PREPAREDNESS OF FACILITATORS IN IMPLEMENTATION OF COMPETENCY BASED CURRICULUM IN PRE-PRIMARY SCHOOLS OF KAYOLE WARD, NAIROBI, KENYA.

Abstract

ABSTRACT This research assessed preparedness of Early Childhood Development facilitators (teachers) in the implementation of Competency Based Curriculum (CBC) in pre-primary schools of Kayole ward, Nairobi County, Kenya. The following questions guided the study: How are facilitators prepared to effectively implement CBC in Pre-primary schools of Kayole? To what extent does ECD facilitators’ preparedness influence effective implementation of CBC? What strategies have been put in place to improve implementation of CBC? How can the implementation process of CBC be improved? Guided by Vygotsky Social Cognitive Learning Theory, the study employed mixed methods design, specifically, the embedded model. The research targeted all ECD teachers, head teachers, and parents in all five public pre-schools, and ninety registered private pre-schools. The five public schools were purposively selected, while simple random sampling was used to select 45 private pre-primary schools. Two facilitators from each sampled school were chosen, totalling 100, the head teacher from each sampled school was purposefully chosen, totalling 50, 15 parents were chosen through snowballing, and the sub-county ECD education officer was purposefully chosen to participate in the study. Expert opinion, thorough literature analysis and Variable rotation were used to determine validity. Split half technique was used to determine reliability. Trustworthiness was ensured through note taking, memorandums, member checks, and peer debriefing. Data collection was done using questionnaires, and interview guides. Quantitative data were analysed using descriptive and inferential statistics. Quantitative data were presented in tables while qualitative data were transcribed and through content analysis approach, coded then analysed into themes that validated the quantitative results and presented in excerpts alongside quantitative data. Findings indicate that though majority of ECD facilitators have fairly been prepared to implement CBC, the training period was not sufficient and a lot of focus is given to primary level with ECD largely ignored so they are inadequately prepared to effectively implement CBC. Lack of appropriate CBC facilities and technology, lack of basic computer skills, parents' unwillingness to engage in CBC implementation, and large class enrolments are the challenges faced. Enrolment in computer classes, improvisation of teaching materials, and parent sensitization are coping strategies employed. Through regression analysis, it was established that there is significant influence between facilitator preparedness and effective implementation of CBC. The study recommended that ECD facilitators' in-service training be improved, public civic education be broadcast on CBC, digital gadgets be supplied in schools, and that the county government create additional classrooms to accommodate large numbers of students in public schools.