Competency-Based Curriculum: Imperative of Quality Education in Kenya

Abstract
Sustainable development Goal four (SDG 4) on education aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. UN member states have to adopt the SDGs protocol. Kenya, like any other country in Sub-Sahara Africa, had an obligation to sign this international legal instrument. The provision of inclusive and quality education was therefore entrenched in the Children Act, the Constitution of Kenya, and the Basic Education Act (2013). Therefore, a Competency-Based Curriculum (CBC) was introduced in the Kenyan education system to address quality and inclusive education. The CBC emphasizes the development of competencies rather than the acquisition of content knowledge. The purpose of the study was to investigate factors that influence the implementation of CBC in Kenya. The significance of this study is anticipated, as its conclusions may be used to develop educational policies and legislative frameworks for the successful implementation of high-quality education in Kenya and Sub-Saharan Africa. The study was guided by the implementation theory. Through the Mixed-method approach, the study integrated qualitative and quantitative approaches to interrogate the problem. The study used a sample size of 378 which conformed to the confidence interval of 0.05, the confidence level of 95 percent which is a Z-score of 1.96, and the standard deviation of 0.5. The study findings revealed that stakeholders had not been sensitised to the provision of adequate infrastructure and instructional materials. The study concluded that resources are crucial in the implementation of CBC. Also, the study concluded that a lack of sufficient in-service courses poses a threat to the implementation of CBC. The study suggested that regular in-service courses for teachers be held. The study also suggested staffing schools with adequate teachers. The study further recommended that stakeholders be sensitised to the need to provide adequate infrastructure and instructional materials.
 
Keywords
Assessment, Competency-based, Inclusion, Learner-centered
 
Objectives of the study

• To survey the availability of CBC infrastructure in public and private primary schools.
• To assess the availability of CBC instructional materials in public and private primary schools.
• To establish teachers’ preparedness in the implementation of CBC in public and private primary schools.

 
HO: Combined factors of physical facilities, instructional materials, and teacher preparedness do not significantly influence implementation of CBC in public and private primary schools.
 
Introduction
Sustainable development Goal number four (SDG 4) bonds UN member-states to provide inclusive and quality education. Quality education as advanced by the United Nations Educational, Scientific, and Cultural Organization (UNESCO, 2002) and United Nations Children’s Education Fund (UNICEF, 2000), as the adjustment of learning processes that ensure excellence in the achievement of competencies by learners. UN member states had to adopt the SDGs protocol on the provision of inclusive and quality education. Kenya, like any other member state, had an obligation to sign this international legal instrument. The Kenya Government set up a task force on the realignment of Education to the new Constitution and Vision 2030 (GOK, 2012). The Kenya Institute of Curriculum Development Act no. 4 of 2013 had to be revised to incorporate the recommendations of the task force (GOK,2013). Therefore, the Competency-Based Curriculum (CBC) was introduced in the Kenyan education system to address quality and inclusive education. The CBC is a new system of education in Kenya. It has been designed by the Kenya Institute of Curriculum Development (KICD) to cater to a practical approach to skills acquisition by learners. The CBC also emphasizes the significance of knowledge and the application of the competencies to real-life situations. It was launched by the ministry of education in 2017. The competencies achieved are actualized through literacy, numeracy, life skills, creativity, and values that impact societal development. The CBC emphasizes the development of competencies rather than the acquisition of content knowledge. The development of skills, infrastructure, instructional support materials, and effective assessment are essential dimensions of CBC. According to Mackatiani et al (2022), the stakeholders’ participation approach is crucial in the curriculum design of the CBC. However, participation during the launching of CBC was minimal.
 
The availability of environments that recognize the linkage of a learning experience is, therefore, crucial for CBC. This is in concurrence with Buckland (2004), Mackatiani (2020), Mackatiani, Likoko, & Mackatiani (2021), Mackatiani (2022), Mackatiani & Likoko, (2022), UNESCO (2011), and UNICEF (2007) who revealed that conducive environments contributed to the acquisition of skills and attitudes that were crucial in upholding human rights. In this context, quality education refers to student learning achievements, which are a result of facilitating its inputs (students, teachers, facilities, and supplies). Consequently, Salem I. (2017). notes that students in private schools performed better than their counterparts in public schools. This implied that learning environments were more conducive in the respective categorized schools. This is in concurrence with Imbova (2017), Imbova et al (2018), Mackatiani (2017), Mackatiani et al (2017), and Mackatiani et al (2020) who noted that resources are crucial in the implementation of quality education. Therefore, resources are essential for developing abilities.
 
