Constraints Facing Successful Implementation Of The Competency Based Curriculum In Machakos County, Kenya

Kenya is in the process of shifting from content-based to competency-based system of education. Teachers are likely to face challenges when implementing a new curriculum especially in relation to the content and subject demarcations, the underlying assumptions, goals, teaching approaches and assessment methods. With this regard, this study sought to investigate the constraints facing successful implementation of the competency based curriculum in Machakos County, Kenya. The specific objectives of the study were to: establish the teacher factors affecting the implementation of the competency based curriculum; determine the effects of available infrastructure on the implementation of the competency based curriculum; find out the effects of government support on the implementation of the competency based curriculum; and determine the intervention measures necessary for ensuring prudence in the implementation of the educational reforms. The study findings are of significance to the Ministry of Education, school administrators, teachers and the community as it shows the areas that may hinder effective implementation of competency based curriculum in Kenya. The study was based on Dewey’s Social Constructivism Theory, which emphasizes the nature of human experience as informed by the principles of interaction and experience. The study adopted a descriptive survey design targeting all the 828 headteachers and 8,320 teachers in all the 828 public primary schools in Machakos County. Stratified random sampling was used to select 83 headteachers and 367 Grades one to three teachers where competency based curriculum was being implemented. Purposive sampling was used to select three sub-county directors of education.