Teacher Retooling and Effective Implementation of the Competency-Based Curriculum in North Horr Ward, Marsabit County, Kenya

Abstract

This study explored how teacher retooling programs support the effective implementation of the Competency-Based Curriculum (CBC) in North Horr Ward, Marsabit County, Kenya, a region grappling with limited educational resources. CBC promotes learner-centered teaching that emphasizes practical skills and critical thinking. However, its success hinges on teachers' preparedness to adapt to new methodologies. The study targeted stakeholders from public primary schools, including teachers, head teachers, Sub County education directors, QASO and, CSO. Using a mixed-methods approach, it combined descriptive surveys for quantitative insights with phenomenological methods for qualitative depth. The methods of data collections were questionnaires, in-depth interview schedule, observation schedule and document analysis. Findings revealed that while most educators attended CBC retooling sessions, 28% had not, and the majority (91%) rated the training quality as poor, citing short durations, under qualified facilitators, and minimal practical application. Regression analysis confirmed a positive link between training duration and CBC implementation success. The study highlights the critical need for ongoing, high-quality teacher development to bridge training gaps and promote effective curriculum delivery, especially in marginalized regions, aligning with the goals of SDG 4.