Exploring the head teacher’s preparedness for the implementation of the Kenya competence based curriculum

Date of Award


Document Type


Degree Name

Master of Education (MEd)

First Supervisor/Advisor

Dr. Nicholas Wachira

Second Supervisor/Advisor

Dr. Fortidas Bakuza


Institute for Educational Development, East Africa


Kenyan public education has experienced numerous educational reforms since independence. In 2016, Kenya endorsed its decision to change its curriculum to the Kenya Competence Based Curriculum (KCBC) motivated by the need to provide every learner with globally competitive standards in the skills and knowledge that are much needed to harness the 21st century opportunities (MOEST, 2015). With each of these reforms comes the need to educate and prepare the head teacher in an effort to build capacity and understanding of the new reform expectations. Therefore, the purpose of this study was to explore the head-teacher’s preparedness for the implementation of the KCBC in a public primary school in Mombasa County, Kenya. A qualitative research paradigm with the case study design was used for data collection. Research participants for this study included one head teacher, two teachers trained by KICD, three teachers not trained by KICD, one KICD officer and one Curriculum Support Officer. One-on-one interviews, small-group interview and document analysis were used for data collection. The data was analysed through coding and final development of themes by data reduction. Findings of this study indicate that the head teacher was not prepared for the implementation of KCBC. I therefore recommend that the head teacher’s initial training should be conducted for not less than two weeks. There should also be subsequent training thereafter.

This document is available in the relevant AKU library