Journal of Education and Practice www.iiste.

org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.11, No.32, 2020

Competency Based Curriculum in Primary Schools in Kenya:

Opportunities and Challenges of Implementation
Joseph w. Pale
School of Education, Masinde Muliro University of Science and Technology, P.O Box 190, Kakamega Kenya

Danson Amukowa
School of Arts and Social Sciences University of Kabianga P.O Box 2030 – 20200 Kericho Kenya

Abstract
The study was designed to investigate challenges facing the implementation of competency based curriculum
(CBC) in primary schools in Kenya. It dealt with the following aspects: Teacher’s preparedness, availability and
adequacy of teaching materials, level of collaboration between different government agencies and opportunities
available for proper implementation of CBC in primary schools. The study employed a mixed research design.
The sample for the study comprised 200 primary schools, 200 head teachers, 200 primary teachers and 4 Kenya
national union of teachers sub branch secretaries drawn from Bungoma County. Data were collected using
questionnaire, interviews and observation. It was then analysed both qualitative and quantitatively. The finding
from this study reveal that the introduction of competency based curriculum into education system in Kenya
primary schools was hurriedly done and not systematically planned and implemented; with minimal training of
majority of teachers on its contents and teaching methods which tends to hinder their application of essential
knowledge and skills of the curriculum. There was general lack of adequate approved textbooks for teachers and
learners as well as instructional materials. Parents and other educational stakeholders’ involvement and public
participation in the curriculum reforms process was not adequate. Classrooms were overcrowded with pupils
ranging from 70 – 100 per stream. With these kinds of challenges, the success of the new curriculum is in doubt.
It is therefore recommended that the ministry of education and other stakeholders should devote more efforts to
the development of teachers’ and head teachers’ understanding of the CBC approach , assist in the construction of
classrooms in primary schools and provision of adequate resources and facilities as well as sensitize and involve
parents during parents teachers association (PTAS) meetings.
Keywords: competency based curriculum, Kenya, Parents’ Teachers Association, Education stakeholders,
Respondents.
DOI: 10.7176/JEP/11-32-06
Publication date: November 30th 2020

Introduction
Various authors have defined the concept of competency William G.Spady, (1977), defines competencies as
indicators of successful performance in life – role activities (p.10).
Competencies involve the ability to create effective results in one’s life. According to Block (1978),
competencies means succeeding in existing social role structures and having the ability to create new roles for
oneself in response to changing social conditions.
According to Jallow (2011), a competency is a statement of learning outcomes for a skill or body of
knowledge. He adds that when students demonstrate a competency, they are demonstrating their ability to do
something i.e they show the outcome of learning process.
Sullivan (2014), views competency as a set of skills, knowledge and behaviours that someone needs to have
achieved in order to perform tasks, or activities at school and in the world of work.
Competency based learning begins by identifying specific competencies or skills, and enables learners to
develop mastery of each competency or skills at their own pace. Learners can just develop just the competencies
or skills they feel they need for which increasingly they may receive some form of validated recognition.
Competency based learning is particularly appropriate for adult learners with life experience who may have
developed competencies or skills without formal education or training for those who started school or college and
dropped out and wish to return to formal study., but want their earlier learning to be recognised, or for those
learners wanting to develop specific skills but not wanting a full program of studies.
Competency based learning can be delivered through online, because many students taking such programs
are already working or seeking work. A feature of most competency based programs is a partnership between
employers and educators in identifying the competencies required, at least at high level. Some of the skills such as
problem solving or critical thinking may be considered high – level but competency – based learning tries to break
down abstract or vague goals into specific, measurable competencies.
Competency based curriculum adopts a learner centred pedagogy and emphasises on the development of
competencies and appropriate application of skills and knowledge in real life context.

