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Journal articles on the topic 'Curriculum Implementation Kenya'

Author: Grafiati

Published: 7 June 2025

Last updated: 2 August 2025

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1

Kathenya, Luke Murithi. "Influence of Learner Support Program on Management of Primary School Curriculum Implementation in Meru County, Kenya." International Journal of Research and Innovation in Social Science VIII, no. IV (2024): 2957–64. http://dx.doi.org/10.47772/ijriss.2024.804276.

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The researcher examined influence of learner support programs on management of primary school curriculum implementation in Meru County, Kenya. Learner support programs are key concepts that need to be fully utilized; for complete realization of effective competence based curriculum management in Kenyan schools. The concern was that the idea of learner support programs is underutilized in competence based curriculum implementation in Kenya. The objective of the study was to examine influence of learner support programs on management of primary school curriculum implementation in Meru County, Ke

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Kathenya, Luke Murithi, and Dr Charles Kiptum. "Relationship Between Parental Empowerment and Engagement, and Management of Primary School Curriculum Implementation in Embu County, Kenya." International Journal of Research and Innovation in Social Science 06, no. 12 (2022): 579–83. http://dx.doi.org/10.47772/ijriss.2022.61231.

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The researcher examined relationship between parental empowerment and engagement, and management of primary school curriculum implementation in Embu County, Kenya. Parental empowerment and engagement are key concepts that need to be fully utilized; for complete realization of effective competence based curriculum management in Kenyan schools. The concern was that the idea of parental empowerment and engagement is underutilized in competence based curriculum implementation in Kenya. The objectives of the study were to examine relationship between parental empowerment and engagement, and managem

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Luke Murithi, Kathenya, and Dr Peter Kimathi Mbaka. "RELATIONSHIP BETWEEN COMPETENCE-BASED DIGITAL LITERACY CONCEPTS AND MANAGEMENT OF PRIMARY SCHOOL CURRICULUM IMPLEMENTATION IN EMBU COUNTY, KENYA." International Journal of Applied Science and Research 05, no. 06 (2022): 169–75. http://dx.doi.org/10.56293/ijasr.2022.5467.

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The study investigated relationship between competence-based digital literacy concepts and management of primary school curriculum implementation in Embu County Kenya. Competence based curriculum digital literacy emphasizes development of digital skills, knowledge and core competences in learners’ real life situation, in Kenya. However, competence-based curriculum implementation is insufficiently managed following limited digital technology use in schools; rising concern on effectiveness of competence based learning activities in Kenyan schools. The objective of the study is to determine relat

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Kobiah, Dr Lydia Kanake. "Examining Teachers’ Role in the Development and Implementation of Curriculum Support Materials in Secondary School Curricula in Kenya." Editon Consortium Journal of Curriculum and Educational Studies 2, no. 1 (2020): 158–69. http://dx.doi.org/10.51317/ecjces.v2i1.113.

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This study's purpose was to establish teachers’ views towards their involvement in the choice and development of curriculum support materials and implementation of the secondary school curriculum in Kenya. The study involved 342 secondary school teachers and employed a descriptive survey research design. Data from principals and teachers was collected using an interview schedule and questionnaires, respectively. Analysis of the collected data was carried out using inferential and descriptive statistics. The study's findings showed that there existed a statically significant relationship betwee

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Kagema, Josphat. "The School Curriculum and Its Influence on Teacher Motivation in Curriculum Implementation in Kenya." Journal of Culture and Values in Education 1, no. 1 (2018): 9–25. http://dx.doi.org/10.46303/jcve.01.01.2.

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A review of empirical studies on teacher motivation indicates decreasing levels of motivation among secondary school teachers ultimately leading to minimal achievements of the projected Kenya’s Vision 2030. This study examined the school curriculum as a determinant of secondary school teacher motivation in Kenya in curriculum implementation. The research adopted a survey study design, adopting mixed methods research approach with an aim of fortifying and converging both quantitative and qualitative data. The respondents were sampled from 46 secondary schools located in Nyeri and Kirinyaga coun

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Ilondanga, Lenod Salanwa, P. A. Oracha, L. O. A. Othuon, and E. M. Simatwa. "Implications of Teacher Competence and Medium of Instruction on the Implementation of Kenyan Sign Language Curriculum in Secondary Schools in Kenya: Analytical Assessment." Greener Journal of Educational Research 5, no. 2 (2015): 37–49. https://doi.org/10.15580/GJER.2015.2.020915029.

