Factors undermining effective implementation of competency-based education in Junior Secondary Schools in Isiolo Central, Kenya

Abstract

The implementation of Competency-Based Education (CBE) aims to equip learners with competencies essential necessary for success in various fields. In Kenya, CBE is a strategic response to technological advancements, globalization, and economic growth. Despite the Kenyan government's efforts to implement a competency-based curriculum, numerous challenges persist, particularly in junior secondary schools in Isiolo Central.

This general aim of the study is to investigate the impact of non-human resource factors on the implementation of the competency-based curriculum in public junior secondary schools in Isiolo Central, Kenya. Specifically, it seeks to:

To assess and document the adequacy and physical condition of classrooms and buildings in all 15 public junior secondary schools in Isiolo Central by December 2024, determining their suitability for supporting the implementation of the competency-based curriculum, and identifying specific infrastructural improvements needed to meet CBE standards.

assess the availability and quality of instructional materials, such as textbooks and workbooks, in facilitating CBE.

analyze the integration and effectiveness of technological resources, including computers, projectors, smartboards, and tablets, in delivering CBE.

investigate the role of financial resources, including budget allocations and government capitation, in supporting CBE implementation.

The study's theoretical framework is grounded on educational change theories, emphasizing the importance of contextual factors and stakeholder engagement in successfully implementing curricular reforms. The research will consider socio-cultural, economic, and institutional variables influencing CBE adoption.

A mixed-methods approach will be employed, incorporating both quantitative and qualitative data collection techniques. Questionnaires and interviews will be administered to collect data from stakeholders, including teachers, administrators, and policymakers. Data analysis will involve statistical methods for quantitative data and thematic analysis for qualitative data. The study will utilize stratified random sampling to ensure representation across various schools in Isiolo Central. The study population will include teachers, school administrators, policymakers, and students from the 15 public junior secondary schools in Isiolo Central. A total of 200 participants will be sampled, comprising 100 teachers, 50 school administrators, 30 policymakers, and 20 students. This approach will provide a comprehensive understanding of the challenges associated with non-human resources in the implementation of the competency-based curriculum. providing a comprehensive understanding of the challenges associated with non-human resources.

The findings of this study will address the existing knowledge gap regarding the impact of non-human resource factors on CBE implementation in Isiolo Central by evaluating the adequacy and condition of classrooms and buildings, assessing the availability and quality of instructional materials, analyzing the integration and effectiveness of technological resources, and investigating the role of financial resources. Additionally, the study will offer valuable recommendations for improving educational practices and policies, thereby enhancing the effectiveness of CBE in junior secondary schools.

This research aims to contribute to the broader discourse on educational reform in Kenya and provide actionable insights for policymakers, educators, and stakeholders involved in the education sector.

Keywords: Competency-Based Education, Classroom Adequacy, Instructional Materials Quality, Technological Resources, Financial Resources, Junior Secondary Schools, Isiolo Central, Kenya, Educational Reform, Stakeholder Engagement.