50
Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.11, No.32, 2020

Many countries around the world are carrying out extensive curriculum reforms to better prepare learners for
the high education demands and job market requirement in the 21st century.
British Colombia – a province in Canada, Finland and Scotland are examples of high – performing countries
that demonstrate elements of competency based education within their systems. British Colombia adopted a
curriculum that focus attention on students demonstrating competency on higher order skills that they need to
succeed in their education and their lives.
Finland’s education system is designed to foster student agency, responsibility and growth through self –
directed autonomous learning especially in the later high school grades. Its system ensures students master skills
through performance – based assessment.
Scotland is part of the United Kingdom launched its “curriculum for execellence” in 2010 – 2011 which
embraces certain important elements of competence education. It focuses on formative assessment in the classroom,
a “show what you know” and the needs of the holistic well-being of the child.
Trends in competency based curriculum has also emerged in East Africa. According to sessional paper No.
14 of 2012, the East African partner states adopted a policy of harmonizing their education systems that will shift
focus from the standard curriculum design to the CBC and assessment approach (East African Community, 2012).
In 2013, partner states in the community decided to put in place a harmonized curriculum which is competency
based (East Africa community, 2014).
Tanzania introduced competency based curriculum in 2005 in secondary schools (World Bank, 2011). In
2006, competency based curriculum was introduced in primary. Education as well. The ministry of education and
culture anticipated developing the education system that enables the Tanzanians to be sufficiently equipped with
knowledge needed to completely and competitively solve the development challenges which face the nation
(Tanzania ministry of Education and culture, 2001). However, five years later in 2012, after the implementation
of the competency based curriculum in Tanzania, studies carried out by Mosha and Paulo and Tilya in 2014 on the
compatibility between the competency based curriculum and the teaching methods found out that curriculum
developers, book writers and teachers lacked clarity in the implementation of the competency based curriculum.
More efforts was needed to be devoted to the development of teachers’ and principals’ understanding of CBC
approach.
Other studies conducted by Makunja (2016) on challenges facing teachers in implementing CBC in Tanzania
have confirmed that there is very minimal use of the CBC teaching approach in schools and that 80 percent of the
teachers lack proper understanding of the approach and continue to use traditional knowledge – based teaching
and learning methods, with assessment methods remaining the same as those used in assessing knowledge – based
teaching and learning, while the teaching approach continues to be teacher – centred. Lack of adequate in service
training for teachers was one of the major challenges affecting sufficient implementation of the curriculum – an
indication of teacher unpreparedness and readiness in the use and application of pedagogical knowledge during
teaching and learning process. The result further found that although teachers were willing to implement the CBC,
they lacked enough knowledge and understanding of the competency based curriculum.
The findings of the study conducted by Kya and Hung (2019) concur with those of Makunja and Mwandanji
in (2015) where they established that the duration of the CBC training sessions in Tanzania was too short and
ineffective to equip teachers with knowledge and skills about competency – based curriculum.
Rwanda shifted to the competency – based curriculum in 2015 in order to deal with scarcity in skills in the
Rwandan education system laying its emphasis on science and technology.
Formal education was introduced in Kenya during the British colonial era. Between 1964 and 1985 the
education cycle comprised seven years of primary school, four years of secondary school, two years of high school
and three years of university education (7-4-2-3).
In January 1985, the 8-4-4 system of education was introduced to address concerns that the basic education
previously provided lacked the necessary content to promote widespread sustainable self-employment. The reform
was prompted by a change in the structure of the Kenyan education system. The reform was incidental and not
initially anticipated. In 1981, the government set up an education commission, “The presidential working party on
the second university in Kenya”, with a mandate to advice on the establishment of the second university in Kenya.
In the course of its deliberations, the commission advised the government that it would be practically wise to
reform the country’s education structure and curriculum. This culminated in the change of structure of education
from 7 years of primary education, 6 years of secondary and 3 years of university education to 8-4-4 system.
In the 8-4-4 system learners were to take eight years in primary, four years in secondary school and four years
of university education. Since its implementation in 1985, the curriculum has undergone several reviews. It was
however felt by the majority of citizens that the current system of education is not fit for purpose. This was
confirmed by the findings of a summative evaluation of primary and secondary education curricular and a national
needs assessment study conducted by the Kenya Institute of Curriculum Development (KICD) in 2009 and 2016.
The Kenya vision 2030, which is a country’s blue print for national development, also points towards the
need to reform the country’s education in order to equip citizens with the knowledge, skills, attitude and values to

