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40 International Academic Journal of Social Sciences and Education | Volume 2, Issue 3, pp.
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ABSTRACT
The introduction of the competency based
curriculum in Kenya has attracted praise
and criticism in equal measure. Positive
attributes include customization that
enables learners to develop competencies
faster than through traditional training
methods. There is however controversy on
the adequacy of resources and pedagogical
approach to optimize positive learning
outcomes. The specific objectives of this
study therefore were to examine quality and
relevance, resource requirement,
pedagogical approaches, University
preparedness, entrepreneurship skill
training, challenges and recommendations.
The study adopted descriptive research
design. The unit of analysis was Kenyatta
University being the only university in
Kenya that has realigned its programmes to
competency based curriculum. The unit of
observation was 210 administrative staff
and lecturers in STEM and
Entrepreneurship fields at the University.
Likert type scale was used to collect data for
each of the tested items before eventually
utilizing descriptive statistics. The response
rate was 63.33%, with the results indicating
that 58.65% of the respondents agree while
24.81% strongly agree that competency
based curriculum is relevant to Kenya’s
current needs. About 80% of the
respondents also elucidated that there is
inadequate resources to support curriculum
implementation. Other findings show that
entrepreneurship skills were critical in the
development of the country. However,
those skills should be specified and made
more relevant to the dictates of the market.
A partly 43% of the respondents indicated
that they were prepared to implement the
curriculum since they had been sensitized
on its requirements and expectations. The
greatest challenge in the implementation of
the new curriculum was some lecturers’
negative perception and rigidity in
changing their pedagogies. The findings
have implications towards achievement of
Kenya’s vision 2030, Africa Union’s
agenda 2063 and the global sustainability
agenda. The study recommends proper
training and sensitization to teaching staff,
entrepreneurship skills be identified and
emphasised, more teachers be availed and
pedagogical skills training for STEM fields
be carried out, before full implementation
of the curriculum.
Key Words: STEM, Competency Based
Curriculum Challenges, Entrepreneurship
Skills, Pedagogy Training. International Academic Journal of Social Sciences and Education |
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INTRODUCTION
Background Information
Education has been acknowledged globally as a critical ingredient towards the achievement of
better levels of social welfare and economic growth, by improving and strengthening skills,
communication, values and mobility related to opportunities (UNESCO, 2015). This is in
tandem with the sustainability agenda at the global level which recognizes the centrality of
education in facilitating the realization of all the seventeen (17) Sustainable Development
Goals (SDGs) as reported by Vladimirovaa and David (2015). This conclusion is supported by
empirical findings that have established a link between education in general and the various
dimensions of the sustainability agenda (Mutisya, 2019; Ganira & Odundo, 2018; Pradhan, et.
al. 2017; UN, 2015). United Nation’s flagship reports have also augmented these findings by
documenting a correlation between education and other SDG areas and vice-versa (UN, 2015).
Hence the need for SDG 4 on education which is designed in such a way that it cuts across the
entire sustainability agenda by reinforcing the need for inclusive, equitable, quality education
and lifelong learning (UN, 2015; Vladimirovaa & David, 2015). Numerous studies around the
world have also reported that even though subjects in humanities are necessary in enabling
students to reason about being human, a strong identity in Science, Technology, Engineering
and Mathematics (STEM) subjects has a lot of positive impact on improved social and
economic performance (Burnett & Jayaram, 2012; DeCoito, 2016; Ganira & Odundo, 2018).
Many governments around the world have therefore taken STEM fields as a critical part of
skills development process that is essential in inducing responsiveness to fluctuations in
economic conditions (Gomez & Albrecht, 2013; Burnett & Jayaram, 2012). The argument
being that STEM subjects enables learners gain skills including the ability to think critically,
solve complex problems, and drive advancements in science and technology in the work place,
community and the global arena (Hooker, 2017; Margot & Kettler, 2019). For these reasons,
and in order to enhance positive outcomes in STEM fields, some studies have suggested that
the teaching of science, technology, engineering and mathematics should be integrated into one
subject at the secondary school level as a response to vocational needs and economic
aspirations (Hooker, 2017; Bagiati & Evangelou, 2015). This proposition has however been
criticized by other scholars who have pointed out that individual STEM disciplines vary in
terms of epistemological underpinning, and these differences including diverse pedagogical
approaches should be maintained (Ganira & Odundo, 2018; DeCoito, 2016; Hooker, 2017).
