Implementation of Competency-Based Curriculum in Early Years Education: Insights from Teachers and Head Teachers in Mathare Sub-County, Kenya

Phoebe A. Olum and Teresa Mwoma
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Phoebe A. Olum: Department of Early Childhood and Special Needs Education, Kenyatta University, Kenya
Teresa Mwoma: Department of Early Childhood and Special Needs Education, Kenyatta University, Kenya

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 6, 3528-3539

Abstract: This study examined the implementation of the Competency-Based Curriculum (CBC) in Early Years Education across public and private primary schools in Mathare Sub-County, Nairobi, Kenya. Guided by a correlational research design, the study involved 85 participants, including head teachers and classroom teachers. Data were collected through questionnaires and observation schedules, focusing on three key dimensions: lesson development, instructional methods, and the classroom environment. The data were analyzed using descriptive statistics and thematic analysis for quantitative and qualitative data respectively, while inferential statistics were used to further analyze the data to produce relationships between variables. Data were presented using means, percentages, standard deviation, tables, charts, and graphs, qualitative data was categorized and coded according to the topics as indicated by the goals. Findings revealed that both head teachers and teachers demonstrated a strong commitment to CBC principles through diverse instructional strategies such as games, storytelling, role-play, songs, and visual arts. Lesson planning, resource utilization, and integration of outcome-based assessments were recognized as fundamental to effective CBC delivery. Additionally, the physical and aesthetic quality of classrooms particularly the condition of teaching aids, seating arrangements, and cleanliness was seen as crucial in promoting learner engagement and holistic development. While teachers showed a clear understanding of CBC, challenges such as limited resources and continued reliance on traditional assessment practices persisted. The study concludes that successful CBC implementation requires ongoing professional development, enhanced resource support, and collaborative engagement among stakeholders. It recommends targeted teacher training, improved infrastructure, and reflective curriculum practices to ensure quality early learning experiences and lifelong learning foundations for young children.

Date: 2025
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