Thesis:

An assessment of determinants influencing implementation of competence- based curriculum in public primary schools in Makadara sub-county, Nairobi, Kenya

Current study focused on assessment of determinants influencing implementation of competence- based curriculum in public primary schools in Makadara sub-county which aimed to better the quality and improve equity of education in the sub-county. The aims of the research were to: establish the influence of in-service – teacher training, examine the influence of availability of teaching and learning resources, evaluate the influence of community engagement and determine the influence of parental involvement on implementation of CBC in public primary schools in Makadara sub county, Nairobi County. The study was grounded on system theory and curriculum theory. It emphasized the role of social interaction, experiential learning, problem solving, reflective thinking and continuous learning. A mixed method approach utilizing descriptive survey design was used to allow both qualitative research and quantitative research methods. Target population for the study comprised teachers, school head-teachers, parents/guardians and community representatives. The study used sample size of 27 public primary schools in Makadara whereby 13 teachers, 359 parents, 1 community representative and 1 school headteacher were interviewed. Simple random sampling was used to select teachers and parents from grade one to grade seven to show the transition of implementation of CBC across, while purposive sampling was used to select the school heads and community leaders. Data was collected using questionnaires for parents and teachers while interviews was used to collect data from school headteacher and community representative. The piloting was done in Starehe sub-county which displayed parallel social demographic characteristics as Makadara sub-county. Validity of research instruments were ensured by including objective questions aligned with study goals and consulting experts for content validation. Reliability of study instruments was achieved through pilot testing to identify and remove ambiguities, ensuring consistency with study objectives. Data collected through questionnaires was analyzed quantitatively using SPSS while data collected through interviews was analyzed qualitatively through thematic analysis. The study findings revealed that teacher training, access to teaching and learning materials, parental involvement and community engagement had huge impact on implementation of competence-based curriculum in Makadara sub-county. The study found out that 76.9% of the sampled teachers had participated in CBC in- service training and were termed as very effective. However, teachers agreed that community members contribute to effective CBC implementation, particularly through resource provision and support with initiatives like grants, field trips. in regard to the influence of in-service teacher training on implementation of CBC, the study indicated that training programs have had a generally positive impact on teachers' ability to implement the curriculum. In light of influence of availability of teaching and learning resources on implementation of CBC, the study concluded of partial readiness in the implementation of CBC in Makadara Sub-County, where essential teaching resources are generally available. The study recommended that Schools needed to strategize in light of increasing the regularity and accessibility of CBC in-service training sessions to ensure all teachers received adequate and consistent training, it also emphasized and recommended of intense sensitization of stakeholders’ involvement through actively engaging with the community and the PTA to increase the frequency of resource donations and support services.