In Africa, AU (2021) reiterates the importance of education towards the realization of
Aspiration 1 of Africa Union’s agenda 2063 on social and economic transformation of the
continent, by calling for significant investments in education with a view to have in place the
required policy framework, human and material resources such as adequate number of trained
teachers, classrooms, text books and relevant instruction materials to facilitate a prosperous
Africa based on inclusive growth and sustainable development (Akala, 2020; Koskei &
Chepchumba, 2020; Amutabi, 2019; Maina & Rosemary, 2019; Mutisya, 2019). Though many
studies have concurred on the centrality of education in the achievement of sustainable
development, countries around the world have been left to conceptualize, review and further
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43
develop their national curricula and ensure that education is fundamental to any strategy to
create a resilient generation that advocates for action in a holistic and integrated manner
(Kaijage, Wheeler & Newbery, 2013). However, because countries have been left on their own
to design the curricula, not much has been done globally in for instance integrating
entrepreneurship skill straining in the curriculum outside of university lecture halls, despite its
potential in supporting the sustainability agenda (Urbano, Aparicio & Audretsch, 2018;
Rahdari, Sepasi & Moradi, 2016). This state of affairs suggests among others that the positive
contribution that competencies in entrepreneurship might have towards the realization of
sustainable development at the macro and micro levels may be constrained (Rahdari, Sepasi &
Moradi, 2016; Bizri, 2017; Seelos & Mair, 2017). This need to enable sustainable development
forms part of the reasons for carrying out educational reforms in Kenya (RoK, 2017). The series
of reforms in the education sector in Kenya commenced with the push to entrench national
goals and Africanization in the curriculum (GoK, 1964); medication of national objectives and
education policies (GoK, 1976); formationa of the second University (GoK, 1981); variation
of the education curriculum in 1985; training for the next decade and beyond; instituting
working party on education (RoK, 1988); the Koech report (RoK, 1999); operationalization of
the Totally Integrated Quality Education and Training (TIQET) (Muricho & Chang’ach, 2013);
to the current process of implementing the 2-6-3-3 CBC cycle to replace the 8-4-4 system
impelled by deficiencies identified within the educational system in Kenya (Mwarari, Githui
& Mwenje, 2020; RoK, 2017; Akala, 2020; Koskei & Chepchumba, 2020; Amutabi, 2019;
Maina & Rosemary, 2019). These educational reforms in Kenya are in line with UNESCO
(2019) stipulation that all learners should acquire the knowledge and skills needed to promote
sustainable development by the year 2030.
Research Issue
Access to quality education has been acknowledged as the engine that drives the level of
development of a given country, being the factor that accelerates knowledge acquisition,
scientific and technological innovations (Kondur et al., 2020; Mohamed & Karuku, 2017; UN,
2015). This conclusion is in line with Kelchen (2015) and Krause, Portolese and Schedler
(2015) observations that points out the importance of education towards improved functioning
that buttress a peoples’ well-being and freedoms. This is the premise upon which many counties
such as the Netherlands, Canada, Finland, United States, Australia, Indonesia, South Africa,
Norway, New Zealand and Sweden have implemented Competency Based Curriculum (CBC)
in some form (Amutabi, 2019; Krause, Portolese & Schedler, 2015; Strugies, 2015). In Kenya,
the introduction of the 2-6-3-3 competency based education cycle in year 2017 to replace the
8-4-4 system was impelled by deficiencies identified within the latter educational system
(Mwarari, Githui & Mwenje, 2020; RoK, 2017). The 8-4-4 system was reported to be flawed
and burdensome to the learners and teachers on several fronts (Akala, 2020; Koskei &
Chepchumba, 2020). The 8-4-4 system was reported to have many uncoordinated learning
areas (Sifuna & Obonyo, 2019), it was judged to be dense on content (Amutabi, 2019; Maina
& Rosemary, 2019), was examination oriented (Ntwiga & Mwangi, 2018; Ambaa, 2015),
resources were misallocated (Mutisya, 2019); there were high teacher learner ratios (Strugies,
2015), scarcity of teaching and learning resources (Wanzala, 2018; Koskei & Chepchumba,
International Academic Journal of Social Sciences and Education | Volume 2, Issue 3, pp. 19-39
44
2020), challenges of socio-economic factors and under preparedness of teachers due to poor
training (Ondimu, 2018; Waweru, 2018). Hasty implementation coupled with limited in-
service training for teachers, inadequate ongoing professional support for teachers, were
notable obstacles to the success of the 8-4-4 system of education in Kenya (Akala, 2020;
Koskei
& Chepchumba, 2020). These challenges resulted in learners and teachers being overworked,
hence suffered psychologically and physiologically (Strugies, 2015; Koskei & Chepchumba,
2020; Ntwiga & Mwangi, 2018). This is the argument behind the need for CBC that is expected
to foster acquisition of core competencies like creativity, problem-solving and self-efficacy
(Mwarari, Githui & Mwenje, 2020; Akala, 2020; Koskei & Chepchumba, 2020; Mutisya, 2019;
Strugies, 2015).
