Abstract:
Countries have adopted Competency Based Curriculum (CBC) as a result of
globalization and the requirement for skills relevant to the twenty-first century.
Kenya started implementing CBC-based curriculum revisions in 2018. The
primary developers of the Curriculum are teachers, but it is uncertain how wellprepared they are to do so in public elementary schools. This study, therefore,
sought to establish the level of teachers’ preparedness in the implementation of
CBC in public primary schools in Migori County. Specific objectives of this study
were; To determine the outcome of training on teachers, availability and use of
instructional resources, level of teachers’ ICT literacy skills on implementation of
CBC in public primary schools in Migori County. Examine the difficulties that
schools have in implementing the CBC in Migori County's public elementary
schools. The design of a descriptive survey was used. Eight sub-county quality
control and standards officials, 1812 grade 1-3 educators, and 604 head teachers
from each of Migori County's sub-counties were the study's main subject. Eight
Sub County Quality Control Officials (SQAOs), five hundred forty-one head
teachers, and teachers in grades 1-3 made up the study's sample. The respondents
were chosen using basic random sampling methods and stratified sampling
methods. The information was gathered through questionnaires and interview
schedules. Expert opinions were sought regarding the accuracy of the instrument,
and the questionnaire's coherence and thoroughness were also evaluated
beforehand. Cronbach's Alpha Coefficient, used to measure internal consistency,
produced dependability coefficients for principals and educators of 0.704, 0.690,
and 0.671, respectively. Descriptive and inferential statistics were used in the
study's quantitative analysis of the data. According to the results, the majority of
instructors (56.77%) had gone to training classes and (59%) agreed that they were
familiar with the training's contents. Similarly, on availability of T/L resources
majority (mean of 4.04 and 4.24) of teachers depended largely on textbooks and
chalkboards as the exclusive T/L resources. Majority (91%) of teachers reported
that all ICT resources were either unavailable or inadequate. According to the
study's findings, effective CBC implementation in primary schools depends on
CBC training, thus the resources that are available should be sufficient and put to
good use. When ICT resources are available and integration capacity improved
and the challenges identified are mitigated, the implementation of CBC could be
made more effective. The study suggested using more skilled facilitators and
increasing the number of CBC instruction sessions. All teachers should be
required to receive training, there should be adequate financial and material
support, and administration in elementary schools should implement a monitoring
system to guarantee that the existing T/L resources are used efficiently. The
Teachers Service Commission should hire more teachers; they should also foster a
bottom-up approach to implementing a Competency-Based Curriculum. The findings can be used by education stakeholders in improving competency-based
curriculum.
