Assessment Of Teachers’ Preparedness On The Implementation Of The Competency-Based Curriculum In Public Primary Schools In Migori County.

Abstract

Countries have adopted Competency Based Curriculum (CBC) as a result of globalization and the requirement for skills relevant to the twenty-first century. Kenya started implementing CBC-based curriculum revisions in 2018. The primary developers of the Curriculum are teachers, but it is uncertain how wellprepared they are to do so in public elementary schools. This study, therefore, sought to establish the level of teachers’ preparedness in the implementation of CBC in public primary schools in Migori County. Specific objectives of this study were; To determine the outcome of training on teachers, availability and use of instructional resources, level of teachers’ ICT literacy skills on implementation of CBC in public primary schools in Migori County. Examine the difficulties that schools have in implementing the CBC in Migori County's public elementary schools. The design of a descriptive survey was used. Eight sub-county quality control and standards officials, 1812 grade 1-3 educators, and 604 head teachers from each of Migori County's sub-counties were the study's main subject. Eight Sub County Quality Control Officials (SQAOs), five hundred forty-one head teachers, and teachers in grades 1-3 made up the study's sample. The respondents were chosen using basic random sampling methods and stratified sampling methods. The information was gathered through questionnaires and interview schedules. Expert opinions were sought regarding the accuracy of the instrument, and the questionnaire's coherence and thoroughness were also evaluated beforehand. Cronbach's Alpha Coefficient, used to measure internal consistency, produced dependability coefficients for principals and educators of 0.704, 0.690, and 0.671, respectively. Descriptive and inferential statistics were used in the study's quantitative analysis of the data. According to the results, the majority of instructors (56.77%) had gone to training classes and (59%) agreed that they were familiar with the training's contents. Similarly, on availability of T/L resources majority (mean of 4.04 and 4.24) of teachers depended largely on textbooks and chalkboards as the exclusive T/L resources. Majority (91%) of teachers reported that all ICT resources were either unavailable or inadequate. According to the study's findings, effective CBC implementation in primary schools depends on CBC training, thus the resources that are available should be sufficient and put to good use. When ICT resources are available and integration capacity improved and the challenges identified are mitigated, the implementation of CBC could be made more effective. The study suggested using more skilled facilitators and increasing the number of CBC instruction sessions. All teachers should be required to receive training, there should be adequate financial and material support, and administration in elementary schools should implement a monitoring system to guarantee that the existing T/L resources are used efficiently. The Teachers Service Commission should hire more teachers; they should also foster a bottom-up approach to implementing a Competency-Based Curriculum. The findings can be used by education stakeholders in improving competency-based curriculum.