However, there has been controversy following the introduction of CBC in Kenya, including
reports of inadequacy in human and material resources to support effective curriculum
implementation (Ondimu, 2018; Mwarari, Githui & Mwenje, 2020). For instance there have
been reports of inadequate quality textbooks due to gaps during the preparations of books and
also delays in the publication of books, ending up frustrating parents and teachers who need
these materials for their children and learners respectively (Akala, 2021; Amunga et al., 2020).
Large class sizes catering for learners above the recommended numbers due to the
government
policies of provision of access to education at primary and secondary levels, making it very
difficult to have individualized attention to the learners (Amunga et al., 2020). In addition, even
though several studies are in agreement on the need for effective pedagogy, there is however
no unanimity on the best approach to be adopted to overcome existing challenges so as to
optimize positive learning outcomes in CBC (Ganira & Odundo, 2018; Margot & Kettler, 2019;
Mwasiaji, Kombo & Gravenir, 2022). The challenge is in deciding which teaching
methodology to adopt to deliver content in such a way as to meet the diverse needs of all
learners with various cognitive abilities (Koskei & Chepchumba, 2020; Ondimu, 2018). Some
studies have specifically suggested that pedagogy needs to move from teacher-led instruction
method to student centered-approach also referred to as constructivist, participatory or active
learning (Lesseig et al., 2016; McLeod, 2019; Elliott, et. al., 2000). However, research
supporting constructivist approach to teaching and learning has been mixed, with some studies
supporting these techniques and others contradicting those results (Bada, 2015; Driscoll, 2000).
For instance, other studies have argued that though constructivist approach is very effective in
classrooms with fewer students, it can also be difficult to measure consistently (McLeod, 2019;
Elliott, et. al., 2000) and difficult to implement in classes with large number of learners
(McMullin & Reeve, 2014). In view of the centrality of education as an enabler for the current
and future generations to contribute positively to the social, environmental and economic
development of communities (Mutisya, 2019: UN, 2015; Nasibi, 2015), and considering
obstacles identified in the previous education systems in Kenya, this study sought therefore to
examine resource requirements, pedagogical approaches and training on entrepreneurial skills
for teachers to support effective implementation of the competency based curriculum.
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Research Objectives
The broad objective of this study was to examine the adequacy of material and human
resources, pedagogical approaches and entrepreneurship skills training for teachers in the
implementation of competency based curriculum in Kenyan Universities.
The following specific objectives had been formulated to guide the study:
(i) To assess the quality and relevance of competency based curriculum in Kenya.
(ii) To assess the adequacy of resources for competency based curriculum in Kenya.
(iii) To examine pedagogical approaches for the competency based curriculum in
Kenya.
(iv) To establish the level of entrepreneurship skill training for teachers in the
competency based curriculum in Kenya.
(v) To evaluate University preparedness for competency based curriculum in Kenya.
(vi) To identify challenges in the implementation process of the competency based
curriculum in Kenya.
(vii) To give recommendations for addressing the identified challenges in the
implementation process of the competency based curriculum in Kenya.
The research questions for this study were:
(i) What is the quality and relevance of competency based curriculum in Kenya?
(ii) What is the adequacy of resources for competency based curriculum in Kenya?
(iii) What are the pedagogical approaches for the competency based curriculum in
Kenya?
(iv) What is the level of entrepreneurship skill training for teachers in the competency
based curriculum in Kenya?
(v) What is the level of University preparedness for competency based curriculum in
Kenya?
(vi) What are the challenges in the implementation process of the competency based
curriculum in Kenya?
(vii) What are some recommendations for addressing the identified challenges in the
implementation process of the competency based curriculum in Kenya?
Research Methodology
The study adopted descriptive research design. The choice of this study design in line with the
general objective of the study was influenced not only by the need to observe and describe the
phenomenon in a natural setting, but also the opportunity it offers to integrate qualitative and
quantitative data (Creswell, 2012; Friese, 2012). The unit of analysis for this study was
Kenyatta University being one of the chartered public universities in Kenya (CUE, 2022).