51
Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.11, No.32, 2020

achieve the nation’s social, economic and political aspirations. The current curriculum is too rigid and had limited
opportunities to align basic education with children’s career interests, aptitudes and abilities. The system seems to
serve best those who score high grades at the secondary, and then proceed for higher education and take up white-
collar jobs. This seems to be the predominant pre occupation of the Kenyan education. Whereas the country
requires learners who perform well and proceed to train for careers in medicine, engineering, law and other
traditional careers, there are many children whose aptitude, interest and abilities lie in vocational education, arts,
sports and music.
The integration of Kenya in the East African community (EAC) is another reason for the curriculum reforms.
The five east African countries (Kenya, Uganda. Tanzania, Rwanda and Burundi) resolved to create the EAC. One
of the objectives was to foster cooperation and integration. One way of achieving this was through promoting
movement of goods and services across the five countries. Movement of labour required that the curriculum for
the partner states was harmonised to enhance mutual recognition of certificates (EAC, 2007, P76). The standards
and competencies require that all partner states reform their curricula structure, and examination systems to align
them to the EAC frame work (EAC, 2012).
In a major departure from 8-4-4 system, the Government of Kenya launched 2-6-3-3-3 system of education
perceived to be competent based curriculum in January 2017. It was designated to comprise two years of pre –
primary education, six years of primary education, three years of junior secondary education, three years of senior
secondary education and three year of university education.
The objective of the Kenyan CBC is that at the end of each learning cycle every learner will be competent 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. Competency – based curriculum places emphasis
on competency development rather than on the acquisition of content knowledge. This means that the teaching
and learning process has to change its orientation from rote memorisation of content to the acquisition of skills
and competencies useful for solving real – life problems.
Teaching methods include role play, problem solving, projects, case studies and study visits and other learner
– centred strategies. The teacher is then expected to switch from the role of an expert to that of a facilitator who
guides the learning process. Learners are expected to take responsibility for their own learning through exploration
and experience.
Moreover, the revised curriculum require teachers to frequently asses their learners using portfolios,
classroom or field observation, projects, oral presentations, interviews and peer assessments. Teachers are also
required to change from a norm-referenced to criterion referenced judgement of learners competencies to
determine their progress. Teachers are also supposed to provide continuous, timely and constructive feedback so
that students can know the strength and weaknesses of their performance. The introduction of CBC in Kenyan
primary schools therefore, calls for a comprehensive change in the instructional approach in terms of teaching,
learning and assessment and this requires changes in teacher training programmes in order to equip teachers (both
pre service and in-service) with competencies that will enable them to effectively handle the challenges associated
with CBC
Implementation in schools. It is with such kinds of preparations that the government of Kenya needed before
roll-out of the CBC in January 2019 and that is why the ministry of education chief secretary Amina Mohammed
indicated that the new competency based curriculum should be suspended until that time when all education
stakeholders, government agencies and opportunities are available for its proper implementation.
However, Kenya initiated the implementation of the competency – based curriculum in 2017 in the absence
of interactive and participatory approach of classroom teachers and district education personnel, curriculum
specialist and other experts who are involved in the planning and implementation of education reforms. There was
no research evidence that was conducted on the effectiveness of the new system, no comprehensive survey of
international best practices was conducted before its adoption and roll out nor was there any research to support
the argument that CBC is more effective than the current learning out comes – based curriculum (8-4-4) system.
There was no research and appointment of an education committee or commission which established the need
for reform and identification of the problems in the existing system of education. Instead, the government went
ahead and rolled out CBC for pre-primary and standard one to three without forming a national education policy
makers who would formulate sessional paper which would guide and legalise the entire education reform process
and furthermore, no review of the existing education (8-4-4) system had been undertaken by an education
commission before the roll out. Many questions about the existing system were left un answered and include:-
What were the goals of 8-4-4 system? To what extent were those goals achieved or not achieved? What gaps
existed in the system that necessitated overhaul of 8-4-4 system and which gaps needed specific address? The 8-
4-4 system was borrowed from Canada and why is it that Canada is one of the worlds most advanced and
technological advanced country economically?
Why are the Kenyan graduates from the purportedly failed 8-4-4 system inventive and innovative people in

