Impact of Situational Analysis on Implementation of Educational Innovations in Kenya: The Case of Competency Based Curriculum (CBC)
DOI:
https://doi.org/10.23887/ijerr.v7i1.73505Keywords:
Impact of Situational Analysis, Implementation of Educational Innovations In Kenya, CBCAbstract
Educational innovation is inevitable in every society. A shift from 8:4:4 to 2:6:3:3:3 (CBC) system of education is ongoing and the new curriculum is taking a centre stage. Situational analysis is a prerequisite for an effective implementation of a new curriculum. However, gaps have been exhibited that are impediments to its effective implementation. The Purpose of this paper was to assess the impact of situational analysis on implementation of CBC. The objectives were to establish the extent: to which curriculum needs assessment were done towards CBC, to which necessary interventions have been taken to address the findings of the situational analysis and to find out the effects of curriculum needs assessment on implementation of CBC. This study reviewed relevant empirical literatures whose meta- analysis was guided by the work of Ferrer (1998). The study established that situational analysis was done towards dispensation of the CBC curriculum but some gaps remained that needed to be addressed before its roll out and continuous support where necessary. This study would necessarily illuminate on policy issues concerning curriculum theory and practice in Kenya.
References
Akala, B. M. (2019). Education Reform in Kenya: A Case of Competency based Curriculum (CBC. Africa Educational Review, 16(5), 1–15. https://doi.org/10.1016/j.ssaho.2021.100107.
Amunga, J., Were, D., & Ashioya, I. (2020). The Teacher-Parents Nexus in the CBC Success Equation in Kenya. International Journal of Educational Administration and Policy, 12(1), 60–76. https://eric.ed.gov/?id=EJ1256326.
Andiema, N. C. (2020). Teachers Competencies in Evaluation of CBC Among Special Needs Learners in Kenya. Global Journal of Educational, 19(2), 135–145. https://doi.org/10.4314/gjedr.v19i2.2.
Anne Tansiongco, L., & Ibarra, F. (2020). Educational Leader’s Adversity Quotient, Management Style, and Job Performance: Implications to School Leadership. Indonesian Research Journal in Education |IRJE|, 4(2), 386–401. https://doi.org/10.22437/irje.v4i2.9264.
Ariani, T. (2020). Analysis of Students’ Critical Thinking Skills in Physics Problems. Kasuari: Physics Education Journal (KPEJ), 3(1), 1–17. https://doi.org/10.37891/kpej.v3i1.119.
Blau, I., Shamir-Inbal, T., & Avdiel, O. (2020). How does the pedagogical design of a technology-enhanced collaborative academic course promote digital literacies, self-regulation, and perceived learning of students? Internet and Higher Education, 45(May 2019), 100722. https://doi.org/10.1016/j.iheduc.2019.100722.
Bukuza, F. (2021). Exploring how haedteachers at street-level bureaucrats influence implementation of CBC in Kenya. International Journal of Educational Administration and Policy, 19(3), 21–31. https://ecommons.aku.edu/theses_dissertations/2010/.
Clark, L. (2022). CBC in Teachers’ Colleges: The Challenges. European Journal of Alternative Education Studies, 10(1), 101–113. https://journals.sagepub.com/doi/abs/10.1177/2096531120946045.
Curry, L., & Marcia, D. (2017). Adoption of Competency Based Education (CBE). Collected Essays on Teaching and Learning, 10(1), 61–73. https://eric.ed.gov/?id=EJ1147189.
Ferrer, R. L. (1998). Graphical methods for detecting bias in meta-analysis. Family Medicine and Community Health-Kansas City, 30, 579–583. https://osf.io/7wuhn/download.
GaGarbacz, S. A., Sheridan, S. M., Koziol, N. A., Kwon, K., & Holmes, S. R. (2015). Congruence in parent-teacher communication: Implications for the efficacy of CBC for students with behavioral concerns. School Psychology Review, 44(2), 150–168. https://doi.org/10.17105/spr-14-0035.1.
Gichuru, F. M., Khayeka, W., Sitonik, R., & Olkishow, P. (2021). In Kenya an account and Progress to CBC Policy. Curriculum Perspectives, 41(3), 153–162. https://doi.org/10.1007/s41297-021-00137-5.
Habimana, A., & Mvikiyehe, M. (2020). Process and challenges of implementation of situational-based science curriculum in North Kivu-Educational Province, DRC. International Journal of Innovative Science and Research Technology, 5(12), 1163–1170. https://ijisrt.com/assets/upload/files/IJISRT20DEC527.pdf.
Hawkins, R. E., Wekher, C. M., Holmboe, E. S., Kirk, M., John, J., Norcini, K., & Simons, B. (2015). Implementation of CB Medical Education: Are we addressing the concerns and challenges? https://doi.org/10.1111/medic.12831.
