Abstract:
Competency-Based Education (CBE) is designed to equip learners with practical skills. Despite its promise, public pre-schools in Moiben Sub-County face significant challenges in its implementation. The study therefore examined the determinants of effective implementation of CBE in public pre-schools in Moiben Sub-County, Kenya. Specifically, it sought to: investigate the influence of teacher preparedness, assess the adequacy of teaching and learning resources, examine the role of school infrastructural facilities, and establish teachers’ attitudes towards CBE implementation. The study was anchored on Critical Social Theory, initially introduced by Max Horkheimer (1937) and later advanced by ürgen Habermas. The study adopted the descriptive survey design and targeted 605 respondents comprising of 120 headteacher, 480 pre-primary teachers and 5 Curriculum Support Officers in Moiben Sub-County, Kenya. The study followed Yamane’s formula to determine the appropriate sample size. Simple random and purposive sampling techniques were used to select 48 headteachers, 192 pre-primary teachers and 5 Curriculum Support Officers. Questionnaires were used to gather data from pre-primary school teachers while interview schedules were utilized to collect data from head-teachers and Curriculum Support Officers. A pilot study was conducted in 5 schools in Soy Sub-County to evaluate the validity and reliability of research tools. For the purpose of evaluating the reliability of research instruments Crobanch Alpha was used. Through the use of supervisors and expert opinion, the researcher tested validity of the research instruments. Quantitative data from questionnaires were analyzed descriptively with the aid of Statistics Package for Social Science. On the other hand, qualitative data were analysed thematically according to the flow of the study obectives. A significant finding of the study is that maority of the teachers were unable to integrate educational technology in learning and instruction delivery. The findings also indicated that while some basic teaching resources like flip charts, mark pens, pointers, and teacher handbooks are generally available, there are significant gaps in the availability of teaching and learning resources on implementation of competency-based curriculum. The maority of respondents also acknowledged the magnitude of the challenge of school infrastructural development in the implementation of competency-based education in Public Pre-Schools. Teachers on the other hand remunerated workload and inadequate preparation as some of the challenges impeding the delivery of quality education within the context of the CBE. A major recommendation was that there is need to develop and upgrade educational infrastructural facilities to make them child and disability sensitive and provide safe, inclusive and effective learning environments for all children in pre-primary schools as envisaged in the competency-based curriculum. Future research could focus on analyzing the long-term effects of CBE on pupils’ learning outcomes through longitudinal studies.
