Abstract: The Purpose of this research was to assess influence of Headteachers’ Information Communication Technology Infrastructure Facilitation on implementation of Competency-Based Education in Junior secondary schools in Voi Sub-County, Kenya. Empirical review of literature was anchored on psychological theory of supervision, Goal setting theoryand Diffusions of Innovations Theory. A mixed methods and descriptive survey design was used targeting 30 Headteachers, 3 Curriculum Support Officers, 4,512 Junior school students, 118 teachers and 1,200 parents. Using Yamane’s formulae,a sample of 16 headteachers, 3 Curriculum Support Officers, 60 teachers, 220 Junior secondary students and 74 parents were selected totalling to 373 respondents. Questionnaires, interview guides and focus group discussion guides were used to collect data. Validity of tools was examined through expert judgement while reliability was measured through application of Cronbach’s Alpha formulae where an alpha value of 0.76 was obtained. Data analysis was carried out descriptively, inferentially using Karl Pearson correlation Coefficient with aid of SPSS Version 30 and thematically. Quantitative data was presented in frequency tables, column graphs and pie charts while qualitative data was presented in narration based on various themes. Findings revealed that provision of Information Communication Technology infrastructure is not just merely availing hardware materials, but it is all about developing a sustainable digital superhighway within Junior high schools. Recommendations were however made for government through Ministry of Education to increase funding of Information Communication Technology infrastructure within schools to ensure equitable distribution of such devices.

Abstract: The global transition towards Competency-Based Education (CBE) demands deep organizational reconfiguration and localized administrative stewardship to resolve systemic implementation bottlenecks. This study investigated the institutional readiness and pedagogical execution fidelity of junior secondary school mid-level executives navigating the rollout of the Basic Education Curriculum Framework (BECF) within Nandi North Sub-County, Kenya. Using Weiss’s Theory of Change and descriptive correlational research design, the study sampled 305 institutional administrators. Data were collectedvia role-customized closed-ended questionnaires. Analysis utilized descriptive metrics, Pearson’s product-moment correlation, and One-way Analysis of Variance (ANOVA) revealed that while conceptual awareness of CBE tenets is widely distributed (M = 3.41), practical readiness for execution remains deficient across both senior managers (M = 2.46) and departmental heads (M = 2.67). ANOVA models demonstrated absolute uniformity in structural preparedness across the administrative hierarchy, failing to establish role-based variance, F(1.430) < F(3.084), p = 0.2439. Pearson models confirmed a statistically significant, moderately strong positive correlation among Heads of Departments (r = 0.557, p = 0.035), supporting a systemic “learning by doing” phenomenon, whereas senior managers displayed a statistically non-significant linkage (r = 0.448, p = 0.167). The inquiry reveals a sharp dissociation between national curriculum directives and school-level operational capacity, characterized by chronic shortages of standardized assessment matrices and broken intra-institutional communication pathways. The study recommends system-wide continuous in-service retooling, the rapid deployment of standardized assessment templates by the Kenya Institute of Curriculum Development (KICD).

Abstract: This study examined teachers’ efficacy in applying diverse assessment methods across English language skills—reading, writing, listening, and speaking—in public junior secondary schools in Ndhiwa Sub-County, Kenya. Grounded in the Competency-Based Education (CBE) framework, the study sought to determine whether teachers possess the confidence and competence required to implement varied and holistic assessment approaches that promote communicative competence. A descriptive research design was adopted to investigate teachers’ practices and perceptions in their natural settings. The study involved 432 respondents, comprising 13 English language teachers, 14 headteachers, one Sub-County Director of Education, and 404 Grade 8 learners. Respondents were selected through stratified, purposive, and census sampling techniques. Data wascollected using questionnaires and interview schedules and analyzed through descriptive statistics and thematic analysis. Thefindings revealed that teachers demonstrated high efficacy in applying diverse assessment methods, with an overall mean score of 3.53, indicating strong agreement on their competence. Teachers expressed confidence in designing and administering written, oral, formative, and summative assessments, adapting assessment approaches to diverse learner needs, and providing constructive feedback. Formative assessment practices, particularly feedback provision (M = 3.79), received the highest ratings, reflecting strong alignment with CBE principles. The study concludes that teachers possess strong assessment efficacy, although greater emphasis is needed on translating this competence into skill-specific and practice-oriented assessment. The study recommends continuous professional development, enhanced assessment literacy, and improved alignment between assessment practices and competency-based learning outcomes.