Kenyatta University was purposively selected because it is the only institution of higher
learning in Kenya that has realigned its academic programmes in the School of Education to
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46
fit the requirements of the competency based curriculum (CBC). Kenyatta University was also
selected because having realigned its academic programmes in line with CBC, teaching and
administrative staff in the institution were therefore judged to be in a better position to respond
to items on CBC implementation challenges and mitigation measures. The unit of observation
for this study was twenty eight (28) administrative staff (such as Deans and Chairpersons of
Departments) and four hundred and twenty five (425) purposively identified teaching
(lecturers) from the Schools of Education, Business, Engineering, Pure and Applied Sciences.
Additional administrative staff were purposively identified from the Office of Registrar
Academic and Finance Department. The target population of four hundred and fifty three (453)
was purposively identified because the unit of observation was judged to be in a better position
to respond to items touching on competency based curriculum implementation, STEM subjects,
pedagogical approaches and entrepreneurship skill training in line with the main objective of
the study. Using Krejcie and Morgan (1970) table of determining sample size, 210 is the actual
number of respondents that is required to form a representative statistical sample, out of a
population of four hundred and fifty three (453). Since twenty eight (28) administrative staff
were judged not to be many, it was found prudent to use census and therefore included all of
them in the study. Using a sampling fraction, a total of one hundred and eighty two (182)
teaching staff were sampled for this study. This was also done to ensure that the whole
population was evenly covered to avoid biased representation (Saldana, 2011; Boeije, 2010;
Kombo & Tromp, 2006).
The unit of observation was categorised in two broad clusters. The first comprised four hundred
and twenty five (425) teaching (lecturers) staff from the Schools responsible for Education,
Business, Engineering, Pure and Applied Sciences. The second cluster had twenty eight (28)
administrative staff from the Office of the Registrar Academic, Finance Department, relevant
Deans of Schools and Chairperson of Departments. This subdivision of the unit of observation
into two clusters was judged to be useful because it was going to make it possible to study the
characteristics of the sub-groups (Mwasiaji, Mambo, Mse & Okumu, 2021; Krejcie & Morgan,
1970). Relevant qualitative and quantitative data for this data was collected using a
combination of structured interviews, observation and questionnaire with a Likert type scale of
1 – 5 for each of the tested items. The interviews were necessary for purposes of first-hand
information, follow up and observation of selected respondents while teaching in lecture halls.
The use of the interview tool was useful in gathering in-depth information from the unit of
observation especially on the challenges of CBC implementation. Before the actual field work,
the data collection tools were validated through expert review to inform any amendments so as
to assure the reliability of the instrument. The collected data was then checked for accuracy
and completeness, before being coded and analyzed using simple statistics (Kombo & Tromp,
2006).
Theoretical Foundation
This study considered the postulates and contributions of relevant theories with implications
on change management, teaching methods and learning in the context of effective
implementation of the competency based curriculum in Kenya. The theory of change is one
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such proposition that seek to explain how a given intervention, or set of interventions, is
expected to lead to specified positive outcomes, drawing on a causal analysis based on
available
evidence (Stein & Valters, 2012). The theory of change was found useful in anchoring this
study because educational reforms and CBC implementation in Kenya aims to achieve better
outcomes for all students, including those impacted by opportunity gaps (Muricho &
Chang’ach, 2013). The theory of change in this context of CBC implementation supports the
need for changes to be driven by sound analyses, consultation with key stakeholders and
learning on what works and what does not in diverse contexts drawn from best practices around
the world (Amunga, Were & Ashioya, 2020). The theory of change further implies that there
is need to identify solutions to effectively address the causes of challenges that may hinder
progress and guide decisions on which approach should be taken during CBC implementation
in Kenya.
Constructivism is another proposition that was judged useful in anchoring the study.
Constructivism is a learning theory found in psychology and which proposes that learners
construct knowledge rather than just passively taking in information (Bada, 2015).
Constructivism approach to teaching and learning is based on the premise that cognition
(learning) is the result of "mental construction" by learners from their experiences (Driscoll,
2000). This means that as learners experience the world and reflect upon their experiences,
they construct their own representations and incorporate new information into their pre-existing
knowledge (Bada, 2015). The relevance of constructionist learning theory to the current study
is that it not only seeks to explain how people might acquire knowledge and learns, but also
the focus on student-centered approach which is an underlying theme of Competency Based
Curriculum educational reforms in Kenya (RoK, 2017). Another relevant proposition that was
used in informing this study is the Social learning theory by Bandura (1977) which postulates
that people can learn from each other through observation, imitation and modeling, hence
useful in encouraging and teaching desirable behaviors through the use of positive
reinforcement and rewards. The relevance of the social learning theory to this study is the idea
that students can learn from observing others in their environment, hence the need for role
modeling and active participation by parents or guardians as is the case in competency based
education in Kenya (Mwarari, Githui & Mwenje, 2020; Akala, 2020).
