Public Libraries’ Support for Competency-Based Education in Primary Schools: Evidence from Laikipia East Constituency, Kenya

Public libraries serve as critical community learning centers capable of bridging school resource gaps, especially in rural settings, and can therefore support the Competency-Based Education (CBE) in primary schools. However, public libraries are resource and structurally constrained. This study examined how public libraries can support the CBE learning process in primary schools within Laikipia East Constituency, Kenya. The study was guided by the Constructivist Learning Theory, and employed a mixed-methods approach anchored in a descriptive survey design. The target population included librarians, teachers, and pupils; class 1 -6. Stratified, purposive, and simple random sampling yielded 178 respondents. Data were collected using questionnaires, interviews, and observation checklists, with pretesting ensuring validity and reliability. Quantitative data were analyzed using percentages, mean, and standard deviation, while qualitative data were thematically analyzed. The findings showed that public libraries promote literacy, creativity, and digital literacy, with the strongest consensus recognizing them as key aspects in CBE implementation (M = 3.95, SD = 1.195). However, confidence in their direct role in achieving CBE goals was weaker (M = 2.75, SD = 1.295), and their contribution to specific learner outcomes was less recognized. Qualitative findings confirmed support through storytelling, arts programs, group activities, and ICT, though limited by funding. Noted drawbacks were outdated resources, weak ICT infrastructure, and insufficiently trained staff. The study concludes that public libraries are indispensable in complementing CBC by enhancing literacy, fostering independent learning, and supporting teacher and learner competencies. It recommends that KNLS, the Ministry of Education, County Government of Laikipia, KICD, and the Ministry of ICT strengthen ICT infrastructure, expand CBC-aligned collections, institutionalize teacher–librarian collaboration, and provide continuous professional development for librarians. These actions will reposition public libraries as integral partners in achieving CBC goals and Sustainable Development Goal 4.