52
Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.11, No.32, 2020

the world and adopt in nearly most fields of work?

According to Sossion W, (2017) secretary of Kenya national union of teachers, the implementation of CBC
was hurriedly undertaken. The majority of teachers had not been sufficiently trained in CBC content and teaching
methods.
Sossion asserts that most pre-primary teachers, as well as those for grades one to three had not received any
training while those that did attend training workshops were inadequately trained by trainers and facilitators who
were themselves incompetent in the delivery of CBC approach.
Sossion also pointed out that the introduction of technical and vocational courses in the school curriculum
was a serious mistake as the purpose of basic education is not to train students but to make them trainable.
Empirical studies show that competency based models are mainly applicable to vocational education and training
due to the emphasis placed on standards of competence in occupational sectors.
Competence is the possession and demonstration of knowledge, understanding, skills, attitude and behaviour
required to perform a given task to a certain described standard. The concept is therefore more useful in vocational
education since the emphasis is on the ability of the students to perform a set of related tasks with high degree of
skills.

Statement of the problem:

The government of Kenya launched competence based curriculum in January 2017. The objectives of the Kenyan
CBC is that at the end of each learning cycle every learner will be competent in the following seven core
competency areas: communication and collaboration, critical thinking and problem solving, imagination and
creativity, citizenship, learning to learn, self-efficiency and digital literacy. CBC places emphasis on competency
development rather than the acquisition of content knowledge. This means that the teaching and learning process
has to change its orientation from rote memorization of content to the acquisition of skills and competency useful
for solving real-life problems. The teacher is then expected to switch from the role of an expert to that of a
facilitator who guides the learning process. The introduction of competency based curriculum in Kenya therefore,
calls for a comprehensive change in the instructional approaches in terms of teaching, learning and assessment
and this requires changes in teacher training programmes in order to equip teachers with competencies that will
enable them to effectively handle the challenges associated with CBC implementation in schools . This means
for effective curriculum delivery and provision of quality education, teacher capacity building, provision of
learning resources and teacher training is fundamental. However before initiating these modalities and strategies,
the government went ahead with the national roll –out of the CBC in January 2019. Thus the implementation of
CBC was hurriedly undertaken while the majority of teachers have not been sufficiently trained in CBC content
and teaching methods. Moreover those teachers that did attend training workshops were inadequately trained by
trainers and facilitators who were themselves incompetent in the delivery of the CBC approach.

Theoretical background:
The study is guided by two theories including: John Hatties (2012) visible learning that emphasizes the role of the
teacher in terms of the impact approaches adopted may have on students learning and Dewey’s (1952) social
constructivism that focuses on the need to adopt learner centred approaches in curriculum design and delivery.

Research question
The following are the questions that guided the study:
1. What are the features of the competency based curriculum (CBC)?
2. What is the state of teachers’ preparedness for implementation of CBC in Kenyan primary schools?
3. What are the challenges that face the implementation of CBC in Kenyan primary schools?
4. What opportunities are there for proper implementation of CBC in Kenyan primary schools?

Methodology
The study describe the key features of competence based curriculum, the opportunities and challenges of its
implementation.
The study adopted an exploratory research design. According to Robson (2002), an exploratory study is a
valuable means of finding out what is happening , seek new insights , ask questions and to assess phenomena in
a new light .
The study sampled 200 primary schools with 1head teacher and 1 assistant teacher from each of the sampled
schools. Four sub-branch secretaries from the Kenya national union of teachers were purposely selected to provide
information on competency –based curriculum.

