculum Support Officers.
3. The Ministry of Education should initiate a mechanism for systematic in-service and pre-
service training of lecturers on the CBC.
4. There is an urgent need to incorporate aspects of CBC in teacher training curriculum in
Universities. This will enhance lecturers’ pedagogical skills.

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REFERENCES

Barman, A., & Konwar, J., (2011). Competency-Based Curriculum in Higher Education: A Necessity
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Brandt, R. S., & Tyler, R. W. (2011). Goals and objectives in Ornestein, A.C., Pajak E.F.,
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Hwande, E., & Mpofu, J. (2017). The Preparedness of Primary Schools to Implement the Grade 3
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Koskei, K. B., & Simiyu, C. (2015). Role of Interviews, Observation, Pitfalls and Ethical Issues in
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