In CBC, case studies, role-playing, study tours, and problem-solving are some of the learner-centered teachings and learning techniques. This is in concurrence with Grasha A. (1994), McGrath (2013), and Mackatiani et al (2022) who demonstrated that different pedagogical models can be used to meet the needs of effective teaching and learning. Assessment exercises replaced traditional examinations after the CBC was implemented. Peer and self-assessments, interviews, presentations, projects, observations, and portfolios are used to evaluate learner competencies and capacities. Learning is built around a review and modification of the teaching and learning procedures. Therefore, existing methods of teaching, learning, and assessment have to alter as a result of the adoption of the CBC. In light of this, Mackatiani et al (2017) indicated that in-service courses play an important role in improving teaching pedagogues. The adjustment of the teacher in-service training programs requires a change in the teaching strategies. The transition necessitates the availability of both infrastructural and educational resources. Therefore, the purpose of the study was to determine whether there were adequate resources for the implementation of CBC in public and private primary schools in Bungoma County.
 
Statement of the Problem
Quality Education as envisaged in Sustainable Development Goal number four (SDG 4) aims at "ensuring inclusive and equitable quality education and promotion of lifelong learning opportunities for all." Thus, the goal ensures that all girls and boys complete free and quality primary and secondary schooling by 2030. UN member-states were obliged to implement the protocol. The protocol on quality and inclusive education was domesticated by Kenya. Kenya had to shift from the 8-4-4 education system to CBC. Various structures were put in place by the government for the implementation of the system. However, it appears that schools lack the necessary resources. This can probably impede the achievement of sustainable development goal number four of quality education. It is on this basis that this study investigated the implementation of the Competency-Based Curriculum in Bungoma county.
 
The significance of the study
The significance of this study is anticipated, as its conclusions may be used to develop educational policies and legislative frameworks for the successful implementation of high-quality education in Kenya and Sub-Saharan Africa. The people who are involved in education would also comprehend and value the resources that are essential for putting outstanding education into practice. The study is important for comparative and global education since it offers quantitative and qualitative data on inclusive and high-quality education.
 
Theoretical Construct
The research was guided by the implementation theory. Implementation theory as advanced by Mitchell (2011) is generally defined as a specified set of planned and intentional activities designed to integrate evidence-based practices into real-world settings The theory focuses on whether institutions can be designed in a manner that their outcomes implement a given set of normative goals. Approaches, practices, and interventions are delivered in real school and classroom settings. Principals and teachers may decide to adapt elements of a program, and barriers in the school system may prevent an approach from being fully realized. Implementation strategies such as training and ongoing teacher support are also, important to consider in efforts to encourage positive student outcomes. This theory, therefore, stresses the interaction between resources and learners. 
 
Research Methodology
Mixed-method approach was adopted for the study. Mixed methods research is the combination and integration of qualitative and quantitative methods in the same study. The overall purpose and central premise of mixed methods studies are that the use of quantitative and qualitative approaches in combination provides a better understanding of research problems and complex phenomena than either approach alone. The study targeted 868 public primary schools and 250 private primary schools in Bungoma county. Bungoma county has nine sub-counties, of which three public primary schools and one private primary school per sub-county were purposively sampled. The sample comprised 180 pupils (public-144 and private-36), 90 class teachers (public-72 and private 18), 45 head teachers (public-36 and private-9), 9 education officers, 9 TSC curriculum support officers, and 45 SMC chairmen (public-36 and private-9). The total sample size was 378. This corresponded to a confidence interval of 0.05 and a confidence level of 95%, which corresponded to a Z-score of 1.96 and a standard deviation of 0.5.
 
Data Collection Techniques
Data collection was conducted in schools and education offices. The researchers issued the questionnaires to the respondents. Primary data for the study was collected through the filling of questionnaires by respondents. The information gathered was supplemented by documentary analysis and researchers’ observations. After the fieldwork, the researchers assembled all the filled questionnaires for data cleaning, juxtaposition, coding, and finally data analysis.
 
Data Analysis
Data analysis involved organizing, summarizing, and synthesizing data to provide the necessary information for description. Through thematic analysis, data were coded and categorized according to sub-themes related to the purpose of the study. The analysis involved gleaning meaning from the qualitative data based on questionnaires and literature review. Qualitative data were derived from questionnaires of the study. In this case, an analysis of qualitative data, attitudes, and opinions of respondents was conducted. Subsequently, descriptive statistics were derived from the analysis. This led to the coding of the collected data. Qualitative data were classified according to the variables of the study i.e. power/authority, school policies and procedures, and curriculum. The results were summarized in frequency tables, after which a report was compiled
 
Data and Data Sources
The data used were obtained from respondents in schools and education offices on variables that influence the implementation of the competency-based curriculum. The outcomes of the implementation of CBC affect the quality and inclusive education of students in public and private primary schools. The data were on the inefficiencies that influence CBC implementation in both public and private primary schools.
 
