The Teacher, Technology, and the Implementation of the Competency-Based Curriculum in Kenya: A Case Study

Abstract

Innovative, knowledgeable, and dedicated teachers, supported by the school administration, can make a breakthrough in learning amidst major obstacles. The implementation of the Competency-Based Curriculum (CBC), since its introduction in Kenya in 2017, has faced numerous challenges. It departs from the old curriculum, which focused on knowledge-based learning, to a learner-centered approach with minimal teacher professional preparation. Most of the teachers had not experienced a meaningful learner-centred teaching approach in learning as school students and in initial teacher preparation. Constructivism and connectivism theories

guided this qualitative case study, which was conducted in a semi-urban public primary school in Kenya. The school was selected due to its continued academic improvement. The research question investigated was: What strategies enabled the teachers to implement the competency- based curriculum? The specific focus was teacher professional support, parental involvement in children’s learning, availability of resources for learning, use of technology for teaching, teaching approaches employed, and assessment. The study utilized primary Grade 3 and Junior secondary school grades 7, 8, and 9, with large classes of 80-85 learners each. Ten teachers were interviewed and observed teaching in class. Qualitative data were collected and analyzed, which established that expected support was minimal. It was clear that the school’s academic success depended on devoted, diligent teachers who used their cellphones and data to download curriculum designs from the Kenya Institute of Curriculum Development website, interpreted them accurately, the principal supported printing, and teachers used them innovatively in class for teaching and learning. The findings indicated that teacher quality is a major contributing variable to educational success. Schools could emulate this model by ensuring that teachers have easy access to technology tools that support teaching and learning, quality, relevant Open Educational Resources (OERs), ongoing innovative school-based teacher professional development, and strong school administration support.