JUNIOR SCHOOL EFFECTIVENESS IN THE IMPLEMENTATION OF COMPETENCY-BASED EDUCATION: A CASE OF SHINYALU SUB-COUNTY, KAKAMEGA COUNTY
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| Format: | Recurso digital |
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Zenodo
2026
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| author | Kitum, Edward Toroitich Wepukhulu, Andrew Wekesa Nyaga, John Njue Kipkemoi, Ngetich Gilbert Njeru, Henry Mugendi Mutwika, Lucia Kaluki Aleri, Daudi Dindi Jepngetich, Karen |
| author_facet | Kitum, Edward Toroitich Wepukhulu, Andrew Wekesa Nyaga, John Njue Kipkemoi, Ngetich Gilbert Njeru, Henry Mugendi Mutwika, Lucia Kaluki Aleri, Daudi Dindi Jepngetich, Karen |
| contents | <p><span>Competency-Based Education (CBE) introduction in Kenya was intended to improve the quality, relevance, and equity of the education by instilling applicable skills to learners with and competencies for the 21st century. However, the success of this reform depends largely on the capacity of schools to implement the curriculum effectively. This study assessed the effectiveness of junior schools in the implementation of CBE in Shinyalu Sub-County, Kakamega County, focusing on three areas: physical infrastructure, teachers’ readiness and learning resources. Guided by Human Capital Theory, Systems Theory, and Constructivism, the study employed a quantitative descriptive survey design, using a census survey of 74 junior schools with headteachers as respondents. A sample of 190 teachers were selected using stratified sampling technique. Data were collected through structured questionnaires and analyzed using descriptive statistics. Findings revealed that while most schools used learner-centered teaching methods, practical learning activities, and competency-based assessments, challenges still exist. The physical setup, like classrooms, laboratories, libraries, and ICT facilities, was usually not enough. Many schools did not have enough digital tools, practical learning materials, or equal access to ongoing professional development, which hindered the full implementation of CBE objectives. The study concluded that teacher readiness and access to learning resources were essential for effective CBE implementation. While physical infrastructure is important, it had a smaller independent effect. There is a need to focus on continuous professional development for teachers through regular in-service training, mentorship programs, and capacity-building initiatives to improve teaching skills and adaptability to changing curricula. The Principal Secretary for Basic Education and the Teachers’ Service Commission should make strengthening the implementation of Competency-Based Education (CBE) a priority by investing in schools’ infrastructure, such as workshops, laboratories, classrooms, ICT facilities, libraries, and sanitation. They should also improve teacher capacity through continuous training and recruitment to address shortages and enhance curriculum delivery. Additionally, the Secretary should ensure access to adequate CBE-aligned learning materials and digital resources, along with regular monitoring and evaluation, to support effective and sustainable CBE implementation</span></p> |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_5281_zenodo_19308156 |
| institution | Zenodo |
| language | |
| publishDate | 2026 |
| publisher | Zenodo |
| record_format | zenodo |
| spellingShingle | JUNIOR SCHOOL EFFECTIVENESS IN THE IMPLEMENTATION OF COMPETENCY-BASED EDUCATION: A CASE OF SHINYALU SUB-COUNTY, KAKAMEGA COUNTY Kitum, Edward Toroitich Wepukhulu, Andrew Wekesa Nyaga, John Njue Kipkemoi, Ngetich Gilbert Njeru, Henry Mugendi Mutwika, Lucia Kaluki Aleri, Daudi Dindi Jepngetich, Karen <p><span>Competency-Based Education (CBE) introduction in Kenya was intended to improve the quality, relevance, and equity of the education by instilling applicable skills to learners with and competencies for the 21st century. However, the success of this reform depends largely on the capacity of schools to implement the curriculum effectively. This study assessed the effectiveness of junior schools in the implementation of CBE in Shinyalu Sub-County, Kakamega County, focusing on three areas: physical infrastructure, teachers’ readiness and learning resources. Guided by Human Capital Theory, Systems Theory, and Constructivism, the study employed a quantitative descriptive survey design, using a census survey of 74 junior schools with headteachers as respondents. A sample of 190 teachers were selected using stratified sampling technique. Data were collected through structured questionnaires and analyzed using descriptive statistics. Findings revealed that while most schools used learner-centered teaching methods, practical learning activities, and competency-based assessments, challenges still exist. The physical setup, like classrooms, laboratories, libraries, and ICT facilities, was usually not enough. Many schools did not have enough digital tools, practical learning materials, or equal access to ongoing professional development, which hindered the full implementation of CBE objectives. The study concluded that teacher readiness and access to learning resources were essential for effective CBE implementation. While physical infrastructure is important, it had a smaller independent effect. There is a need to focus on continuous professional development for teachers through regular in-service training, mentorship programs, and capacity-building initiatives to improve teaching skills and adaptability to changing curricula. The Principal Secretary for Basic Education and the Teachers’ Service Commission should make strengthening the implementation of Competency-Based Education (CBE) a priority by investing in schools’ infrastructure, such as workshops, laboratories, classrooms, ICT facilities, libraries, and sanitation. They should also improve teacher capacity through continuous training and recruitment to address shortages and enhance curriculum delivery. Additionally, the Secretary should ensure access to adequate CBE-aligned learning materials and digital resources, along with regular monitoring and evaluation, to support effective and sustainable CBE implementation</span></p> |
| title | JUNIOR SCHOOL EFFECTIVENESS IN THE IMPLEMENTATION OF COMPETENCY-BASED EDUCATION: A CASE OF SHINYALU SUB-COUNTY, KAKAMEGA COUNTY |
| url | https://doi.org/10.5281/zenodo.19308156 |