Stakeholders’ Perceptions and Implementation of Competency Based Education in Junior Schools in Garissa Township Sub County

Abstract

The purpose of this study was to investigate stakeholders’ perceptions and implementation of Competency Based Education in junior schools in Garissa township sub county. The research was guided by the Social Constructivism Theory as the main theory and the Human Capital Theory as the supplementary theory. The positivism paradigm and descriptive research design were adopted. The target population included 4 CSOs, 22 heads of institutions and 125 teachers from 22 junior schools in Garissa Township Sub- County, totaling 151 participants. A census approach was used. Data were collected using questionnaires and interview guides. Quantitative data were analyzed using descriptive and inferential statistics, including Pearson correlation and regression analysis techniques. Data from interviews were analyzed verbatim. Results indicated a weak and significant correlation (r=0.399, p=0.000) between stakeholders’ perceptions and implementation of Competency Based Education. The study concludes that there is a significant and positive effect of stakeholders’ perceptions and implementation of Competency Based Education. The study recommends that the Ministry of Education and school Boards of Management should allocate and equitably distribute financial resources across all junior schools. The TSC, in collaboration with the KICD, should standardize teacher training programs and ensure their regular delivery across all regions. School leaders, including principals and heads of departments, should strengthen internal quality assurance structures to enhance CBE implementation. The Ministry of Education and TSC should expand access to professional development programs.