PREPAREDNESS OF STUDENT TEACHERS FOR IMPLEMENTING COMPENTENCY-BASED CURRICULUM SYSTEM EDUCATION IN KENYA

Abstract

The rollout of Competency-Based curriculum (CBC) in Kenya aims to equip students with the

21st century skills. Its success depends on early teacher training preparations. The study, guided

by Constructivism theory and online survey, outlined four objectives: a. Assessment of current

preparedness, b. Identifying needs, c. Examining available resources, and d. Investigating

implementation strategies. A random sampling technique from 51 respondents through online

questionnaires. Descriptive statistics analyzed the data, revealing: over forty percent of the

respondents indicated, indicated that materials for sign language were lacking in all schools.

Secondly, teaching Methods predominantly included inquiry based learning, lectures,

demonstrations, group discussions, and role play. Then, core competencies such as, citizenship,

learning to learn, self-efficacy, and creativity and imaginative were applied by majority of the

respondents in schools. Lastly, a few of the respondents indicated not to have used online

assessments (ICT). The study found that the majority of secondary school student teachers were

prepared to implement CBC during their teaching practice. It concluded that specific readiness,

particularly in Senior High School (SHS), is crucial under CBC, influenced by training,

resources, and support provided by the Kenyan government and educational institutions.