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.

Abstract: Precision Agriculture (PA) is a data-driven approach that enhances efficiency, productivity, and sustainability in agriculture. Despite its potential, its integration into secondary school curricula remains limited, particularly in developing countries. This study developed an empirically grounded model for the adoption and integration of PA into Competency-Based Education (CBE) in secondary schools in Kisii and Nyamira Counties, Kenya. A concurrent mixed-methods design was employed, involving 353 agriculture teachers and 254 principals. Quantitative data were analyzed using correlation and multiple regression analyses, while qualitative data were analyzed thematically. Findings revealed that teacher preparedness is the strongest predictor of PA implementation (R² = 0.784), institutional resources act as enablers (R² = 0.107), and systemic barriers function as suppressors (R² = 0.095). The study proposes a three-layer adoption model integrating teacher capacity, institutional support, and systemic constraints. The model provides a scalable framework for integrating emerging agricultural technologies into secondary education systems.

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.

Abstract: The introduction of Competency-Based Education (CBE) model in Kenya is one of the key efforts by the Kenya government to prepare learners to be competitive in the job market after graduation by providing a practical based skill other than theoretical based knowledge. The teaching of Kiswahili under CBE focuses on learner-centered, interactive, and hands-on pedagogy. However, limited access to relevant resources undermines the successful rollout of this curriculum. The purpose of this study was to evaluate the adequacy of instructional materials, their effect on lesson planning, student participation, and the extent of variation between urban and rural schools. An integrated-method strategy was employed, incorporating numerical questionnaires and descriptive discussions. The sample consisted of 90 Kiswahili teachers, 20 school managers, and 10 Curriculum Support Officers from urban and rural schools. Data were gathered through Organized survey forms, discussion guides, and resource lists were used. Numerical information was examined through summary statistics, whereas non-numerical data was subjected to pattern-based evaluation using NVivo software. The results indicated severe shortages of CBE-aligned textbooks, digital content, and teachers’ guides, especially in rural schools. These shortages had an adverse impact on lesson delivery and student involvement. The study concludes that insufficient resources are a significant hindrance to the equitable teaching of Kiswahili. It recommends fair resource allocation, investment in ICT, development of multimedia content, and support for teachers to improve CBE implementation and language education quality.

Abstract: This study explores the role of digital literacy, which is recognized as a key competency in Kenya’s new Competency-Based Education (CBE), by examining how effectively information and communication technology (ICT) is integrated in junior public schools in Rangwe Sub-County, Homa Bay County. The research focuses on two primary factors influencing this integration: availability of ICT infrastructure and teacher training. Anchored in Davis’s (1986) Technology Acceptance Model, the study employed a mixed-methods approach, targeting 101 junior public schools, their head teachers, and teaching staff. A stratified random sample of 88 respondents (30 head teachers and 58 teachers) participated in the survey, which used questionnaires and interviews for data collection. Pilot tests, conducted in two schools, confirmed the validity and reliability of instruments through test-retest methods and expert reviews. Data analysis combined descriptive and inferential statistics for quantitative input and thematic content analysis for qualitative responses. Results revealed a strong correlation between access to ICT tools and quality of teacher training with successful CBE implementation. Key challenges included limited infrastructure, inconsistent training, and lack of ongoing support. The study recommends increased investment in ICT infrastructure, ongoing and adaptable professional development, hands-on training models, mentoring, school-based coaching, and collaborative peer-learning systems. These strategies aim to support sustainable ICT integration and shape more effective education policies, paving the way for enhanced digital literacy in Kenya’s junior schools.

Abstract: Competency based education was introduced to promote equity, creativity, and practical skill acquisition. However, the inclusion of learners with special needs remained limited due to gaps in planning and preparedness. The purpose of this paper was to examine the influence of inclusive education planning on the implementation of the Competency-Based Education (CBE) in senior schools in Kenya. The study adopted a qualitative approach using secondary data from recent reports, policy documents, and academic literature. Findings revealed that despite the existence of supportive policies, implementation was constrained by insufficient teacher training, inadequate infrastructure, lack of assistive technologies, and weak stakeholder collaboration. The study found that most schools lacked the necessary planning frameworks to accommodate diverse learners, particularly those with disabilities. Furthermore, it was established that inclusive education was often treated as a peripheral concern rather than being embedded into mainstream planning processes. Teachers reported feeling unprepared and unsupported in handling inclusive classrooms under CBE, leading to disparities in learner outcomes. The study also noted that financial limitations and unclear policy coordination impeded the success of inclusive strategies. Based on these findings, the study concluded that the success of CBE in promoting inclusive education required deliberate and well-funded planning, continuous professional development for teachers, and coordinated stakeholder efforts. The study recommended enhanced teacher training, improved infrastructure, inclusive policy integration, and effective monitoring systems to support inclusive education. This research seeks to fill a notable gap in educational studies and contributes valuable input into policy and practice reforms needed to ensure equitable learning opportunities under CBE.