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Curriculum implementation is a crucial, difficult and unavoidable phase in curriculum development. It entails putting into practice the officially prescribed courses of study as intended. The way a curriculum is introduced can create a discrepancy between the proposed curriculum and the actual practice in schools. For deaf students to achieve the goals of education there was need to include Kenyan Sign Language in the curriculum. This was attempted in 2007 in standard one, five and form one classes. It was noticeable that this was the same year teachers were called upon to prepare materials an

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Inyega, Justus Okeo, Adeela Arshad-Ayaz, M. Ayaz Naseem, Evans W. Mahaya, and Dalia Elsayed. "Post-Independence Basic Education in Kenya: An Historical Analysis of Curriculum Reforms." FIRE: Forum for International Research in Education 7, no. 1 (2021): 1–23. http://dx.doi.org/10.32865/fire202171219.

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This article presents a critical review of the education system and curriculum reforms in basic education in Kenya from independence in 1963 to date. It presents a philosophical and pragmatic basis for content review and the curriculum reform process. Data collection involved a critical review of relevant literature; including several curriculum reform documents. Based on the literature review and documentary analysis, there is overwhelming evidence that radical changes have resulted in the Kenyan education system from several curriculum reviews and major reforms in response to the changing ne

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Maina, Anne W. "Curriculum Changes in Kenya Since Independence and School Preparedness in Implementation of Competency Based Curriculum." Asian Journal of Education and Social Studies 48, no. 2 (2023): 70–77. http://dx.doi.org/10.9734/ajess/2023/v48i21053.

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Education is an important tool for attaining greater autonomy, empowering people, and closing gender inequities in the allocation of opportunities and resources. This review aims to highlights the curriculum changes in Kenya since independence and school preparedness in implementation of competency based curriculum. Education and training for all Kenyans is critical to the achievement of the government's overall development goal. Kenya has made significant educational progress since independence in terms of adherence to education declarations. Kenyans are critical to the success of the governm

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Muchira, John Munyui, Richard J. Morris, Brenda Aromu Wawire, and Chorong Oh. "Implementing Competency Based Curriculum (CBC) in Kenya: Challenges and Lessons from South Korea and USA." Journal of Education and Learning 12, no. 3 (2023): 62. http://dx.doi.org/10.5539/jel.v12n3p62.

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This research examines the nature, enactment, and assessment of Competency-Based Curriculum (CBC) models in the United States and South Korea to highlight lessons and strategies that Kenya can utilize to improve CBC implementation. A scoping review of various databases was conducted to search for peer-reviewed articles documenting empirical evidence on implementing and assessing CBC education models in the USA, South Korea, and Kenya. Two researchers from each country screened, extracted the data, and evaluated the records using a custom quality rating scale following the Preferred Reporting I

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Nyamosi, Geoffrey. "Selected Teacher Competencies that Can Enhance CBC Implementation in Kenya." European Journal of Contemporary Education and E-Learning 2, no. 6 (2024): 250–58. https://doi.org/10.59324/ejceel.2024.2(6).16.

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The introduction of a Competency-Based Curriculum in Kenya is replacing a knowledge-oriented and exam-centred curriculum that has defined the country's education system for close to four decades now. This new curriculum stresses skills development and learner-centredness as its most prominent distinguishing philosophy. However, the successful implementation of CBC is contingent upon the competencies of the teachers at the centre of its implementation. This paper sheds light on some of the fundamental competencies that can support teachers' capacities to deliver CBC as envisaged.

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Nyamosi, Geoffrey. "Selected Teacher Competencies that Can Enhance CBC Implementation in Kenya." European Journal of Contemporary Education and E-Learning 2, no. 6 (2024): 250–58. https://doi.org/10.59324/ejceel.2024.2(6).16.

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The introduction of a Competency-Based Curriculum in Kenya is replacing a knowledge-oriented and exam-centred curriculum that has defined the country's education system for close to four decades now. This new curriculum stresses skills development and learner-centredness as its most prominent distinguishing philosophy. However, the successful implementation of CBC is contingent upon the competencies of the teachers at the centre of its implementation. This paper sheds light on some of the fundamental competencies that can support teachers' capacities to deliver CBC as envisaged.

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Hussein, Adan. "The Challenge Face in the Implementation of Competency-Based Curriculum in Northern Kenya." African Journal of Education and Practice 9, no. 3 (2023): 59–67. http://dx.doi.org/10.47604/ajep.2163.

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Purpose: Kenya is in the process of changing its educational system from one that is content-based to one that is competency-based. When implementing a new curriculum, teachers are likely to encounter difficulties, particularly with regard to the divisions of material and subjects, underlying presumptions, objectives, teaching strategies, and assessment techniques. In this regard, this study aimed to look into the challenges that northern Kenya had in implementing the competency-based curriculum successfully. The study's particular goals were to: Analyze the potential of the competency-based c

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Ongowo, Richard Owino. "Towards a Competency Based Curriculum: A Pedagogic Perspective." Journal of Technology & Socio-Economic Development 10, no. 1 (2023): 105–17. https://doi.org/10.5281/zenodo.8121850.