Hussen, A. M. (2023). Challenges Northern Kenya had in implementation of CBC and its effects on stability of education. African Journal of Educational Practice, 9(3), 11–19. http://137.63.168.4/handle/20.500.12260/629.
Jacob-John, J., D’souza, C., Marjoribanks, T., & Singaraju, S. (2021). Synergistic interactions of sdgs in food supply chains: A review of responsible consumption and production. Sustainability (Switzerland), 13(16), 1–20. https://doi.org/10.3390/su13168809.
Johnston, N. (2020). The Shift towards Digital Literacy in Australian University Libraries: Developing a Digital Literacy Framework. Journal of the Australian Library and Information Association, 69(1), 93–101. https://doi.org/10.1080/24750158.2020.1712638.
Katam, E. J. (2020). Dynamics in implementation of Competency Based Curriculum(CBC) in Lower Primary Schools Implications in Kenya. Journal of Innovative Science and Research Technology, 6(11), 116–128. https://journals.eanso.org/index.php/eajes/article/view/342.
Kelly, N., Wright, N., Dawes, L., Kerr, J., & Robertson, A. (2019). Co-design for curriculum planning: A model for professional development for high school teachers. Australian Journal of Teacher Education (Online), 44(7), 84–107. https://search.informit.org/doi/abs/10.3316/informit.637458284530867.
Kirsch, I., & Braun, H. (2020). Changing times, changing needs: enhancing the utility of international large-scale assessments. Large-Scale Assessments in Education, 8(1), 2. https://doi.org/10.1186/s40536-020-00088-9.
Lunev, A., & Petrova, I. J. (2022). A strategic design approach to delivery of CBC Art Education in Kenya. European Journal of Engineering and Development, 3(5), 25–36. http://erepository.uonbi.ac.ke/handle/11295/161820.
Maba, W. (2017). Teacher’s perception on the implementation of the assessment process in 2013 curriculum. International Journal of Social Sciences and Humanities, 1(2), 1–9. https://doi.org/10.29332/ijssh.v1n2.26.
Maison, Darmaji, Astalini, Kurniawan, D. A., Sumaryanti, & Perdana, R. (2020). Supporting Essessment in Education: E-assessment Interest in Physics. Universal Journal of Educational Research, 8(1), 89–97. https://doi.org/10.13189/ujer.2020.080110.
Momanyi, J. M. &Ro., & P.K. (2020). Teacher Preparedness for the Competency Based Curriculum (CBC) in Kenya: A Survey of early grade primary school teachers in Bomet Sub-County. The Cradle of Knowledge: African Journal of Educational and Social Science, 7(1), 10–15. https://www.ajol.info/index.php/ajessr/article/view/239657/226516.
Mureneza, C., & Ntombofikile, G. M. (2021). Planning for reform to CBC in undergraduate nursing midwifery education: a qualitative study. Nurse Education Today, 106(6), 201–211. https://openrepository.aut.ac.nz/handle/10292/13409.
Muricho, P. W. (2023). Analysis of educational reforms and challenges in Kenya: A historical perspective. International Journal of Current Innovation in Advanced Research, 6(1), 21–33. https://doi.org/10.47957/ijciar.v6i1.148.
Mussa, J., & Muneja, N. (2015). Secondary School Teachers’ implementation of CBC in Arusha Region. Tanzania.International Journal of Education Practices, 6(2), 11–19. http://erepository.uonbi.ac.ke/handle/11295/162572.
Mwang’ombe, M. A. (2021). CBC in Kenya Teacher understanding and skills and skills reality on grid: Success, challenges, recommendations and implementation of CBC. Journal of Popular Education in Africa, 3(7), 39–50. https://www.sicurezzaterrorismosocieta.it/wp-content/uploads/2021/11/SicTerSoc14.pdf#page=82.
Mwarari, C. N., Githui, P., & Mweiy, M. (2020). Parental involvement in implementation of CBC in Kenya: Perceived Challenges and Opportunities. Journal of Innovative Science and Research Technology, 3(8), 110–117. http://dspace.pacuniversity.ac.ke:8080/123456789/2936.
Ng’eno, B. (2023). The relationship between teacher training and implementation of CBC in Public Primary Schools: A Case study of Kericho County. Kenya.East African Journal of Education Studies (ENSO, 6(1), 51–60. https://doi.org/10.37284/eajes.6.1.1138.
Ngwacho, G. N. (2019). Re-orienting Teacher Training Curriculum to Reflect Aspirations of Vision 2030,the Kenya Constitution 2010 and Competency Based Curriculum for Sustainable Developoment. Journal of Research and Innovation and Implications in Education, 3(3), 1–8. https://jriiejournal.com/wp-content/uploads/2021/03/JRIIE-3-3-001.pdf.
