Influence of School Infrastructure on Implementation of Competency-Based Curriculum in Public and Private Primary Schools, Vihiga County, Kenya

Abstract

Kenya Has Implemented the Competency-based Curriculum to replace the 8.4.4 System of Education. The study aimed to examine school infrastructure on the implementation of competency-based curriculum in public and private primary schools, in Vihiga County, Kenya. Open System and Theory and mixed methods approach design were anchored for the survey. The population encompassed: 408 head teachers, 4392 teachers, 15 curriculum support offices and 5 Sub-County Education Officers. The researcher used stratified, simple random and purposive sampling methods to identify 81 head teachers, 264 teachers, 5 curriculum support officers and 2 Sub-county education officers for the sample size. A questionnaire, interview guide and observation guide were selected to gather data. The quantitative data was analysed through descriptive statistics in the form of frequencies and percentages. Qualitative data was analysed in prose and narrative forms. T-test was used to test for the relationship between school infrastructure and implementation of the CBC. The study revealed that public primary schools had inadequate classrooms, laboratories, workshop rooms, internet connection, and science and ICT devices to effectively implement CBC. In contrast, the study revealed adequate classroom, electricity supply, internet connectivity and science and ICT devices for smooth implementation of the CBC in private primary schools. The survey also established inadequate spots and games facilities in both public and private primary schools. The study further established a significant relationship between school infrastructure and implementation of the competency-based curriculum for both public and private schools as indicated by a p-value of 0.000, less than a significant level of 0.05