TEACHER PERCEPTIONS OF CURRICULUM IMPLEMENTATION AT JUNIOR SCHOOL LEVEL, BUNGOMA COUNTY, KENYA. A PAPER REVIEW
DOI:
https://doi.org/10.46827/ejes.v12i2.5813Nøgleord:
perception, competency-based education, parental supportResumé
The study sought to review the teacher perceptions in the implementation of a Competency-Based Curriculum (CBC) at the junior school level in Bungoma County, Kenya. Implementing the curriculum is the most crucial and sometimes difficult phase of the curriculum development process, as observed by Gonzalez-Mena (2011). The final destination of any curriculum is indeed classroom instruction, which involves learners, teachers, managers and parents. Teaching goes on as the learner acquires the intended experiences, knowledge, skills, values, ideas and attitudes for the learner to be effectively productive in a society (University of Zimbabwe, 1995, p. 8). Effective implementation requires, among other things, the close involvement of parents in the education of their children. In this critical review paper, parents and guardians provide both curricular and co-curricular support to promote effective learning for their children. Parents, therefore, become active collaborators in education matters. From the literature reviewed, a school curriculum is a crucial vehicle through which society transmits its learning intentions, digital literacy, and admirable culture (Wiles, 2011) from adults to children. It is hoped that the findings of this review paper, if well implemented, will provide great insight into creating awareness of teacher perceptions on CBC curriculum implementation, the role of the parents’ support and their engagement in the education of their children, education policy improvement and challenges faced. There is a need for commitment from both the Central and County governments regarding the provision of resources, including ICT tools, in our public primary schools for the smooth implementation of the CBC curriculum. The paper suggests that the Ministry of Education (MoE), through TSC, should spend more time on teacher training, as well as including teachers in the curriculum reform process after five years, to foster their positive attitude. This would ensure the effective implementation of Competency Based Curriculum. On the whole, the paper recommends improved resource allocation, including government capitation, effective stakeholder engagement strategies, and substantial investments in school infrastructure, and professional development programs for the CBC teachers.
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