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Education remains the powerful tool to engender competencies in the learners to make them adaptable to the context of work, personal and professional development. The competencies are significant for achieving sustainable development. This calls for the world education systems to rethink and re-orient their educational curricula in terms of pedagogies from early years’ education through higher education to make them adapt the learners to the demands of the century and future societies. The Kenyan national philosophy of education focuses on the acquisition of knowledge and skills as well

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Ronguno, Samuel Kankuko. "Constraints Towards the Efficacy of Competency Based Curriculum Implementation in Kenya, A Case Study of Chesumei Sub-County, Kenya." British Journal of Education 13, no. 3 (2025): 1–15. https://doi.org/10.37745/bje.2013/vol13n3115.

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The current study was set to find out the challenges affecting the efficacy of implementation of Competency-Based Curriculum (CBC). The study focused on availability of teaching and learning materials, teaching staff preparedness in competency Based Curriculum pedagogy, policy framework and learner assessment. The study was necessitated by public outcry over mismatch in policy formulation and curriculum implementation. Mixed methodological approach involving both qualitative and quantitative methods were used. Questionnaires and class observations were used. Forty-Five schools were randomly se

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Aggrey, Amugune A. "Assessment of the Impact of Religious Organizations on the Implementation of Curriculum in Public Secondary Schools in former Western Province of Kenya." Advances in Social Sciences Research Journal 7, no. 10 (2020): 89–108. http://dx.doi.org/10.14738/assrj.710.8634.

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The impact of religious organizations on curriculum implementation in Kenya is perceived differently by stakeholders. The first secondary schools in colonial Kenya were established by Christian missionaries. Their participation has been viewed by stakeholders as either positive or negative. The objective of the study was to assess the impact of religious organizations on implementation of curriculum in public secondary schools in former Western province of Kenya. The study was conducted in Bungoma, Busia, Kakamega and Vihiga counties of former Western province of Kenya. The study is based on L

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Owidi, Mr Salmon Oliech, and Ms Joanne Nabwire Lyanda. "The Teachers Voice and Ownership in Competency Based Curriculum (CBC) in Kenya: Application of Bernstein’s Theory." International Journal of Research and Innovation in Social Science VII, no. VI (2023): 1088–95. http://dx.doi.org/10.47772/ijriss.2023.7692.

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Curriculum development is a planned, purposeful, progressive, and systematic process necessary to improve an education system. Changing a curriculum to address societal needs cannot be overemphasized. Every time there are changes or developments happening around the world, the school curricula is affected. However, teachers are mostly left out during this important exercise. They are in most instances incorporated during the implementation stage of curriculum development. Teachers have a key role in all the processes of curriculum change and development and most importantly during curriculum i

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Kigwilu, Peter Changilwa, and Winston Jumba Akala. "Resource Utilisation and Curriculum Implementation in Community Colleges in Kenya." International Journal for Research in Vocational Education and Training 4, no. 4 (2017): 369–81. http://dx.doi.org/10.13152/ijrvet.4.4.4.

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The study investigated how Catholic-sponsored community colleges in Nairobi utilise the existing physical facilities and teaching and learning resources for effective implementation of Artisan and Craft curricula. The study adopted a mixed methods research design. Proportional stratified random sampling was used to sample 172 students and 18 teachers while four directors of community colleges were purposively selected. Questionnaires were administered to students and teachers, while directors were interviewed. Teaching and learning resources, such as workshops, equipment, lecture rooms, labora

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Mpisili, Moses. "Innovation and Strategic Management Practices in the Implementation of Competency-Based Curriculum in Kenya." International Journal of Current Aspects 6, no. 1 (2022): 62–72. http://dx.doi.org/10.35942/ijcab.v6i1.241.

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Kenya has seen several developments in its schooling and educational system since gaining its independence in 1963. Right from independence, the Ominde Commission (Ominde 1964) sought to reform the educational System, from one that was racially stratified to a more uniform one. Then came the 7-4-2-3 System that had 7 years of primary school, 4 and 2 years of lower and upper secondary and 3 years of university. Thereafter, following another assessment and subsequent recommendations of the Mackay Report in 1982 (Mackay 1982), the 8-4-4 System was introduced in 1985. It extended the life of prima

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Gitonga, James. "Rethinking the Curriculum; Core for the Reform." East African Journal of Education Studies 6, no. 3 (2023): 297–303. http://dx.doi.org/10.37284/eajes.6.3.1574.

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The skill-focused curriculum (CBC) currently being implemented nationwide in Kenya is akin a springboard loosely fixed. Like every other country, the syllabus was revamped to equip learners with the necessary skills to deal with emerging challenges in a fast-changing world. However, a keen scholar is apt to note that the CBC implementation in Kenya is riddled with several bottlenecks. Scholars have contended that impacting knowledge and evaluation approaches in CBC must emphasize further assisting students in creating a relationship between proof, hence the ability to produce novel information

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Mary, Muhando, and M.W. Simatwa Enose. "Influence of Students' Entry Behavior on History and Government Curriculum Implementation in Kenya: A Study across Secondary Schools in Emuhaya Sub County." International Journal of Current Science Research and Review 07, no. 12 (2024): 9095–103. https://doi.org/10.5281/zenodo.14545946.