Sample and sampling

The sample for this study constituted teachers and executive branch secretaries of teachers union (n=404) drawn

53
Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.11, No.32, 2020

from two hundred primary schools and four sub-counties.

Data collection instruments

The presentations received from the respondents were collected by use of questionnaire, interview and observation.

Data collection and analysis

Questionnaires were administered to the respondents. The information obtained from the questionnaires was
supplemented by actual classroom observation to assess whether teachers are using CBC approaches in their
teaching. It also sought whether teachers design effective learning activities that trigger child participation.
Classroom observation also sought to find out whether teachers are able to focus on cross-cutting issues. The
researcher used a check list that elicited information regarding child participation as key in CBC such as group
work, brain storming, role play, share exercises and storytelling. From the observation carried, it was found out
that 70 % (280) of the respondents from the sampled schools were not emphasizing on the use of these techniques.
This shows that children were not actively involved in the learning and teaching process.
Teachers complained that classes are overcrowded such that it is difficult to move around and interact with
learners. According to CBC approaches, a teacher should be a facilitator giving room to learners to participate
through group work, role play and this doesn’t work well in big classes. Requirements from the checklist also
sought whether teachers from the sampled schools prepare their lessons while focusing on cross – cutting issues
that allow learners to broaden their thinking and understanding. The cross cutting issues includes: communication,
and collaboration, critical thinking and problem solving, creativity and imagination, citizenship and digital literacy
among others. Again the majority of the teachers (78%) were not able to prepare a CBC lesson plans designed to
facilitate acquisition of the competencies and at the same time retain subject and learning areas.
Requirements from the observation checklist stress on the use of formative assessment focused on the
prescribed competencies. It sought whether teachers assess students frequently using the correct assessment
methods such as portfolios, field observation, projects, oral preparation and interviews (Sturgis and Casey 2018).
Findings indicated that (70%) of the teachers had no sufficient knowledge of the assessment methods. The
assessment Rubrics had unclear guidelines which makes giving learners assignment difficult.
Interviews were also conducted among 50 selected teachers and 4 representatives of the Kenya National
Union of Teachers to identify the challenges they face in the implementation of the competency based
curriculum and to , also offer some suggestions and opportunities for proper implementation of the new
curriculum . Data collected were then analysed both qualitative and quantitatively. Findings from interviews and
questionnaires showed a number of challenges as indicated and explained. The majority of the teachers (80%)
complained that they lacked proper training on the job. The courses offered during school holidays were too short.
Teachers should be trained regularly through seminars and workshops so as to update their knowledge and skills.
The training should last at least 3 to 6 months. Findings from the questionnaire indicated that textbooks and
reference books were not delivered on time with schools starting the year without the necessary textbooks. Out of
400 teachers that filled the questionnaire, 240 (60%) requested the government to provide sufficient teaching and
learning facilities like text books and classrooms so as to allow effective implementation of competency based
curriculum (CBC). The results from the questionnaires show that the majority of the teachers (70 %) find it difficult
to adopt the new approach as they were trained using traditional teacher centred approach. The implications for
these findings is that teachers’ educational culture and training background hinder them to adjust to this new
teaching and learning approach. Teachers needed time and training for proper implementation of the new
curriculum.

Findings
The study establishes that CBC was not well planned and implemented. Most teachers have not yet clearly
understood the new approach. There was minimal training of a majority of teachers on CBC contents and teaching
methods. The findings confirmed that lack of properly trained teachers was one of the major challenges hindering
effective implementation of CBC. This was indicated by 280(70%) of the respondents. Lack of teachers on the job
training about CBC limit teachers’ pedagogical knowledge and skills to apply competence based education
approaches during teaching and learning process, hence hindering its effective implementation in primary schools.
Short courses on CBC were provided, teachers taking three –five day training sessions but the time for training
was too short and the coverage cannot provide the required CBC knowledge and skills.
It was noted that most trainings are organized in holiday when teachers have a right to their holidays. Some
teachers therefore feel demotivated. They expressed the view that CBC trainings should be organized during school
days.
The trainers/facilitators were incompetent themselves and had not properly conceptualized and understood
the CBC hence were not able to facilitate the training. The majority 280(70%) of the respondents were not able to
prepare a competence based lesson plan and even deliver lessons using CBC approaches. Teachers were observed

