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Evaluation of the Impact of Teacher Professional Development on Implementation of Competency-Based Education in Kiswahili Teaching: A Case Study of Public Junior Schools in Uasin Gishu County, Kenya

Catherine Nekesa Wamokhela, Koros Rachel, Oduori Robert
DOI: http://dx.doi.org/10.21013/jems.v21.n3.p2
Abstract
The transition to Competency-Based Education (CBE) in Kenya represents a novel departure from traditional content-oriented education, necessitating new pedagogical approaches for teachers. In this regard, Kiswahili is both an academic and national language that requires not only practical language skills in teachers but also how they can adapt their pedagogy to align with CBE's student-centred objectives. This study examines how professional development shapes the application of the CBE in instructional practice by teachers in public junior schools in Uasin Gishu County. Applying a mixed-methods approach, the research gathers data through structured questionnaires, in-depth interviews, and documentation analysis in various learning institutions. Findings indicate that teachers engaging in ongoing professional development are better equipped to analyze competency-based education (CBE), apply active learning strategies, and innovate assessment practices to meet the needs of competency-based education. Variations in access to training—particularly in marginalized areas—pose challenges to the equal implementation of training. The study concludes by promoting targeted and ongoing professional development programs, both subject- and curriculum-oriented, as central to enhancing Kiswahili instruction under CBE reforms.
Keywords
Competency-Based Education (CBE), Professional Development; Teacher Training
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