Data analysis and Discussions 
This study surveyed the influence of the implementation of CBC in public and private primary schools. The study was guided by the following objectives: to survey the availability of CBC infrastructure in public and private primary schools, to assess the availability of CBC instructional materials in public and private primary schools, and to establish teachers’ preparedness in the implementation of CBC.
 
The study sought views from the Curriculum support officers(CSOs), Headteachers, and Parents Association chairmen (PAs) relating to the availability of CBC infrastructure. Their perceptions were captured in Table 1
 
Table 1: Perceptions of education officers, Head teachers and PAs on adequacy of infrastructure.

The data contained in Table 1 indicated that 16.7 percent of headteachers in public primary schools and 33.3 percent of headteachers in private primary schools indicated that schools had adequate CBC infrastructure for CBC Education participation. However, 83.3percent of headteachers in public primary schools and 66.7 percent of head teachers in private primary schools noted that schools had inadequate CBC infrastructure for Education participation. Besides. 16.7 percent of PAs in public primary schools and 33.3 percent of PAs in private primary schools indicated that schools had adequate CBC infrastructure for CBC Education participation. However, 83.3percent of PAs in public primary schools and 66.7 percent of PAs in private primary schools noted that schools had inadequate CBC infrastructure for Education participation.
 
Further findings from Table 1 revealed that none of the CSOs indicated public primary schools had adequate CBC infrastructure. However, 11.1 percent of education officers indicated that private primary schools had adequate CBC infrastructure. Also, 100 percent of CSOs indicated that public primary schools had inadequate CBC infrastructure. Besides, 88.9 percent of CSOs noted that private primary schools had inadequate CBC infrastructure.
 
Overall, the majority of the respondents noted that Physical infrastructure was inadequate in both public and private primary schools. The findings concur with Mackatiani et al (2017) who noted that there were inadequate physical facilities in both public and private primary schools. This implied that there was a negative impact on the implementation of negative CBC.
 
The second objective of the study was to assess the availability of CBC instructional materials in public and private primary schools. The study, therefore, assessed the adequacy of instructional materials, the instruction materials interrogated were textbooks, writing materials, and teaching learning materials. To determine the adequacy, on a Lekart scale of one to five, views were sought from Curriculum support offices(CSOs), teachers, and pupils. Their perceptions were captured in Table 2.
 
Table 2: Perceptions on the adequacy of instructional materials.

Concerning data contained in Table 2, 33.3 percent of CSOs indicated that the level of instructional materials in public was moderate. While 66.7 percent of the CSOs noted that the level of instructional materials in private primary schools was moderate. Besides. 11.1 percent of teachers in public primary schools indicated that the level of instructional materials was moderate. While 66.7 percent of the teachers in private primary schools noted that the level of instructional materials was moderate. Also, 16.7 percent of pupils in public primary schools indicated that the level of instructional materials was moderate. While 66.7 percent of the pupils in private primary schools noted that the level of instructional materials was moderate
 
Further findings from data in table 2 indicated that 66.7 percent of CSOs indicated that the level of instructional materials in public was low. While 33.3 percent of the CSOs revealed that the level of instructional materials in private primary schools was low. Besides. 88.9 percent of teachers in public primary schools indicated that the level of instructional materials was low. While 33.3 percent of the teachers in private primary schools noted that the level of instructional materials was low. Also, 83.3 percent of pupils in public primary schools indicated that the level of instructional materials was low. While 33.3 percent of the pupils in private primary schools noted that the level of instructional materials was low. None of the respondents indicated that the level of adequacy was either very high, high, or very low. 
 
Overall, most respondents noted that the level of adequacy of instructional materials was low in public primary schools as opposed to private primary schools which were moderate. The findings concur with Mackatiani (2022) who noted that there were inadequate instructional materials in both public and private primary schools This implied that CBC is not being effectively implemented due to the inadequacy of instructional materials.
 
The third study objective sought to establish teachers’ preparedness in the implementation of CBC. To establish the extent, the study sought views from Headteachers, teachers, and CSOs Their views were captured in Table 3
 
Table 3: Head teachers, teachers and CSOs views on Teachers preparedness

From the data contained in Table 3, 33.3 percent of headteachers in public primary schools indicated that the level of teachers' preparedness was moderate. While 66.7 percent of the headteachers in private primary schools noted that the level of teachers’ preparedness was moderate. Besides. none of the teachers in both public and private primary schools indicated that the level of teacher preparedness was moderate. Also, 100 percent of the CSOs indicated that the level of teachers’ preparedness in both public and private primary schools noted that the level was moderate.
 
