Factors Influencing Implementation of Competency-based Curriculum (Cbc) in Private and Public Primary Schools in South `kinangop Sub-county, Kenya

Abstract

The objective of the investigation was to ascertain the impact of Competency-Based Curriculum (CBC) implementation on the preparedness of teachers, the physical infrastructure of schools, and instructional materials in public and private primary schools in Kinangop sub-county, Nyandarua County. More specifically, it examined the factors that influenced the implementation of CBC in public and private primary institutions in the South Kinangop sub-county. The literature review addressed three distinct components: instructional materials, instructors' preparedness, and the physical infrastructure of the school. The theory of change and the theory of implementation were both implemented in the investigation. A total of 508 respondents, including 350 teachers from 35 public schools, 110 instructors from 11 private primary schools, 35 head teachers from public primary schools, 11 head teachers from private primary schools, and two curriculum support officers, were the focus of a descriptive survey design. Curriculum support officers and chief teachers were selected through purposive sampling, while teachers were selected through simple random sampling and stratified sampling. Quantitative data was analyzed using descriptive statistics, while qualitative data was analyzed using content analysis. The survey demonstrated that instructional resources were only acceptable in 30% of public primary schools, while they were acceptable in 80% of private primary schools. It also emphasized the physical infrastructure deficiencies of public primary schools in comparison to private ones. Furthermore, teachers in public primary schools had received a greater amount of CBC training than their counterparts in private institutions. The study suggests that in order to improve the implementation of CBC, instructors in both public and private primary schools should participate in additional workshops, seminars, in-depth training, and continuous professional development. Additionally, the Ministry of Education, which is under the jurisdiction of the government, is responsible for guaranteeing that schools are adequately supplied with resources, such as instructional materials, ICT infrastructure, and physical amenities.