Community as Classroom: Evaluation Availability and Use of Local Resources for Service Learning in Primary Schools in Rift Valley Region

Ngetich Julius Kimeli, Catherine Amimo & Petronilla Mwangi
University of Eastern Africa, Baraton
Email: jk.ng39etich@yahoo.com/ amimoc@ueab.ac.ke/ mwangip@ueab.ac.ke

Abstract: This study examined the availability and utilization of local community resources for community-based learning (CBL) in public primary schools in the Rift Valley Region under the Competency-Based Education (CBE) framework. A descriptive research design was adopted, targeting Sub-County Quality Assurance and Standards Officers, head teachers, teachers, and Grade Six learners. Data were collected using questionnaires, interview schedules, observation checklists, document analysis guides, and photographic evidence. Quantitative data were analyzed using means, frequencies, and standard deviations, while qualitative data were analyzed thematically. Findings indicated that community resources were moderately available to support teaching and learning. Overall mean scores for learners (M = 2.86, SD = 0.87) and teachers (M = 2.99, SD = 0.69) showed general agreement on their presence. Key resources included churches, youth groups, NGOs, local professionals such as artisans, farmers, and health workers, health facilities, and natural resources like forests and rivers. However, access to community libraries was limited, especially among learners (M = 2.24, SD = 1.02). Interviews and document analysis further revealed reliance on elders and informal networks due to limited formal facilities. The study also found that community resources were moderately utilized in CBL implementation, with mean scores of 3.01 for learners and 2.90 for teachers. Schools collaborated with health facilities for hygiene education, engaged parents in learning activities, and used locally available materials for instruction. The study concludes that although community resources are available and moderately utilized, their integration remains irregular and largely informal. It recommends strengthening school–community partnerships and structured engagement programmes to enhance experiential learning.