Further findings from data contained in Table 3, 66.7 percent of headteachers in public primary schools indicated that the level of teachers’ preparedness was low. While 33.3 percent of the headteachers in private primary schools noted that the level of teachers’ preparedness was low. Besides. 83.3 percent of teachers in public primary schools indicated that the level of teacher preparedness was low. While 33.3 percent of teachers in private primary schools indicated that the level of teacher preparedness was low. None of the CSOs indicated that the level of teachers’ preparedness in both public and private primary schools was low. Also, 16.7 percent of teachers in public primary schools indicated that the level of teachers’ preparedness was very low. While none of the teachers in private primary schools indicated that the level of teacher preparedness was very low. Also, none of the respondents indicated that teachers' level of preparedness was either very high or high.
 
Overall, most respondents noted that the level of teachers’ preparedness in public primary schools was low while the preparedness in private primary schools was moderate. The findings concur with Mackatiani et al (2017) who noted that there were inadequate in-service courses for teachers in both public and private primary schools This implied that CBC is not being effectively implemented due to a lack of teachers’ preparedness.
 
The study further sought to establish whether stakeholders were involved in the discussion on the introduction of CBC. Views were sought from headteachers, teachers, and PAs. Their views were captured in table 4
 
Table 4 head teachers, teachers and PAs views on Participation

From the data contained in Table 4, 100 percent of head teachers in both public and private primary schools indicated that there was no participatory approach to the inauguration of CBC. Besides, 100 percent of the PAs in both public and private primary schools noted that there was no participation. Also, teachers in both public and private primary schools indicated that there was no participation. 
 
Overall, all respondents in both public and private primary schools indicated that there was no participation. This implied that stakeholders were not involved in the inaugural process of CBC. Hence the failure impacted the implementation process.
 
The study further tested the hypothesis of the study. The hypothesis stated that HO: combined factors of physical facilities, instructional materials, and teacher preparedness do not significantly influence the implementation of CBC in public and private primary schools. The results of the Regression analysis done to test the hypothesis are indicated in Table 5.

Table 5 Regression model of Influence physical facilities, instructional materials, and teacher preparedness

a.     Predictors: (Constant), administration block, in-service courses for the teachers, marker pens, teachers' reference books, pupils’ course books, wall charts, classrooms, chairs, use of visual aids, exercise books checked by teachers, workshops, workshop equipment, desks, latrines
b.     Dependent Variable: Quality education
 
The significance level was set at sig F= 0 for the information in Table 5's data. It was less than 0.05, or p. F (0, 14) = 0, F 0.05, and R2 = 100% indicated a relationship. F showed that the model was imperfect because it was less than 0.05. Consequently, the theory was disproved. This suggested that the adoption of CBC in both public and private elementary schools was predicted by X= variables when they were combined. Therefore, the results demonstrated a substantial correlation between combined variables and CBC. As a result, the study found that all of the variables accurately predicted the implementation of CBC in both public and private primary schools by 100 percent. The results agreed with those of UNESCO (2011), who revealed that conducive environments contributed to the acquisition of skills and attitudes.
 
Major findings
The study findings revealed that there was no adequate physical infrastructure in schools for the implementation of CBC. It was also revealed that instructional materials for the implementation of CBC were insufficient. It was further revealed that there was a lack of sufficient teacher preparedness. This implied that there were inadequate in-service courses for teachers for proper implementation of CBC. The study findings revealed that stakeholders had not been sensitized to the provision of adequate infrastructure and instructional materials. The study concluded that resources are crucial in the implementation of CBC. It was also concluded that a lack of sufficient in-service courses poses a threat to the implementation of CBC. The study further concluded that physical infrastructure, instructional materials, and teacher preparedness predicted the implementation of CBC in both public and private primary schools by 100 percent
 
Conclusions
The study concluded that there was inadequate physical infrastructure, instructional materials, and teachers’ in-service courses for effective implementation of CBC in schools. It was also concluded that instructional materials implementation of CBC in private schools was better than in public schools. The study also concluded that there was a lack of public participation in the initiation process of CBC.
 
Recommendations
The study suggested regular in-service courses for teachers. The study further recommended that stakeholders be sensitized to provide adequate infrastructure and instructional materials. Also, the study suggested that the National Treasury improves capitation to schools to facilitate effective implementation of CBC.
 
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