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Abstract : There had been a growing concern among educators and other stakeholders on the successful implementation of the History and Government curriculum. Data on students’ performance in History and Government at secondary school level indicated that the implementation of the curriculum was not as envisaged. Thus statistics of Kenya Certificate of Secondary School Examination (KCSE) of 2019 revealed that 69.13% of candidates in Kenya took history and government in 2019 KCSE examinations and the mean score of the subjects nationally was 4.1 which is a D+ according to the grading syste

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Riogi, Bahaty, Carlo Ross, Miriam Mutebi, and Rajiv V. Dave. "The Kenya UK Breast Cancer Awareness Week: curriculum codesign and codelivery with direct and lived experience of breast cancer diagnosis and management." BMJ Global Health 7, no. 5 (2022): e008755. http://dx.doi.org/10.1136/bmjgh-2022-008755.

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Global health education holds a paradox: the provision of global health degrees focusing on challenges in low-income and middle-income countries has increased in high-income countries, while those in these low-income and middle-income countries lack access to contribute their expertise, creating an ‘information problem’. Breast cancer is a pressing global health priority, which requires curriculum design, implementation, ownership and leadership by those with direct and lived experience of breast cancer.The Kenya-UK Breast Cancer Awareness Week was conceptualised following the signing of the M

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Fondo, Kalama Hassan, and Joel Okutoyi. "Influence of Curriculum Perspectives on Academic Performance in Mathematics in Schools for Deaf in Kenya." Greener Journal of Education Research 14, no. 1 (2024): 72–80. http://dx.doi.org/10.15580/gjer.2024.1.090124107.

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Mathematics is one of the three science subjects offered in the 8-4-4 system of Education in kenya. However, previous studies have indicated low performance in the subject to learners with hearing impairment in the Kenya Certificate of Secondary Education (K.C.S.E) examination in comparison to other subjects. The underlying cause of such performance in Mathematics by deaf learners had not been brought to surface. For this reason, the purpose of the study was to find out the influence of curriculum perspective on academic performance in Mathematics in schools for the deaf in Kenya, in relation

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Soita, Moses Wekesa, and Protas Fwamba Khaemba. "Preparedness of Schools Management Boards in Curriculum Implementation in Public Primary Schools in Bungoma County, Kenya." East African Journal of Education Studies 3, no. 1 (2021): 233–45. http://dx.doi.org/10.37284/eajes.3.1.392.

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This paper investigates Curriculum Implementation in Public Primary Schools by the Management Boards in Tongeren Sub-County, Bungoma County, Kenya. The study objective was to establish the preparedness of the school management boards in curriculum implementation. The sample size for the study was 136 where Board members were 92 while teaching staff were 44. The study adopted both qualitative and quantitative research designs. Data was collected through questionnaires and interview schedules. The questionnaire was used on the education officers, the headteachers, and teachers, while the intervi

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Awili, Roselynn, and Nyakwara Begi. "Relationship between Instructional Leadership and Implementation of Competency-Based Curriculum in Early Years Education in Nairobi City County, Kenya." Randwick International of Education and Linguistics Science Journal 2, no. 3 (2021): 476–88. http://dx.doi.org/10.47175/rielsj.v2i3.280.

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Globally, learning institutions at primary school level experience a gap in instructional leadership that fosters curriculum implementation. Research has established that those instructional leaders (heads of schools) determine the impact that teaching and learning processes in school has on learners’ academic performance. This study was designed to establish the extent of implementation of Competency-Based Curriculum in early years education in public and private schools. The study was also to determine the relationship between instructional leadership and implementation of Competency-Based C

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Ngeno, Beatrice. "The Relationship between Teacher Training and Implementation of a Competency-Based Curriculum in Public Primary Schools." East African Journal of Education Studies 6, no. 1 (2023): 280–90. http://dx.doi.org/10.37284/eajes.6.1.1138.

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A competency-based curriculum is a curriculum that allows students to develop prescribed competencies. In Kenya, the Competence-Based Curriculum implementation of 2-6-6-3 was adopted in January 2017. This education system replaced the 8-4-4 system of education and it aimed to nurture the learners’ talents. School preparedness for the new curriculum change in Kenyan public primary schools is very important in the education policy framework. When curriculum change takes place in education, teachers as instructors and implementers should be prepared to be competent in their work. Educators have a

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Nyaga, Patrick Muturi, and Dr Jane Muthoni Njuguna. "School Management Practices and their Influence on Implementation of Competence Based Curriculum in Public Primary Schools, Lang’ata Sub County, Nairobi Kenya." International Journal of Research and Innovation in Social Science VII, no. X (2023): 2333–41. http://dx.doi.org/10.47772/ijriss.2023.701175.

