THE CHALLENGES ENCOUNTERED IN IMPLEMENTING THE COMPETENCY-BASED CURRICULUM WITHIN JUNIOR SECONDARY SCHOOLS IN KENYA

Abstract

Abstract

This study investigated challenges faced by teachers in implementing Competency-Based Curriculum (CBC) at the junior secondary school level in Kenya. The study utilized a mixed method cross-sectional survey involving 940 junior secondary school teachers in Nyeri County, Kenya. the study addressed the identification of challenges faced by JSS teachers, assessed the prevalence of identified challenges at the junior secondary level in Kenya and suggested proposals for addressing CBC implementation challenges. Findings highlighted significant challenges including the lack of administrative support (88.7%), resource deficiencies (85.4%), inadequate access to teaching technologies (85.2%), teacher expertise gaps (87.8%), and challenges in assessing learning outcomes effectively (69.5%). Qualitative insights shed more light on concerns such as resource shortages, teacher welfare issues, curriculum complexities, and geographic disparities. The study's significance lies in advocating for administrative reforms, enhanced teacher support, comprehensive training programs aligned with CBC standards, and strategic interventions like integrating JSS within secondary schools, addressing resource scarcities, and prioritizing comprehensive teacher training to elevate pedagogical practices. These findings underscore the urgent need for collaborative efforts, curriculum revisions, and innovative assessments to ensure the successful implementation of CBC at the JSS level in Kenya, urging future research to explore tailored training efficacy, technology integration, and innovative teaching methodologies to enhance CBC implementation effectiveness.