Influence of Primary Schools’ Infrastructure on the Implementation of Competency Based Curriculum: A Case of Bomet Central Sub-County, Kenya

Abstract

Competency-Based Curriculum (CBC) is an educational approach that focuses on developing specific knowledge, skills, and attitudes among learners. The implementation of CBC in Kenya has been a major focus in the country's education sector in recent years. This paper investigated the influence of primary schools' infrastructure in the implementation of CBC in Bomet Central Sub County. The study targeted 124 respondents comprising of teachers, Board of management and curriculum support staff. The sample size of this study was 95 respondents achieved using Yamane (1967) formula. Descriptive survey design was used and data was collected data using questionnaires and interviews. Quantitative data was analyzed using descriptive statistics in the form of frequencies and percentages, whereas qualitative data was analyzed using thematic and sub-thematic content analysis. The study found out that 53.7% of the schools had 11 -15 classrooms. In addition, 86.3% of the schools lacked ICT laboratories and had no access to ICT facilities. Similarly, 82.1% of the schools lacked functional libraries hindering the effective implementation of CBC. Furthermore, 70.5% of the schools had playgrounds but lacked play materials and equipment for their learners. It was concluded that most of the schools had partially implemented CBC. It was recommended that the Ministry of Education needs to provide adequate resources and continuously train teachers for effective implementation of CBC. The findings of this study will provide insights into the role of infrastructure in the successful implementation of CBC and inform recommendations for improving the infrastructure in primary schools.