Abstract; This study examined the influence of student support strategies on learners’ performance in the Kenya Primary School Education Assessment (KPSEA) among public primary schools in Kakamega South Sub-County. In the context of Competency-Based Education (CBE) implementation and persistent rural proficiency gaps under the 100% transition policy, the research investigated the predictive role of remedial coaching, school feeding programs, guidance and counseling, bursaries, sanitary towel provision, and related initiatives on school-level mean KPSEA scores. A correlational research design was adopted, with the target population comprising head teachers, deputy head teachers, academic chairs, and guidance and counseling chairs from all 82 public primary schools in the sub-county. A sample of 279 respondents was selected through stratified, purposive, and simple random sampling techniques. Data were collected using structured questionnaires (1-10 rating scale), supplemented by KPSEA mean scores from official KNEC reports. Instruments were piloted, with face and content validity confirmed through expert review and reliability established at Cronbach’s alpha = 0.814. Ethical approval was secured from the University’s Institutional Ethics Review Committee and NACOSTI, with informed consent ensuring voluntary, anonymous, and confidential participation. Key findings indicated that student support strategies explained 50.1% of the variance in KPSEA performance (R² = 0.501), with remedial coaching (β = 0.36, p = 0.013) and feeding programs (β = 0.48, p < 0.001) emerging as the strongest significant predictors. The joint F-test confirmed a significant overall effect (p < 0.05). The study recommends institutionalizing remedial coaching and school feeding to boost foundational competencies and promote equitable educational outcomes.

Audrey Matere – Department of Early Childhood Development Education

Florence Boinett – Department of Curriculum Instruction and Media

School of Education and Human Resource Development

Kisii University

Email: kimalelbetty161@gmail.com/ audreymatere@kisiiuniversity.ac.ke/
jepkosgei67@gmail.com

Abstract: Despite the adoption of Competency-Based Education (CBE), evidence suggests that learners’ practical engagement and understanding remain limited. The purpose of the study was to examine the effect of observation-based assessment on learners’ achievement in environmental activities. The study adopted a descriptive survey research design, targeting a population of 810 head teachers, 1,085 pre-primary two teachers, and 6 Sub-County Early Years Education Directors. Using Krejcie and Morgan’s formula, a sample of 261 head teachers and 284 Pre-Primary Two teachers were selected. Data were collected through questionnaires, interviews, and a documentary analysis guide. Validity was ensured through expert review, while reliability was confirmed using a pilot study and Cronbach’s Alpha coefficient (α ≥ 0.70). Ethical considerations such as confidentiality, and voluntary participation were strictly observed. Quantitative data were analyzed using descriptive statistics (frequencies and percentages) and inferential analysis through Pearson correlation and regression, while qualitative data were analyzed thematically. The findings revealed that observation-based assessment significantly enhances learners’ understanding, engagement, practical skills, and environmental awareness, although inconsistencies in implementation were noted. Based on these findings, the study concluded that observation-based assessment is a critical tool in promoting achievement in environmental activities within CBE. The study recommends strengthening teacher capacity, ensuring consistent implementation of observation practices, and integrating observation-based assessment into school policies to support learner-centered instruction and holistic competency development.

Alice Chesambu Ndiema – Department of Agribusiness Management and Extension

James Bill Ouda – Department of Education Psychology

Karen Ohanga Ongeti – Department of Curriculum and Instructional Technology

Masinde Muliro University of Science and Technology

Email: finidgeorge@gmail.com/ achesambu@mmust.ac.ke/ jouda@mmust.ac.ke/ kongeti@mmust.ac.ke

Abstract: Precision Agriculture (PA) enhances efficiency and sustainable agricultural production. PA integration into secondary school agricultural education programs, particularly in Kenya, remains limited. This study assessed the preparedness of agricultural teachers to implement PA in Kisii and Nyamira Counties, Kenya. This study included 254 secondary schools and 353 teachers of agriculture were sampled using Cochran’s finite population formula, proportionate random sampling, and purposive sampling. questionnaires and checklists were used to collect data. Content validity ensured that the instruments adequately measured teachers’ preparedness, and Cronbach’s alpha technique ensured that the instruments were reliable. Data was analyzed using SPSS version 27. Pearson’s correlation and ANOVA examined the relationship between teacher preparedness and PA implementation, and differences in preparedness across levels of academic and professional training and PA implementation. The findings indicated a strong, positive, and statistically significantrelationship between teacher preparedness and PA implementation (r = 0.836, p < .001), suggesting that teacher preparedness substantially influences PA implementation. ANOVA results showed statistically significant differences in preparedness across teachers’ qualification levels (F = 6.889, p < .001), with higher training associated with preparedness. The overall regression model was statistically significant, F (11, 340) = 112.30, p < .001, explaining 78.4% of the variance in PA implementation, R² = .784. In conclusion, teachers’ preparedness is critical to PA implementation, with higher levels of preparedness indicating readiness. This study, therefore, recommends that teacher training programs be designed to engage educators in hands-on, experiential learning that promotes knowledge construction.

