An Examination of the Challenges Affecting the Implementation Of Competency-Based Curriculum in Public Primary Schools in Imenti North, Meru County-Kenya
DOI:
https://doi.org/10.47941/jep.3570Keywords:
Implementation, Competency-Based Curriculum, Public Primary Schools, Imenti North, Meru County-KenyaAbstract
Purpose: To examine the challenges affecting the implementation of competency-based curriculum in public primary schools in Imenti North, Meru County-Kenya.
Methodology: The study adopted a descriptive research design and was conducted in 208 primary schools in Imenti North sub-county, involving 208 head teachers and 1,745 teachers. A simple random sampling method was used to select 30% of the target population, yielding 62 head teachers and 524 teachers. Pre-testing was carried out in 21 schools in Imenti South sub-county with 6 head teachers (purposively selected) and 52 teachers (randomly selected). Data were collected using self-structured questionnaires. Reliability was assessed using Cronbach’s alpha, while validity was ensured through face, content, and criterion measures.
Findings: The results showed that 29(62%) and 16(34%) principals strongly disagreed and disagreed that there was a committee that was established in their schools to internally monitor and evaluate CBC programs whereabouts. Additionally, there was a negative opinion on the reception of CBC by various stakeholders such as parents and teachers. Nine 9(19%) strongly disagreed, 17(36%) disagreed and 21(45%) were neutral. This shows that the idea of change from 8.4.4 system was not yet fully internalized the idea that CBC was the new norm.
Unique contribution to theory, policy and practice: The school management should initiate programs such as walks for purposes of lobbying for funds from well-wishers. The ministry of education should set up public address rallies in various schools to give out information on what exactly is CBC and how it works. This would demystify any misconceptions on the education systems to teachers and parents. The ministry of education should set up policies that guide on how delivery of CBC by teachers would be measured. This would enable teachers understand what is supposed to be achieved and how it would be measured.
Downloads
References
Akala, B. M. (2021). Revisiting education reform in Kenya: A case of Competency Based Curriculum (CBC). Social Sciences & Humanities Open, 3(1), 1-10. https://doi.org/10.1016/j.ssaho.2021.100107
Bond, C., Lancaster, G.A., Campbell, M. Chan, C., Eddy, S., Hopewell, S., Mellor, K., Thabane, L., & Eldridge, S. (2023). Pilot and feasibility studies: Extending the conceptual framework. Pilot Feasibility Study, 9(24), 1-10. https://doi.org/10.1186/s40814-023-01233-1
Eurydice. (2025). Entrepreneurship education at school in Europe, 2025 (Eurydice Report). Publications Office of the European Union.
Klein, T., Pauli, M., Greiner, J., & Hanssen-Doose, A. (2025) Validity, reliability, and feasibility of the digital motor performance test (DigiMot). Frontiers in Sports and Active Living, 7(1688017), 1-9. https://doi.org/10.3389/fspor.2025.1688017
Ministry of Education (2025). Education sector: Medium term expenditure framework 2025/26 – 2027/28. https://africacheck.org/sites/default/files/media/documents/2025-04/Kenya-Education-Sector-Report-2024.pdf
Ministry of Education and Kenya Institute of Curriculum Development (2022). Kenya Primary Education Equity in Learning Program (KPEELP). https://www.education.go.ke/sites/default/files/2024-04/Final%20revised%20TOR%20for%20CBC.pdf
Mugenda, O.M., & Mugenda, A.G. (2003). Research methods: Quantitative and qualitative approaches. ACT, Nairobi.
Mutabazi, M., & Saine, E. (2025). Competence Based Curriculum Implementation in Rwanda: Strategies and Challenges. International Journal of Research and Innovation in Social Science (IJRISS), 9(11), 7189-7202. https://doi.org/10.47772/IJRISS.2025.91100558
Mwereria, M. J., Thinguri, R. D., & Muigai, P. J. (2025). Parental involvement as a determinant of the implementation of the competency-based curriculum in public primary schools in Igembe Central Sub-County, Meru County, Kenya. Russian Journal of Education and Psychology, 16(3), 82–101. https://doi.org/10.12731/2658-4034-2025-16-3-760
Ranji, J. K., Chumba, S., & Kurgat, S. (2025). Parents as partners in education: Understanding their engagement in competency-based curriculum implementation in public primary schools: The case of Nakuru County, Kenya. European Journal of Education Studies, 12(8), 16-39. http://dx.doi.org/10.46827/ejes.v12i8.6101
Sepadi, M., & Molapo, K. (2024). Exploring teacher understanding of curriculum and assessment policy statement document implementation in South African schools. Frontiers in Education, 9(1), 1-9. https://doi.org/10.3389/feduc.2024.1354959
Simiyu, P. (2025). Parental preparedness and participation in the implementation of Kenya’s competency-based curriculum: Evidence from Bungoma North and Ruiru Sub-Counties. International Journal of Research and Scientific Innovation (IJRSI), 12(10), 3580–3586. https://doi.org/10.51244/IJRSI.2025.1210000310
Williams, K. (2025). Course design in competency-based education: An approach based on ADDIE. Competency-Based Education Research Journal, 2(1), 1-13. https://doi.org/10.17161/cberj.v2.23812
Yao, D., & Lin, J. (2025). Cognitive enhancement through competency-based programming education: A 12-year longitudinal study. Education and Information Technologies, 30(14), 20347–20383. https://doi.org/10.1007/s10639-025-13582-w
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Dr. Sarah Mungai
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution (CC-BY) 4.0 License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