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In 2017, Kenyan government through the ministry of education and Kenya Institute of Curriculum Development (KICD) embarked on major reforms in education. These reforms aimed at introducing Competency Based Curriculum (CBC) to replace the 8-4-4 which was in operation since 1985. CBC went through need assessment and piloting was done in 2017 at grade three before implementation was rolled out in 2018. This move was projected to having a system that was aligned to global changes and new universal trends at the same time being compliant with 2010 Kenyan constitution. Competence Based Curriculum is

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Waiti, Josiah Mwachi, Rosemary Khitieyi Imonje, and Mercy Mugambi. "Teachers’ Information and Communication Technology Application Skills Influencing English Curriculum Implementation in Schools in Kenya." Journal of Education and Development 7, no. 4 (2023): 38. http://dx.doi.org/10.20849/jed.v7i4.1379.

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With English as a universal language and a central player in a globalized digital world, the need for an acceptable level of teacher ICT application skills, competence among teachers of English is necessary. The Government of Kenya (GoK) has put in concerted efforts to propel Kenya towards vision 2030 by investing in ICT integration in curriculum implementation, to equip a professional teacher with ICT skills for quality classroom practices and satisfactory learner performance in national examinations. Despite the efforts by the GoK to equip teachers with ICT skills for good results in English

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Knight, Tundo, John O. Shiundu, and Wangila E. Wekesa. "Effects of High Frequency of Examinations on Curriculum Implementation in Kakamega County, Kenya." African Journal of Empirical Research 5, no. 1 (2024): 206–15. http://dx.doi.org/10.51867/ajernet.5.1.20.

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Examinations have been widely used as a tool for curriculum evaluation not only in Kenya but across the globe. The use of examinations as an indicator of performance and promotion of learners has led to competition among schools and learners, which has compromised the quality of education provided. Teachers teach selectively by emphasising examined subjects and topics. The purpose of the study was to establish the effects of examinations on curriculum implementation in secondary schools. Descriptive survey research design and inferential statistics were applied. Sampling was done by use of Sat

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Rodgers, Dingili, and Yungungu Alice. "Communication and collaboration: The paradox of the new competency-based curriculum in Kenya." American Journal of Social Sciences and Humanities 8, no. 2 (2023): 199–212. http://dx.doi.org/10.55284/ajssh.v8i2.961.

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Successful implementation of any curriculum is built on the foundation of teamwork among all stakeholders. The new competency-based curriculum in Kenya encourages teachers and parents to cooperate and communicate in order to implement the curriculum effectively. Being a new innovation, the channels of communication and collaboration used to involve parents in their children’s education have not been empirically documented. The purpose of this study is to explore communication and collaboration between teachers and parents for effective implementation of the competency-based curriculum in Kenya

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Macheso, Dr Isaac Situma, and Dr Edwin Nyongesa Masibo. "Evaluating the Effectiveness of Multimedia Instructional Resources Utilization in Teaching Science and Technology in Grade 6 in Kenya." International Journal of Research and Innovation in Social Science IX, no. II (2025): 3187–96. https://doi.org/10.47772/ijriss.2025.9020248.

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Science education plays a critical role in promoting technological and industrial development and attaining of Kenya’s Vision 2030 development goals. Achieving this can be facilitated by using multimedia instructional resources in science. This paper explored the extent of utilization of multimedia instructional resources in Grade 6 science class and its effect on science curriculum implementation. The study was conducted in Trans-Nzoia, Bungoma and Busia Counties in Kenya. It was grounded on Stafflebeam’s CIPP model targeting head-teachers and their respective grade 6 science and technology t

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Musango, Kelvin Kivinda. "Why It Is Important For A Curriculum To Be Monitored And Evaluated In Kenya." International Journal of Applied Science and Research 06, no. 06 (2023): 97–101. http://dx.doi.org/10.56293/ijasr.2023.5613.

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: This study presents a descriptive analysis of the essence of curriculum monitorina and evaluation in kenya. The existing literature agrees that curriculum monitoring as a process of gathering data for evaluating and defining the effectiveness of the curriculum against the set predetermined objectives is an essential must-have aspect for effective curriculum implementation. It ensures that the implemented curriculum aligns with the set objectives. Curriculum monitoring and evaluation focuses on the relevance, practicality, scaling-up, sustainability, relevance, effectiveness, and consistency

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Grace, Jepkemboi, and Ruto-Korir Rose. "Lea Kipkorir: Forgotten Pioneer of Early Childhood Education in Kenya." Lea Kipkorir: Forgotten Pioneer of Early Childhood Education in Kenya o8, no. 09 (2019): 06. https://doi.org/10.5281/zenodo.4840641.