Njagi, R. (2020). Influence of teacher preparedness on implementation of CBC in Public Primary Schools in Kiambu Sub-County in Kiambu County, Kenya. Journal of Innovative Science and Research Technology, 5(12), 80–89. http://erepository.uonbi.ac.ke/handle/11295/153217.
Nsengimana, T., Mugabo, L. G., Ozawa, H., & Nkundabakura, P. (2020). Reflection on science-competence-based curriculum implementation in Sub-Sahara African Countries. Journal of Science in Education, 12(1), 101–112. https://doi.org/10.1080/21548455.2020.1778210.
Odongo, M. (2023). Influence of constructivists pedagogical approacjhes on implementation of grade three CBC Mathematics in Public Primary Schools in Kisumu Central Sub-County, Kenya. Journal of Innovative Science and Research Technology, 6(3), 51–58. http://ir.cuea.edu/jspui/handle/1/12900.
Okumu, G. O. (2021). Policy reforms : A Case study for an independent inquiry of the problem. Journal of Innovative Science and Research Technology, 6(2), 1–8. https://www.academia.edu/download/84074140/555.pdf.
Olkishoo, S. R., Gichuru, F. M., Wandabwa, K., & Owaki, M. F. (2019). Preschool Teachers in Bottom –Up Curriculum Change –Invigoration and Implementation. Educational Process International Journal, 8(4), 1–12. https://eric.ed.gov/?id=EJ1266257.
Putri, F. D. D. K., & Kalstum, H. U. (2022). The Principal’s Leadership Role in Implementation of the Independent Curriculum in Elementary School. Jurnal Ilmiah Sekolah Dasar, 6(4), 680–688. https://doi.org/10.23887/jisd.v6i4.55897.
Rahdiyanta, D., Nurhadiyanto, D., & Munadi, S. (2019). The effects of situational factors in the implementation of work-based learning model on vocational education in Indonesia. International Journal of Instruction, 12(3), 307–324. https://doi.org/10.29333/iji.2019.12319a.
Sarah, K., Baingana, R., Paina, L., Mafigiri, D., Groves, S., Katende, G., & Pariyo, G. (2021). Situational analysis ofvteaching and learning of Medicine and Nursing students at Makerere University College of Health. Journal of Health and Human Rights, 5(1), 55–67. https://doi.org/10.1186/1472-698X-11-S1-S3.
Sifuna, D. N., & Obonyo, O. M. M. (2019). Primary Schools in Kenya:Prospects and Challenges of implementation of CBC. Journal of Popular Education in Africa, 3(7), 39–50. http://cedred.org/images/Issues/JulAugSept2019/PDF-DA1.PDF.
Silas, H. D. (2020). Teacher Related Factors influencing implementation of CBC at Lower Primary School in Luanda Sub-County,Vihiga County, Kenya. International Journal of Innovative Research and Development, 11(2), 31–40. http://erepository.uonbi.ac.ke/bitstream/handle/11295/153135/SILAS PROJECT.pdf?sequence=1.
Sulaiman, T., Ayub, A. F. M., & Sulaiman, S. (2015). Curriculum change in English language curriculum advocates higher order thinking skills and standards-based assessments in Malaysian primary schools. Mediterranean Journal of Social Sciences, 6(2), 494–500. https://doi.org/10.5901/mjss.2015.v6n2p494.
Wamalwa, P., Marinda, A., & Xu, T. (2019). Preschool teachers in Bottom-Up Change -Invigoration and Implementation. EDUPIJ, 8(4), 222–232. https://eric.ed.gov/?id=EJ1266257.
Wang, M. Te, & Degol, J. L. (2017). Gender Gap in Science, Technology, Engineering, and Mathematics (STEM): Current Knowledge, Implications for Practice, Policy, and Future Directions. Educational Psychology Review, 29(1), 119–140. https://doi.org/10.1007/s10648-015-9355-x.
Waweru, J. W. (2018). Influence of Teacher Preparedness on implementation of Competency Based Curriculum in Public Primary Schools in Nyandarua North Sub-County, Kenya. International Journal of Innovative Research and Development, 8(2), 60–68. http://hdl.handle.net/11295/104562.
Wennersten, L., Wanselin, H., Wikman, S., & Lindahl, M. (2020). Interpreting Students’ Ideas on the Availability of Energy and Matter in Food Webs. Journal of Biological Education, 00(00), 1–21. https://doi.org/10.1080/00219266.2020.1858935.
Wongthong, P., & Nooiwong, W. (2023). Situational needs and guidelines for implementation of of CBC in Public Primary Schools. International Journal of Innovative Research and Development, 58(2), 21–30. http://erepository.uonbi.ac.ke/handle/11295/163210.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Amos Otieno Wanjara, Paul Okeyo Ogembo
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with the Indonesian Journal of Educational Research and Review (IJERR) agree to the following terms:
- Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work. (See The Effect of Open Access)
