The Influence of Inclusive Education Planning on the Implementation of Competency-Based Education (CBE) in Senior Schools in Kenya

Anne Jeptepkeny & Joshua Keter
School of Educational Management
Department of Planning
University of Eldoret
jeptepkenyanne.ja@gmail.com

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.