Abstract:
A competency-based curriculum aims to equip learners with skills rather than theoretical learning.
Consequently, competency-based curriculum implementation describes executing, running and managing the curriculum
to ensure the successful acquisition of specific competencies or skills rather than simply progressing through a
predetermined set of content. However, numerous challenges in Moiben Sub-County have bogged down this process. Thus,
this study aimed to investigate teacher preparedness's influence on implementing CBC in public pre-schools in Moiben
Sub-County, Kenya. This research was guided by Critical Social Theory. The study adopted the descriptive survey design
and targeted 605 respondents comprising 120 headteachers, 480 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. Quantitative data from questionnaires were analyzed
descriptively and inferentially using the Statistics Package for Social Science. Inferential data were analyzed using
correlation analysis. Qualitative data were analyzed thematically. The study revealed that most teachers could not
integrate educational technology in learning and instruction delivery, with a mean of 2.45 and a standard deviation of
1.48. Teachers' enumerated workload and inadequate preparation are some challenges impeding the delivery of quality
education within the context of the CBC. A major recommendation was that there is a 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 learners in ECDE Centres as envisaged in the competency-based curriculum.