54
Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.11, No.32, 2020

using traditional instructional approach in teaching. They are very familiar with the old methodology and some
feel more comfortable about keeping the same teaching document from the past years instead of adapting them to
the new methodology. Lesson plans and schemes of work were too lengthy which required too much preparation
and paper work hence taking more time. In addition, the only CBC trained teachers in a school either transferred
or retired leaving the school with non or less trained teachers.
Teachers’ educational culture and background was another area of concern. The findings reveal that 300 (75%)
of the respondents contested that their educational background ties them to the effective operationalization of CBC
as they have been studying using traditional teacher centred approach and it is now very difficult for them to adopt
the new approach since they lack experience. To adapt a new approach, teachers needed time, training and good
working environment. Teachers’ educational culture and background therefore hinder them to adjust to this new
teaching and learning approach.
Actual observation was undertaken by the researcher as teachers were executing their lessons in classroom.
It was noted that large class size posed a threat to the teacher while teaching. This was confirmed by 320(80%) of
the teachers. The number of pupils in the classroom was too big for the capacity of the class causing overcrowding.
It was observed that in some schools surveyed, the teacher – student ratio ranged from 1:90 or higher which is
against the ministry’s standard which require the ratio to be 1:45. In such situations teachers failed to implement
CBC method.
Teachers complained that teaching using CBC method was not possible in a class of 90 pupils given that a
teacher has to teach other different subjects. Classes were overcrowded in such a way that it was difficult for a
teacher to move around and interact with pupils.
With the 100 percent transition, there was an acute shortage of teachers, with some schools, having only a
few teachers which posed a challenge in the successful implementation of the new curriculum (Sossion 2017,
Ondimu, 2018). The study established that large class size tends to effect pupil – teacher interactions and even
prevent pupil – pupil exchange during sharing of materials and discussion in the class.
Competency – based curriculum generally requires small classes for teachers’ to give personal attention to
each learner. The evaluation of learning outcome is done for groups not for learners as individual. Teachers
therefore fail to evaluate learners as individual with different needs.

Results
The study was designed to investigate challenges facing the implementation of competency – based curriculum in
primary schools in Kenya alongside the opportunities available for proper implementation. The results indicate
that the implementation of the competency - based curriculum (CBC) in Kenya was hurriedly done before most
teachers were trained on its contents and learning materials. There was also a general lack of parental involvement
in the CBC implementation due partly to the fact that a majority of parents do not understand what CBC is all
about, their expectations, learners’ assessments and grading. The study also established that most primary schools
had inadequate classrooms needed for the successful implementation of competency – based education. With
increased enrolment to meet the 100 percent transition, the classrooms were overflowing with large numbers of
pupils thus straining the inadequate existing facilities.

Limitations of the study

The study utilised a sample of 200 primary schools in Bungoma County of western Kenya. Although the research
sample was representative, it was not chosen at random.

Conclusion and implications

This study notes that the implementation of competency – based curriculum in Kenya was not well planned and
implemented.
Research concludes that the implementation was hurriedly done before most teachers were trained on its
content and learning materials. Inadequate training of teachers will hinder most of them from obtaining a solid
base of essential knowledge needed. This study concludes that teachers’ understanding of CBC is minimal. The
majority of teachers (70%) were not able to prepare a competency based lesson plan and even deliver lessons using
CBC approaches. The adequate and relevant instructional materials which were to help teachers with in depth
understanding of the new curriculum were not delivered to teachers in time before the roll out was done.
The sessional paper to guide the process was presented to members of parliament months after the roll out of
the new curriculum, which was quite unprocedural. The involvement of parents and other education stake holders
and public participation in the curriculum reform process were in adequate. The study also noted overcrowding of
pupils in classes which adversely affected the implementation of the new curriculum. The government should
assist in the construction of additional classrooms in primary schools to ease out congestion in classes. The ministry
of education should embark on training program on preparing teachers on the new curriculum. There is need to
constant and consistent training and evaluation about CBC implementation to change the teachers’ perceptions. It

