Infrastructure Availability and the Effective Implementation of Competence-Based Curriculum in Public Primary Schools in North Horr Ward, Marsabit County, Kenya
Abstract
This study examined the relationship between infrastructure availability and the effective implementation of the Competency-Based Curriculum (CBC) in public primary schools in North Horr Ward, Marsabit County, Kenya. Anchored in Bertalanffy’s General Systems Theory, the research adopted a mixed-methods approach, integrating both descriptive survey and case study designs. The target population comprised teachers, headteachers, sub-county education officials, and Grade 5 and 6 pupils from ten public primary schools. Census, stratified, and simple random sampling techniques were employed to ensure comprehensive representation across stakeholder groups. Data were collected using a combination of questionnaires, interview guides, focus group discussions, observation checklists, and document analysis. Quantitative data were analysed using descriptive statistics and Pearson’s Product-Moment Correlation Coefficient, while qualitative data were analysed thematically. The findings revealed severe deficiencies in essential infrastructure—such as laboratories, ICT rooms, libraries, sanitation, and boarding facilities—which significantly impeded the implementation of learner-centred, practical, and digitally-supported CBC instruction. A strong, positive, and statistically significant correlation was established between infrastructure availability and effective CBC implementation (r = .623, p < .01). The study concludes that infrastructural inadequacies undermine the realisation of CBC objectives and recommends a coordinated, multi-stakeholder investment strategy to enhance educational infrastructure and equity in marginalised regions of Kenya.
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