Competency based curriculum in Kenya: Taking stock of implementation process at early years education
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https://doi.org/10.70116/2980274199Keywords:
Competency based curriculum, early years education, implementation, KenyaAbstract
This paper argues that the government implemented Competency Based Curriculum (CBC) with the aim of nurturing global learning competencies into learners. However, the quest faced many challenges at the Early Years Education (EYE) level. Such scenario was going to have a negative implication on producing learners with envisaged competencies. The purpose of this study therefore, was to investigate the gaps that existed in the designed curriculum framework and the actual practice during implementation process. The study adopted descriptive survey design method. Purposive sampling and simple random sampling were employed to select participants. Interview schedules, document analysis and structured observations schedules were utilized to collect data. Quantitative data was analyzed by use of frequencies, percentages, means, pie charts and bar graphs while qualitative data was analyzed thematically and reported inform of quotations and narrations. It was established that gaps existed in the stated curriculum framework designed and the actual practice during implementation. The study concluded that teachers’ we’re not sufficiently retooled on pedagogy and assessment, making their understanding on curriculum implementation vague. There was acute shortage of infrastructure especially digital devices and internet connectivity, undermining the attainment of digital literacy competency. Stakeholders were not adequately sensitized on the rationale for the curriculum reforms before roll out making them sceptical, uncertain and doubtful. It recommended retooling of teachers, funding to be backed by a coherent policy which prioritizes the provision of infrastructure, teaching and learning resources and sensitization process to involve all stakeholders working to implement the reform in shared sense-making.
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