Independent Summative Evaluation of Competence-Based Curriculum in Kenya’s Primary Schools

Abstract

In 2017, the government of Kenya adopted the competence-based curriculum approach. Kenya Institute of Curriculum Development conceptualised and developed contextualised or localised competence-based curriculum for primary and secondary schools. The primary school curriculum was implemented nationally in grades 1, 2, 3 in 2019, in grade 4 in 2020, grade 5 in 2021 and grade 6 in 2022. The purpose of this study was to determine the effect of CBC. The study was guided by the following evaluation questions. 1.To what extent was CBC for primary schools systematically developed and implemented? 2.To what extent is the goal of CBC for primary schools appropriate, achievable and realistic? 3.What is the relevance of CBC? 4.To what extent was CBC effectively implemented in primary schools? 5.What are the effects of CBC on parents, pupils and teachers? and 6.What strategies should be employed to strengthen the effectiveness of CBC? A causal comparative evaluation design was used. Data were collected using questionnaires and analysed using frequencies, percentages, mean scores and standard deviations. The following were the main findings of the study: a) CBC was introduced without following the systematic process of curriculum development. b) The CBC for primary schools that was developed for Kenya Institute of Curriculum Development using a localised hybrid CBC approach is appropriate, achievable and realistic. c)Subject areas of CBC are relevant. d)CBC was not effectively implemented. It was hurriedly developed and implemented without being pilot-tested in grades 4, 5 and 6. Teachers have not been sufficiently trained in CBC content, teaching methods and assessment techniques and schools lack adequate equipment, tools and materials for practical skills subjects. e)CBC makes heavy demands on parents and teachers. However, due to implementation of CBC pupils have been equipped with practical skills. On the basis of the findings of this study, the following conclusions are made: i.Adoption of a contextualised CBC approach will improve the quality of education in Kenya. ii.The inadequate training of teachers has hindered many of them from effectively implementing CBC. On the basis of the findings and conclusions of this study, the following recommendations are made: The Ministry of Education should work closely with teacher training institutions in conducting in-service teacher training workshops. The Ministry of Education should provide equipment, tools and materials to schools.