Entrepreneurial Competence is another relevant theory to this study in that it anchors the
argument about acquisition of entrepreneurship education including entrepreneurial mind set
and skill set as a core competence necessary to live productive lives even if one does not start
a business (Neck & Corbett, 2018; Mwasiaji, Mambo, Mse & Okumu, 2021; Urbano, Aparicio
& Audretsch, 2018). Entrepreneurship education and skill training is therefore important in
developing the required competencies to enable individuals bring creativity into the
marketplace, create businesses with the potential to hire millions of people and bring new
products to the market place to meet customer requirements (Neck & Corbett, 2018; Saebi,
Foss & Linder, 2018; Neck & Corbett, 2018). The Resource Based View (RBV) theory as
proposed by Barney (1991) is another theoretical proposition used in this study. Organizational
resources may be termed as “assets, capacity, processes, features, information and knowledge
that supports the execution of a give strategy for the purpose of enhanced operational efficiency
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48
and effectiveness (Barney 1991). The RBV is supported by Grant (1991) who argues that an
organization’s resources and capabilities are the key considerations in formulating its strategy
because they are the primary constants on which a company can establish its identity and frame
its strategy. The relevance of this theory to the study is that it lays a theoretical foundation in
seeking to explain the need for adequate human and material resources to facilitate effective
CBC implementation in Kenya. The implications of RBV proposition is that managers in the
education sector in Kenya should pay attention to the availed internal resources in order to
ascertain the adequacy of those capabilities and competencies for the purpose of attaining
excellent outcomes in CBC implementation.
STUDY RESULTS AND DISCUSSION
Characterization of Respondents
The study recorded an overall response rate at 63.33% as presented in Table 6.1.1. This means
that one hundred and thirty three (133) respondents from the Registrar (Academics) Office,
Finance Department, the Schools of Education, Business, Engineering, Pure and Applied
Sciences, participated in the study, out of a sample size of two hundred and ten (210). The non-
response by seventy seven (77) persons in the unit of observation may have been due to a
combination of factors such as unwillingness to participate in the study or time constraint on
the part of some participants included in the sample. The response rate from the two clusters is
presented in table 6.1.1
Table 6.1.1: Response Rate
S/NO. STRATUM TARGET SAMPLE FREQUENCY %
1 Teaching staff
(lecturers)
425 182 111 60.99
2 Administrative staff 28 28 22 78.57
Total 453 210 133 63.33
As shown in Table 6.1.1, the distribution of respondents from Kenyatta University were
teaching staff (lecturers) at 60.99%, while administrative staff from the Registrar (Academics)
Office, Finance Department, the Schools of Education, Business, Engineering, Pure and
Applied Sciences, were at 78.57%. The distribution of respondents assures a well-spread
sample to avoid biased representation. The respondents were then asked to consider
statements
related to Quality and Relevance of competency based curriculum and indicate the extent to
which they agree or disagree. This was in line with specific objective one that had been
formulated to guide this study. Table 6.1.2 presents mean responses received using a Likert
scale of 1 – 5 for each of the tested items, calculated by summing up the codes from all the one
hundred and thirty three (133) respondents. International Academic Journal of Social Sciences
and Education | Volume 2, Issue 3, pp. 19-39
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Table 6.1.2: Items on Quality and Relevance of CBC
Item description Response Frequency
Quality and Relevance SD
%
D
%
NS
%
A
%
SA
%
Mean
Response
Competency Based curriculum is relevant to Kenya’s
current and near future human resource needs 0.75 3.76 12.03 58.65 24.81 4.0
Competency Based Curriculum in Kenya compares
well with other education systems in similar contexts
globally
0.76 16.54 54.89 25.56 2.26 3.1
CBC is flexible, self-paced and engaging because
content is tailored to each student 9.77 22.56 54.14 12.03 1.50 2.7
CBC is skills based and avoids unhealthy competition
amongst students and schools 9.02 31.58 28.57 29.32 1.50 2.8
CBC does not allow very rigid schedule in teaching
and instruction 1.50 16.54 17.29 39.10 25.56 3.7
SD- Strongly disagree; D-Disagree; NS-Not sure; A-Agree; SA-Strongly agree
Table 6.1.2 shows that even though majority of the respondents (58.65%) agree or strongly
agree (24.81%) that CBC is relevant to Kenya’s current and near future human resource needs,
54.89% of the study participants indicated that they are not sure whether CBC in Kenya
compares well with other education systems in similar contexts globally. Another 54.14% of
the respondents were also not sure whether CBC is flexible and engaging due to content being
tailored to each student. This finding which seems to concur with Akala (2020), suggests that
there is need for more sensitization in view of the large number of respondents who seems not
to be sure. This finding also implies that even though countries may have different
developmental priorities at a given point in time, there is need for additional comparative
studies seeking to establish how CBC equate to other educational systems in African and the
developed world considering the need for an education system to prepare a global citizen able
to make a positive contribution in any part of the world (Amutabi, 2019; Sifuna & Obonyo
2019).
