A Study on Resource Preparedness for the Implementation of Competency-Based Education in Public and Private Juniour Secondary Schools in Taveta Sub County, Kenya

The purpose of this study was to examine the status of resource preparedness for the implementation of competence-based education in junior secondary schools in Taveta subcounty. The study examined the status of teacher preparedness, physical infrastructure and resources available for implementation of CBE in Taveta subcounty. The study was guided by Dewey’s social constructivism theory and adopted a descriptive survey research design. The target population comprised 40 junior secondary schools in Taveta sub-county. Comprising of 40 school heads, 200 teachers from 36 public junior schools and 20 teachers from 4 private junior schools and 2 curriculum support officers. Simple random sampling was used to select 24 schools out of the 36 public junior schools from where the respondents were drawn and all the 4 private schools were purposely selected to represent the population. 5teachers from each of the 28 schools were randomly selected to constitute a sample of 84 respondents. All heads and curriculum support officers were purposely included representing 70% and 100% of the population respectively. Questionnaires were used to collect data from the respondents, while collected data was analyzed both qualitatively and quantitatively. The study found out that Necessary learning and teaching resources like smartphones, projectors, laptops, computers, music and art studios, home science rooms, science labs, swimming pools, desks and chairs and internet connections are inadequate especially in public school whereas, in private schools the school and parents provide for their children. The study recommended that schools to be equipped with necessary resources to help teachers effectively implement CBE curriculum. It also recommends teachers to be trained on creative arts and sports activities. Also, a similar study be carried out in other regions in Kenya in order to facilitate generalizations of research findings of the status of resource preparedness of junior secondary schools in Kenya.