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Lea I. Kipkorir is one of the forgotten pioneers of early childhood education, ECE, in Kenya. This paper examines her life, career and contributions to the field. A 1969 graduate of Harvard University, Lea rose through the ranks to the heights of her career as the Director of Kenya Institute of Education, KIE, the institution charged with designing and implementation of the curriculum in Kenya. Her notable contributions to ECE in Kenya are in six areas. 1) Her career in ECE changed a common perception that early childhood education is for ‘academic failures in the school system.’ 2

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Grace, Jepkemboi PhD, and Ruto-Korir PhD Rose. "Lea Kipkorir: Forgotten Pioneer of Early Childhood Education in Kenya." International Journal of Case Studies 4, no. 7 (2015): 40–45. https://doi.org/10.5281/zenodo.3529245.

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Lea I. Kipkorir is one of the forgotten pioneers of early childhood education, ECE, in Kenya. This paper examines her life, career and contributions to the field. A 1969 graduate of Harvard University, Lea rose through the ranks to the heights of her career as the Director of Kenya Institute of Education, KIE, the institution charged with designing and implementation of the curriculum in Kenya. Her notable contributions to ECE in Kenya are in six areas. 1) Her career in ECE changed a common perception that early childhood education is for ‘academic failures in the school system.’ 2

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Joel Barasa Ijakaa (MEd) and Petronilla Mutinda Kingi (PhD). "Research-Driven Solutions for Enhancing Leadership in Competence-Based Curriculum Implementation in Kenyan Secondary Schools." International Journal of Latest Technology in Engineering Management & Applied Science 13, no. 11 (2024): 61–71. https://doi.org/10.51583/ijltemas.2024.131107.

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Abstract: The study adopted a systematic review to analyze AI solutions in enhancing leadership in the implementation of CBC in junior secondary schools in Kenya. The study focuses on challenges relating to inadequate training of teachers, inappropriate resource allocation, and stakeholder engagement. We adopted Technology Acceptance Model (TAM) and Distributed Leadership Theory. The findings reveal that AI may enhance educational leadership by the implementation of real-time monitoring, preparation of teaching resources, and managing the institution more effectively. Moreover, the impeding fa

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Chemagosi, Mary Jebii. "Teachers Preparedness on Implementation of Competence Based Curriculum in Lower Public Primary Schools in Kilifi and Nandi Counties, Kenya." International Journal of Scientific Research and Management 8, no. 04 (2020): 1292–303. http://dx.doi.org/10.18535/ijsrm/v8i04.el04.

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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 sched

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Macheso, Isaac Situma, Robert O. Kati, and Robert W. Wafula. "Implementation of Competency Based Assessment in Kenya: Extent of Utilization of Competency Based Assessment Tools and Types." International Journal of Research and Innovation in Social Science VIII, no. VI (2024): 3124–34. http://dx.doi.org/10.47772/ijriss.2024.806236.

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Competency Based Curriculum (CBC), a curriculum which calls for a paradigm shift in assessment of learners using Competency Based Assessment (CBA) was introduced in Kenya in 2017. The need for a paradigm shift in assessment from 8.4.4 Content Based Curriculum to 2.6.3.3.3 CBC necessitated the need for this study to determine factors influencing implementation of CBA in Kenya by looking at the extent of utilization of CBA tools and types. The objective was to investigate the extent of utilization of CBA tools and types in Grade 6 in selected schools in Kenya. The study was conducted in Trans-Nz

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Murambi, Wandili Austin, Carolyne Nabwoba Simiyu, and Rose Mutende. "Implications of Teachers’ Capacity on the Implementation of Computer Studies Curriculum in Public Secondary Schools in Bungoma County, Kenya." International Journal of Research and Innovation in Social Science VII, no. VII (2023): 2047–56. http://dx.doi.org/10.47772/ijriss.2023.70863.

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The government of Kenya introduced the implementation of a computer studies curriculum in 1996. However, descriptive statistics of various studies carried out have never established why only a few schools registering a low number of candidates offer computer studies at KCSE examinations and worst of all is the varied performance registered nationally and more so in Bungoma County. This study therefore purposed to evaluate the influence of teacher capacity on the implementation of computer studies curriculum in public secondary schools in Bungoma County, Kenya. This was achieved by determining

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Mary, Kalunde Mutua, and Samuel N. Waweru (PhD) Dr. "Teachers' Competence and its Influence on Effective Implementation of Competency Based Curriculum in Public Primary Schools in Machakos County, Kenya." International Journal of Social Science And Human Research 06, no. 05 (2023): 3027–33. https://doi.org/10.5281/zenodo.7970620.

