Trainer Methodologies Competence and the Implementation of Competency-Based Education in Meru County, Kenya
DOI:
https://doi.org/10.47941/jep.4045Keywords:
Competency-Based Education, In-Service Training, Trainer Competence, Professional Development, Training Methodology, Primary SchoolsAbstract
Purpose: This study examined the influence of trainer methodologies competence on the implementation of competency-based education (CBE) in Meru County, Kenya. The study was guided by Mezirow’s Transformative Learning Theory.
Methodology: A convergent mixed-methods design was employed. Quantitative data were obtained from 345 Grades 1–6 teachers using questionnaires, while qualitative data were collected through teachers’ open-ended responses and semi-structured interviews with 40 head teachers. Quantitative data were analyzed using descriptive statistics and Pearson’s correlation, while qualitative data were analyzed thematically.
Findings: Trainers received favorable ratings for subject mastery (M=3.92), communication clarity (M=3.85), and pedagogical skills (M=3.78). However, practical demonstration ability (M=3.62) and responsiveness to questions (M=3.58) received comparatively lower ratings. Trainer competence was positively associated with perceived training effectiveness, (r=.58, p<.001). Teachers also rated scaffolded and participatory methodologies highly, particularly the “I do, we do, you do” approach (M=4.70), hands-on activities (M=4.50), use of realia (M=4.40), and peer learning (M=4.30). Qualitative findings confirmed teachers’ preference for knowledgeable trainers and practical, collaborative training. Further, lecture-dominated delivery and weaknesses in the cascade model constrained classroom transfer. Again, practical methodologies strengthened teachers’ confidence and ability to facilitate learner-centred lessons. Also, head teachers unexpectedly identified the cascade training model as a source of inconsistent methodology and content delivery. The study concludes that, trainer competence and training methodology were significant determinants of CBE in-service training effectiveness.
Unique Contribution to Theory, Policy and Practice: The study recommends that, the ministry of education to establish standardized trainer-selection and certification procedures; Schools to prioritize demonstration, guided practice, microteaching, collaboration, and feedback; Training institutions to strengthen trainers’ adult-learning and practical facilitation skills.
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