The respondents were then asked to consider statements related to adequacy of resources for
competency based curriculum. The mean responses received are presented in Table 6.1.3.
Table 6.1.3: Items on Adequacy of Resources for CBC
Item description Response Frequency
Adequacy of Resources SD
%
D
%
NS
%
A
%
SA
%
Mean
Response
Adequate number of teachers have been availed to
support implement competency based curriculum 27.07 43.61 18.05 10.53 0.75 2.1
Adequate material resources such as textbooks,
classrooms and relevant teaching aids have been
availed in implementing competency based
curriculum
36.19 44.36 10.53 6.77 2.26 1.9
Primary and Schools have adequate resource streams
to supplement government financial grants 9.02 31.58 54.14 4.51 0.75 2.6
Teaching staff in primary and secondary schools have
been sensitized and adequately trained for CBC 9.02 31.58 28.57 29.32 1.50 2.8
Guardians and parents are well prepared to avail
required teaching and learning materials for CBC 21.05 41.35 19.55 16.54 1.50 2.3
SD- Strongly disagree; D-Disagree; NS-Not sure; A-Agree; SA-Strongly agree International
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50
As shown in Table 6.1.3, many of the respondents (43.61%) disagree or strongly disagree
(27.07%) that adequate number of teachers have been availed to support effective
implementation of CBC in Kenya. Only about 29.32% of the respondents agree that an
adequate number of trained teachers have been availed to support implement competency
based
curriculum, while 80% either disagrees (44.36%) or strongly disagrees (36.19%) that adequate
material resources such as textbooks, classrooms and relevant teaching aids have been availed
in for CBC implementation in Kenya. These finding agrees with some previous studies on CBC
implementation (Wanzala, 2018; Ondimu, 2018; Ntwiga & Mwangi, 2018). Inadequate quality
teaching and learning materials suggests that there might have been gaps during the
preparations of books and also delays in the publication and approval process of books required
to support effective implementation of CBC (Akala, 2021). This challenge of readily availing
required teaching and learning materials may not only frustrate parents, learners and teachers,
but also may negatively impact on the quality of CBC graduates in the country.
The respondents were also asked to consider statements related to pedagogy approaches for
competency based curriculum. The responses received are shown in Table 6.1.4.
Table 6.1.4: Items on Pedagogy Approaches for CBC
Item description Response Frequency
Pedagogy Approaches SD
%
D
%
NS
%
A
%
SA
%
Mean
Response
Learner centered teaching methods are likely to have
better learning outcomes in CBC in Kenya 4.51 6.01 21.80 53.38 14.29 3.7
Teaching staff have been adequately sensitized and
trained on appropriate pedagogy approaches for CBC 29.32 50.38 10.53 8.27 1.50 2.0
All teaching staff have adapted leaner centered
teaching methods for CBC instruction in Kenya 11.28 38.35 45.86 3.76 0.75 2.4
There is significant difference in assessing CBC
learners as compared to the 8-4-4 students in Kenya 8.27 34.59 27.07 28.57 1.50 2.8
The teaching aids used to support instruction in class
are appropriate to CBC in Kenya 19.55 42.86 21.05 15.79 0.75 2.4
SD- Strongly disagree; D-Disagree; NS-Not sure; A-Agree; SA-Strongly agree
As presented in Table 6.1.4, the study established that mast of the respondents (67.6%), agree
(53.38%) or strongly agree (14.29%) that learner centered teaching methods are likely to have
better learning outcomes for Competency Based Curriculum in Kenya. The study also
established that in addition to most respondents (79%) indicating that teaching staff have not
been adequately sensitized and trained on appropriate pedagogy approaches for CBC, another
84% were either not sure (45.86%) or disagreed (38.35%) that all teaching staff have adapted
leaner centered teaching methods for CBC instruction in Kenya. Direct observation of some
teaching staff conducting a session in selected lecturer halls showed that most of those
observed
in action appeared to make use of lecturer centered, as opposed to constructivism pedagogical
approach. The finding seems to suggest that even though some progress has been made since
the introduction of CBC in Kenya, the teaching staff have adopted dissimilar pedagogical
approaches and preferences, for instance STEM subject instructors in learning institutions in
Kenya. These findings seem to agree with similar studies on CBC implementation (Amunga,
Were & Ashioya, 2020; Koskei & Chepchumba, 2020; Ondimu, 2018). This state of affairs
requires urgent action because pedagogical approach being the adopted content delivery
method during the interaction between teachers and learners in class or lecture halls is a key
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51
factor in determining for instance STEM education outcomes (DeCoito, 2016; Ganira &
Odundo, 2018). Having a well-thought-out teaching method based on the established entry
behaviour of students can enhance the quality of teaching by helping leaners gain a deeper
understanding of the subject area (Mwasiaji, Mambo, Mse & Okumu, 2021; Kondur, Ridei,
Mykhailyshyn & Katsero, 2020).
