Geography Teacher Receptiveness for the Implementation of CBC in Eastern Africa Secondary Schools. A Critical Literature Review

Abstract

Purpose: The curriculum transition and implementation involves changing the perceptions of the tutors, lecturers, teachers, learners, parents and policy makers. The overall objective of this study was to examine Geography teacher receptiveness for the implementation of CBC in Eastern Africa secondary schools. A critical literature review Methodology: The paper used a desk study review methodology where relevant empirical literature was reviewed to identify main themes and to extract knowledge gaps. Findings: The findings of the study concluded that most of head teachers and geography teachers had limited understanding of the concept of the CBC. However, some of the respondents agreed that they were to an extent ready to implement the CBC in secondary schools if in-serviced in advance one year before actual implementation. It is therefore, concluded a situation analysis for teachers’ preparedness in other social science disciplines for the  implementation of the CBC in secondary schools should be undertaken. Hence, there should be consistent re-training of teachers and schools’ administrators for effective implementation of the new curriculum. Unique Contribution to Theory, Policy and Practice: The study recommended that there is need to ensure that teachers are well motivated for classroom instruction. In addition, all secondary schools should have enough classes with adequate space, electricity and internet connectivity to allow effective teaching and learning activities. In that light, literature support that, there is need to assess how CBC will be implemented to gain an understanding on its effectiveness. Furthermore, effective curriculum implementation can only occur in the context of all components and aspects viewed and implemented in integrated ways.