Abstract: The aim of this investigation was to examine influence of quality assurance practices on implementation of Competency-Based Education and Training in Technical, Vocational Education and Training Institutions in Nairobi County. This study adopted a mixed-method approach and a descriptive correlational and concurrent triangulation designs. The study targeted a sample population of 373 respondents that included 53 principals, 53 Board of Management chairs, 1 Curriculum Development Assessment and Certification Council chair, 265 Heads of Departments and 1 Technical and Vocational Education and Training County Director. Questionnaires were administered to Board of Management chairs and Head of Departments, while interviews gathered insights from Technical and Vocational Education and Training County Director and Curriculum Development Assessment and Certification Council chair. Qualitative data was analysed through thematic analysis where patterns and themes were identified in respondents’ narratives and interpreted in relation to the study’s objectives. Quantitative data was analysed using descriptive statistics. For inferential data Linear regression analysis was used to determine extent to which quality assurance practices influence implementation of Competency-Based Education and Training. The data was analysed using SPSS Version 30 and findings presented in form of tables and charts for clarity and ease of interpretation. Research findings demonstrated that when quality assurance practices are well executed, they promote instructional practices and assessment process within Technical and Vocational Education and Training institutions resulting to instructional practices and assessment processes being outcome-based, competency-based and aligned with industry needs.

Abstract: The study assessed the impact of financial resource management constraints on the implementation of Competency-Based Education (CBE) in public junior schools in Baringo County, Kenya. The shift to CBE in Kenya demanded effective financial planning, budgeting, and resource allocation to sustain learner-centered approaches. However, schools in rural and resource-limited contexts such as Baringo County experienced challenges that hindered smooth implementation. The study adopted a descriptive research design guided by positivist philosophy, targeting 1,739 respondents, including head teachers, junior school teachers, and sub-county directors. A sample of 317 respondents was selected using stratified random sampling. Data were collected through structured questionnaires and semi-structured interviews, and analyzed using both descriptive and inferential statistics, complemented by thematic analysis for qualitative data. The findings revealed that inadequate financial planning, delayed fund disbursement, weak accountability systems, and poor budget prioritization significantly affected the provision of instructional materials, teacher training, and infrastructural development required for CBE. Regression analysis indicated a strong relationship between financial resource management practices and effective curriculum implementation. The study concluded that strengthening financial management capacity and timely funding are essential for successful CBE implementation. It recommended enhanced budgetary oversight, capacity building for school managers, and strategic government support to ensure sustainable financing of CBE reforms.

Abstract: This study examined the impact of selected human resource management (HRM) challenges on the implementation of Competency-Based Education (CBE) in public junior schools in Baringo County, Kenya. CBE was introduced in Kenya in 2017 to equip learners with skills and competencies relevant to the 21st century. However, its success depended largely on effective management of human resources, particularly teacher recruitment, training, motivation, and supervision. The study adopted a descriptive research design to analyze how HRM challenges affected CBE implementation. A sample of 317 respondents, including head teachers, teachers, and sub-county directors, was drawn using stratified random sampling. Data were collected using teachers’ questionnaires and interviews guides for headteachers and Sub-county Director of Education and analyzed through descriptive and inferential statistics. The findings revealed that inadequate teacher training, weak recruitment strategies, lack of induction and continuous professional development, limited communication between teachers and policymakers, and high workloads significantly hindered effective CBE implementation. Teachers also exhibited resistance to change, partly due to insufficient preparation for the new pedagogy. Although regression analysis indicated that HRM challenges explained only a small portion of the variance in CBE implementation, qualitative data confirmed their pervasive influence on instructional quality and teacher motivation. The study concluded that addressing HRM constraints through structured training, effective recruitment, mentorship, workload rationalization, and strengthened feedback mechanisms is vital for sustaining CBE reforms. It recommended institutionalizing continuous professional development and improving teacher support systems to enhance curriculum delivery and learner outcomes.

Abstract: Despite several studies highlighting administrative challenges in Kenya’s education sector, barriers such as parental-teachers’ collaborations, hinder the effective achievement core competencies in the competency-based curriculum. The objective of the study was to evaluate the influence of parents-teachers collaboration in junior schools on the achievement of core competencies in the competency-based curriculum in Laikipia County Kenya. A target population of 23067 consisting junior school head teachers, teachers, and class representatives and TSC sub-county directors. A sample size of 302 respondents comprising 88 junior school teachers, 51 headteachers and 160 junior school class representatives was proportionately and randomly sampled, while 3 sub-county directors were purposively sampled and used as respondents in the study. Data was collected using questionnaires and interview schedule. Quantitative data was analyzed using regression analysis, while Qualitative data analyzed descriptively and reported thematically. The study revealed that achievement of CBE core competencies in Junior school learners in Likipia county Kenya was influenced by the parents-teachers collaboration. Regression analysis established a statistically significant influence of parents-teachers collaboration on the achievement of CBE core competencies in junior school learners where the p value was 0.040, which was less than the critical value 0.05. The study recommends the Ministry of Education organize workshops to sensitize teachers, head teachers, and parents on the importance of teachers-parents collaboration, to develop more strategies for increasing parental involvement and their collaboration with teachers in shaping learners in real-life situation.