FACTORS AFFECTING EFFECTIVE EXECUTION OF THE COMPETENCY-BASED CURRICULUM IN PRIMARY SCHOOLS OF NORTH EASTERN, KENYA

The study aimed at identifying the school-based issues that influence competency-based curriculum’s implementation in public primary schools of North Eastern Kenya. The issues examined in the study were: professional development of instructors, teaching aids, supervision and monitoring, and the perception of teachers on competency-based curriculum implementation. Being secondary research, the researcher uses sampling methods relevant to secondary research techniques. The writer reviewed past research done on the topic which encompassed a diverse group of educational stakeholders varying in age, academic qualification, and professional advancement. The sample size included 14 headteachers, 100 teachers, 1 education officer, and 2 Quality assurance officers. The respondents were chosen using stratified, simple random, and purposive sampling procedures. Data was collected using Questionnaires and interviews, which were then, evaluated using qualitative and quantitative methodologies. The findings were presented using descriptive statistics using tables and graphs. According to the survey’s findings, 68 percent of instructors in public pre-primary schools did not receive CBC implementation training. The studies also found that instructional tools such as audio-visual and ICT equipment were in short supply, although textbooks were plentiful. Based on the findings, quality assurance officers inspect pre-primary schools in Garissa sub-county every month. Furthermore, the study discovered that 57 percent of pre-primary instructors were in favor of implementing competency based curricula. According to the data, the majority of public pre-primary teachers was female and had adequate academic qualifications, but few had significant teaching experience. The majority of pre-primary teachers, male and female, had not completed any specific training that would have given them more authority. Except for ICT and audio-visual technology, the survey revealed that most teaching and learning resources were appropriately available in pre-primary schools. According to the findings of the study, the ministry of education should offer additional teaching aids, such as ICT equipment, in public elementary schools to ensure that the competency-based curriculum is implemented properly. Pre-primary teachers should also get training and capacity-building efforts to improve their awareness of information and communication technology.