Project Design and the Implementation of in-service Teacher Capacity Development in Public Primary Schools: the Case of Machakos County, Kenya

Abstract

This study investigates the impact of project design on the implementation of in-service teacher capacity development in public primary schools in Machakos County, Kenya, within the context of the Competency-Based Curriculum (CBC). Using a concurrent embedded mixed-methods approach, the study examines how strategic resource allocation, stakeholder engagement, and monitoring and evaluation mechanisms influence the effectiveness of teacher training projects. Data was collected from surveys conducted with teachers, headteachers, and Curriculum Support Officers in Machakos Town sub-county. The findings highlight critical gaps in resource availability, the timeliness of stipend distribution, and the level of stakeholder involvement, all of which affect the implementation of teacher capacity development projects. Additionally, robust monitoring and evaluation frameworks were found to significantly enhance training outcomes by providing timely feedback and supporting continuous improvement. While the quality and contextual adaptation of training resources are vital for successful project implementation, the study identifies the need for more comprehensive engagement strategies and resource management practices. The research concludes by recommending improvements in project design elements to optimize the effectiveness of in-service teacher training, thereby facilitating the successful implementation of CBC in Kenya's education system.