55
Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.11, No.32, 2020

was noted that for learning to take place it is important that teachers are fully prepared to facilitate learning in
terms of lesson preparation, teaching and assessment. Parents and other education stakeholders’ investment and
public participation in the curriculum reform process were inadequate. There is need for sensitization and
involvement of parents through the school committees and parents associations. There was a general lack of
approved textbooks. The government distribution and delivery of textbooks had been delayed with some schools
starting the year without the required textbooks. In conclusion, competency based learning is relatively new
approach to learning design which is popular with employers. However it requires lot of commitment and
dedication for it to yield the expected results. There is need for engaging all stakeholders to get involved and
support it. Teachers are required to change their mind set for effective implementation of CBC. In addition, the
fact that it is aligned to national development goals and the big four agenda, its implementation will give birth to
generation of Kenyans whose mind set is geared towards being job creators as opposed to job seekers. It is hoped
that the ministry of education and other stakeholders in the education sector will consider our suggestions for
future improvement of the new curriculum.

Acknowledgment
I would like to thank Head teachers and teachers whose schools were used in this study for providing valuable
information concerning the implementation of competency based curriculum in primary schools in Kenya. I am
grateful to four sub – branch secretaries of the Kenya national union of teachers for their genuine support and
valuable assistance during the time this study was conducted.

References
East African community (EAC) 2012 Regional Report on the harmonization of the East African. Education
systems and training curricula Arusha, EAC.
East African community (2014), Harmonized Curriculum Structure and Framework for the East African
community primary education, Arusha.
Dewey, J. (1952). Social Constructivism: Learner centred approaches in curriculum design and delivery.
Jallow, S S (2011), Competency –Based Curriculum; Teaching and assessing student competences, UNESCO
BRADA Dakar, Senegal. Prepared for the Pan African Conference on teacher Education and Development
(PACTED Lome, Togo 13-15 April 2011.
John Hatties (2012), Visible learning for teachers: maximising impact on learning.
Kya,H.E and Huang. F. (2019), Community Awareness for competency based curriculum. A case study of
parent of public secondary students in Arusha, Tanzania, International Journal of Academic Management
Science Research, Vol 3 NO 11.
Makunja and Mwandanji, (2015). Adopting competency-based curriculum to improve quality of secondary
Education in Tanzania; Is it a dream or reality, International Journal of Education Vol 3 No 11.
Makunja, G (2016); challenges facing teachers in implementing competence –based curriculum in Tanzania: The
case of community secondary schools in Morogoro
Municipality, the International Journal of Education and Social Sciences, Vol 3 No 5 pp 3037
Mosha, H. (2012). A study of learning materials used to deliver knowledge and skills of competency based
curricula: Tanzania ouagdougou, Association for Development of Education in Africa (ADEA).
Ondimu, S.M. (2018). Teacher Preparedness for the implementation of the competency based curriculum in
private pre - schools in North Dagoreti Sub County Nairobi city county Nairobi.
Sossion, w. (2017), Teacher preparedness for the implementation of the competency-based curriculum in pre-
primary and lower primary grades in Kenya. Nairobi Kenya National Union of Teachers.
Sturgis C. and Casey, K.(2018). Quality principles for competency based education. Vienna.
Tanzania ministry of education and culture (2001), Secondary Education Master Plan 2001-2005, Dar of as
Salama.
William G Spady “Competency Based Education”; A Bandwagon in search of a definition Educational researcher
6 (1); 9-14 January 1977.

56