The respondents were then asked to consider statements related to entrepreneurial skill training
for competency based curriculum implementation in Kenya. The responses received are
presented in Table 6.1.5.
Table 6.1.5: Items on Entrepreneurship Skill Training for CBC
Item description Response Frequency
Entrepreneurship Competencies SD
%
D
%
NS
%
A
%
SA
%
Mean
Response
Entrepreneurship education is critical in enabling
vision 2030 in Kenya 0.75 3.76 5.26 66.17 24.06 4.1
Critical aspects of entrepreneurship education have
been incorporated in CBC at all levels of education 15.79 51.13 25.56 6.77 0.75 2.3
Teaching staff for CBC classes are well grounded in
entrepreneurship skills 14.29 46.61 33.83 4.51 0.75 2.3
Entrepreneurship skill training should be cascaded
down to lower levels of the competency based
curriculum
2.26 18.05 27.07 51.13 1.50 3.3
Entrepreneurship is critical in facilitating the
sustainability agenda at the regional and global level 1.75 3.01 6.01 83.46 6.77 3.8
SD- Strongly disagree; D-Disagree; NS-Not sure; A-Agree; SA-Strongly agree
Table 6.1.5 shows that majority of the respondents at 90.23% agree (83.46%) or strongly agree
(6.77%) that Entrepreneurship is critical in facilitating the sustainability agenda at the regional
and global level. Another 66.17% of the respondents agree that Entrepreneurship education is
critical in enabling vision 2030 in Kenya. Despite this, 51.13% of the respondents disagree that
critical aspects of entrepreneurship education have been incorporated in CBC at all levels of
education. In addition, 60.9% of the respondents indicated that Teaching staff for Competency
Based Curriculum classes are not well grounded in entrepreneurship skills, implying that there
is need for more sensitization and skill training for teaching staff to facilitate effective transfer
of knowledge, hence better learning outcomes for students. Table 6.1.5 also shows that about
half of the respondents (51.13%) agrees that entrepreneurship skill training should be cascaded
down to lower levels of the competency based curriculum in Kenya, probably because of the
importance of Entrepreneurship in enabling economic and social development (Barbier &
Burgess, 2017; Rahdari, Sepasi & Moradi, 2016). This finding in line with Mwasiaji, Kombo
and Gravenir (2022) study, seem to suggest that through entrepreneurship skill training,
learners can have the necessary competencies to take advantage of opportunities upon
graduation to design their startups and position themselves in the market place for profitability
in support of the sustainability agenda. It would therefore be important to establish which
specific entrepreneurship skills should be cascaded to lower levels of the curriculum, outside
of lecture halls in tertiary institutions.
The respondents were then asked to consider statements related to University preparedness for
competency based curriculum and indicate the extent to which they agree or disagree with the
International Academic Journal of Social Sciences and Education | Volume 2, Issue 3, pp. 19-39
52
tested items. Table 6.1.6 presents mean responses received using a Likert scale of 1 – 5 for
each of the tested items, calculated by summing up the codes from all the one hundred and
thirty three (133) respondents.