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The government of Kenyan with an aim of enhancing the system of education standardreplaced the 8.4.4 with 2.6.3.3.3. This crucial change was deemed necessary globally since it ensures development of current job market knowledge-based skills. The study’s purpose was to carry out an investigation on teachers’ competence and its influence on effective implementation of Competency Based Curriculum (CBC). The objectives of the study are: Establishing the teachers’ competence based on; values, attitudes, knowledge and skills; to find out the extent of CBC implementation; establishi

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Tarsilla, Kibaara. "CHALLENGES EXPERIENCED IN THE IMPLEMENTATION OF SPECIAL NEEDS EDUCATION POLICY IN KENYA AND THE CURRENT STATUS IN THE COMPETENCE BASED CURRICULUM ." Advances in Social Sciences Research Journal 8, no. 3 (2021): 706–8. http://dx.doi.org/10.14738/assrj.83.9953.

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The Kenya Special Needs Education Policy Framework 2009 provided a legal framework that was relevant and guided the provision of Special Needs Education in Kenya. The implementation of the policy has seen Kenya achieve many milestones including increased enrolment, which rose from 22,000 learners in 1999 to 108,221 in 290 special primary institutions and 2057 Special units/integrated programmes (MOE 2018).

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Ndori Maluha, Dennis, Caleb Mackatiani, and Daniel Komo Gakunga. "Influence of teacher pedagogical practices on implementation of the Competency Based Curriculum in public and private primary schools in Vihiga County, Kenya." Cradle of Knowledge: African Journal of Educational and Social Science Research (The) 12, no. 4 (2025): 192–200. https://doi.org/10.4314/ajessr.v12i4.2.

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An education reform in any nation is necessary because it allows a nation to periodically review, revise, and evaluate its education systems and programmes. Kenya recently adopted the competency-based curriculum. This curriculum allows learners to lean at their own ability to demonstrate mastery of the competencies required for their future career choice and progression. The purpose of the study was to investigate influence of teacher pedagogical practices on implementation of Competency Based Curriculum in public and private primary schools, Vihiga County, Kenya. The study embraced the Open S

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Wanyama, Bernard Wasilwa. "Competency based curriculum in Kenya: Taking stock of implementation process at early years education." Culture, Education, and Future 3, no. 1 (2025): 135–58. https://doi.org/10.70116/2980274199.

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This paper argues that the government implemented Competency Based Curriculum (CBC) with the aim of nurturing global learning competencies into learners. However, the quest faced many challenges at the Early Years Education (EYE) level. Such scenario was going to have a negative implication on producing learners with envisaged competencies. The purpose of this study therefore, was to investigate the gaps that existed in the designed curriculum framework and the actual practice during implementation process. The study adopted descriptive survey design method. Purposive sampling and simple rando

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Mackatiani, Caleb Imbova, and Paul Ekeno Ejore. "Competency-Based Curriculum: Leveraging Resources for Skills Acquisition in Primary Schools in Kenya." International Journal of Research and Innovation in Social Science VIII, no. IV (2024): 1386–97. http://dx.doi.org/10.47772/ijriss.2024.804103.

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Globally, the issue of quality education is a concern for all the UN member states. Sustainable Development Goal number 4 (SDG 4) on education seeks to ensure inclusive and equitable quality education and to advance opportunities for lifelong learning for everyone. To address quality and inclusive education, a Competency-Based Curriculum (CBC) was introduced in the Kenyan educational system in 2017. The purpose of this study was to discover the variables that affect CBC’s adoption in Kenya. This study’s conclusions could be applied to create educational policies and legal frameworks for the ef

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Wanjara, Amos Otieno, and Paul Okeyo Ogembo. "Impact of Situational Analysis on Implementation of Educational Innovations in Kenya: The Case of Competency Based Curriculum (CBC)." Indonesian Journal of Educational Research and Review 7, no. 1 (2024): 1–12. http://dx.doi.org/10.23887/ijerr.v7i1.73505.

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Educational innovation is inevitable in every society. A shift from 8:4:4 to 2:6:3:3:3 (CBC) system of education is ongoing and the new curriculum is taking a centre stage. Situational analysis is a prerequisite for an effective implementation of a new curriculum. However, gaps have been exhibited that are impediments to its effective implementation. The Purpose of this paper was to assess the impact of situational analysis on implementation of CBC. The objectives were to establish the extent: to which curriculum needs assessment were done towards CBC, to which necessary interventions have bee

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Mary, Muhando, M.W. Simatwa Enose, and C. Kimaiyo Lilian. "Influence of Teachers' Academic Qualifications on the Implementation of History and Government Curriculum in Kenya: A study across Secondary Schools in Emuhaya Sub County." International Journal of Current Science Research and Review 08, no. 01 (2025): 11–18. https://doi.org/10.5281/zenodo.14584582.

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Abstract : Teachers undertake teacher education in their professional training and development for purposes of implementing school curriculum in their subject areas of specialization. The subject areas of specialization may be Science, humanities and language at secondary school level of education. The teacher’s competence is measured in terms of academic qualification specifically, the class of degrees earned such as First Class honours; Second Class honours (Upper Division); Second Class honours (Lower Division) and Pass. Besides years of teaching and seminars attended also have value

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Nyang’ara, Naftal Michira, and Roselyne nyamoita Nyakoe. "The Influence of Training Teachers on the Implementation of Peace Education Programme in Selected Primary Schools at Nakuru County, Kenya." International Journal of Research and Innovation in Social Science VIII, no. VI (2024): 2145–52. http://dx.doi.org/10.47772/ijriss.2024.806161.