Table 6.1.6: Items on University Preparedness for CBC
Item description Response Frequency
University Preparedness SD
%
D
%
NS
%
A
%
SA
%
Mean
Response
Academic staff in Universities in Kenya fully
understand the design and philosophy of CBC 9.77 25.56 54.89 9.02 0.75 2.7
Universities in Kenya have developed new academic
programmes in line with CBC requirements in Kenya 33.83 36.84 24.06 3.75 1.50 2.0
Universities in Kenya have adequate resources to
supplement government capitation to facilitate CBC 24.81 36.09 33.08 5.26 0.75 2.2
Teaching staff in Universities have been sensitized
and are prepared to implement CBC 3.76 23.31 29.32 39.10 4.51 3.2
Universities in Kenya are well prepared for admission
and training of CBC students 6.77 23.31 18.80 44.36 6.77 2.7
SD- Strongly disagree; D-Disagree; NS-Not sure; A-Agree; SA-Strongly agree
Table 6.1.6 shows that only about 10% of academic staff fully understands the design and
philosophy of Competency Based Curriculum, while another 70% of the respondents disagrees
that Universities in Kenya have developed new academic programmes in line with the
requirements of competency based curriculum in Kenya. Another 30% of the respondents seem
to disagree that Universities in Kenya are well prepared for admission and training of CBC
students, which seems to reinforce the perception by 30% of study participants that Teaching
staff in Universities have been sensitized and adequately trained for CBC. This finding seems
to agree with previous studies (Amutabi, 2019; Ondimu, 2018; Mohamed & Karuku, 2017).
This means that unless urgent action is taken based on scientific evidence, this state of affairs
is likely to have negative implications on effective curriculum implementation in Kenya in
support of the country’s development agenda (Kelchen, 2015; Barman & Konwar, 2014). This
is because economic development is highly dependent on the education sector to provide
expertise in terms of human and mechanical resources (Akala, 2020; Amunga, Were &
Ashioya, 2020).
When asked to indicate what are the challenges in the implementation process of the
competency based curriculum in Kenya, the responses received are presented in Table 6.1.7.
Table 6.1.7: Challenges for CBC Implementation Process
CBC Implementation Challenges f
Inadequate Stakeholder participation and management 34
Lack of adequately trained human and resources 32
Inability to focus on the learner due to large class sizes 12
Inadequate material resources such as books and classrooms 11
Poor attitude of CBC by teaching staff 8
Hurried implementation of CBC 7
Politicisation of education sector in the country 6
Poor policy framework in the education sector 5 International Academic Journal of Social
Sciences and Education | Volume 2, Issue 3, pp. 19-39
53
Some respondents did not give their views on some aspects of CBC implementation challenges,
as such; the frequencies could not be computed into percentages. When asked to suggest what
needs to be done to address the identified challenges in the implementation process of the
competency based curriculum in Kenya, eight proposals were put forth as presented in Table
6.1.8.
Table 6.1.8: Recommendation for CBC Implementation
Suggestion on Way forward f %
Adequate training and sensitization to teaching staff 42 26.75
entrepreneurship skills be identified and emphasised 38 24.20
pedagogical skills training for STEM fields 21 13.38
Government to avail resources for more teachers and
classrooms
18 11.46
Avail funding for physical and human resources 14 8.92
More stakeholder engagement and participation 12 7.64
Motivate staff through enhanced remuneration 8 5.10
Government to ensure universities realign their curriculum 4 2.55
CONCLUSIONS AND RECOMMENDATIONS
The purpose of this study was not only to examine the adequacy of resources and pedagogical
approaches for STEM educators at the tertiary level, but also assess entrepreneurial skills
training for teachers for the competency based curriculum in Kenya. The study anchored on
Theory of Change, Constructivism, Social learning and Entrepreneurial Competence theories,
established that in addition to inadequate in resources, there is incongruent pedagogical
practices, in addition to entrepreneurship not being offered at the primary and secondary levels.
The study also established that there is inadequate university preparedness, including poor
understanding by many academic staff about the design and philosophy of competency based
curriculum. While the study findings contribute to literature on CBC implementation in Kenya,
it has also identified nascent gaps that require urgent action by all stakeholders to avoid
negative implication on effective curriculum implementation in support of Kenya’s vision
2030, sustainable development Goals (SDGs) and Africa Union’s agenda 2063. The study
findings may be of great importance to governments and development agencies as it presents
the bases for the formulation of relevant policies and design of programs to address the
identified challenges. This is because education being a means for empowerment, skill
development, attitude formation and an enabler of economic development, poverty alleviation
and other forms of social value, can be a transformational driver, offering the platform for
delivering sustainable development. The study therefore recommends additional training and
sensitization to teaching staff, entrepreneurship skills be identified and emphasised, and
pedagogical skills training especially for STEM fields be carried out, and availing additional
human and material resources especially teachers by the Teachers Service Commission before
full implementation of the curriculum in Kenya.