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Peace is a critical component for the development of human beings in the whole world, without peace there can be no development. An atmosphere of no peace is a major cause of physical and economic suffering upon individuals, families, communities, businesses, nations and regions in many countries. In 2007 Kenya experienced incidents of conflicts which led to loss of workforce, learning time and disruption of education services which negatively affected the quality of education across in the county of Nakuru formerly Rift Valley Province. Since then Kenya has put several strategies to promote p

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Mugera, Eric, and Violet N. O. Kafwa. "Kiswahili Teachers’ Pedagogical Competence in Lesson Planning for the Implementation of Competency-based Curriculum." East African Journal of Education Studies 7, no. 4 (2024): 830–43. https://doi.org/10.37284/eajes.7.4.2509.

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Kenya has undertaken curriculum reforms by introducing a competency-based curriculum. Teachers who are key implementers need to be adequately equipped in terms of competencies to effectively deliver on the envisaged curriculum changes. This study sought to establish Kiswahili teachers’ pedagogical competence in lesson planning for the implementation of CBC in selected primary schools in Kenya. Desimone’s Core Conceptual Framework was adopted as a theoretical framework for this study. The relativist–interpretivism paradigm guided the study. It further adopted a qualitative research approach. Sp

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Maluha, Dennis Ndori, Daniel Komo Gakunga, and Caleb Mackatiani. "Influence of School Infrastructure on Implementation of Competency-Based Curriculum in Public and Private Primary Schools, Vihiga County, Kenya." East African Journal of Education Studies 8, no. 2 (2025): 29–37. https://doi.org/10.37284/eajes.8.2.2826.

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Kenya Has Implemented the Competency-based Curriculum to replace the 8.4.4 System of Education. The study aimed to examine school infrastructure on the implementation of competency-based curriculum in public and private primary schools, in Vihiga County, Kenya. Open System and Theory and mixed methods approach design were anchored for the survey. The population encompassed: 408 head teachers, 4392 teachers, 15 curriculum support offices and 5 Sub-County Education Officers. The researcher used stratified, simple random and purposive sampling methods to identify 81 head teachers, 264 teachers, 5

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Mogere, Venicah Bochere, and Dr Patrick Mbataru. "Determinants of Competence-Based Curriculum Implementation in Selected Public Primary Schools in Nairobi County, Kenya." Journal of Public Policy and Governance 3, no. 1 (2023): 39–50. http://dx.doi.org/10.70619/vol3iss1pp39-50.

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The new Competence Based Curriculum in the Kenyan education system received support and criticism in equal measures. Being a new system, all aspects of CBC implementation must be interrogated. This study intended to evaluate the determinants of CBC adoption in public primary schools in Starehe District, Nairobi County, Kenya. The specific objectives were to determine the effect of teacher education, learning materials, parental involvement, and school leadership on the implementation of CBC. This research is based on constructivism theory. A descriptive research design was used and the target

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Chepkemei, Sheilla, Emily Bomett, and Sammy Chumba. "Institutional Preparedness in Implementation of Competency Based Curriculum in Primary Schools in Kenya in the Midst of COVID-19 Pandemic." Africa Journal of Technical and Vocational Education and Training 7, no. 1 (2022): 123–36. https://doi.org/10.69641/afritvet.2022.71145.

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Curriculum reform is usually a planned order which all stakeholders affected become part of the process by making their contribution to operationalize the curriculum as designed and developed. The purpose of the study was to investigate the level preparedness of school resources for the implementation of the competency-based curriculum during COVID-19 pandemic in primary schools in Wareng Sub-County, Uasin-Gishu County, Kenya. The study examined the level of availability of material resource for the implementation of the Competency Based Curriculum during COVID-19 crisis. It also investigated

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Simiyu, Khisa A., Dr Juma Injendi, and Dr Philip Mukonyi. "TVET Trainers Involvement in Attaining Kenya Vision 2030: Issues and Challenges." International Journal of Latest Technology in Engineering, Management & Applied Science XII, no. VIII (2023): 93–101. http://dx.doi.org/10.51583/ijltemas.2023.12810.

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The Kenya vision 2030 is the country’s new development blueprint for the period 200 to 2030.it aims at transforming Kenya into a newly industrializing middle income country providing social development and a high quality of life to its citizens. the vision has 3three pillars: economic, political and social. The social pillar identifies education and training as key in investing in the Kenyans and thus need to improve quality of training. the government’s agenda aims at improving quality of education and training without improving on teacher education and addressing key teacher training aspects

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