Policy Making and Implementation: A Case of Competency Based Curriculum in Kenya

Abstract

Kenya underwent a major transformation in its education system through the implementation of the Competency-Based Curriculum (CBC), which was introduced to address the limitations of the 8-4-4 system by promoting learner-centred pedagogy, skills development, and educational equity. Despite its ambitious design, CBC implementation faced challenges related to stakeholder participation, resource allocation, and equitable student outcomes. This study examined these issues with three specific objectives: (i) to evaluate the role of stakeholders in CBC policymaking and implementation, (ii) to assess the effect of resource allocation on CBC implementation in Kenyan schools, and (iii) to determine the impact of CBC on student learning outcomes and equity. The study targeted a population of 230 participants, comprising 215 teachers, 10 school administrators, and 5 Ministry of Education and KICD officials. A sample of 182 respondents participated in the study, with 170 teachers completing questionnaires (a 79% response rate), while 12 key informants (school administrators, Ministry, and KICD officers) were interviewed. A mixed-methods design was employed, drawing on top-down and bottom-up policy implementation theories, complemented by constructivist and critical theory perspectives. Quantitative data were analyzed using descriptive statistics (frequencies and percentages), while qualitative responses were examined thematically. Key findings revealed that 62% of participants agreed stakeholders had been consulted in policymaking; however, interviews indicated that grassroots voices were inadequately represented. Regarding resources, 58% of teachers reported inadequate teaching and learning materials, and only 42% agreed that government funding was sufficient, highlighting systemic gaps in infrastructure, teacher preparation, and resource distribution. Concerning learning outcomes, 65% of respondents observed that CBC promoted critical thinking and problem-solving, but only 48% believed it reduced disparities between urban and rural schools, pointing to persistent inequities. The study concluded that CBC had the potential to transform learning but remained constrained by limited resources, uneven stakeholder participation, and systemic inequities. It recommended strengthening inclusive stakeholder engagement, enhancing equitable resource allocation, and investing in continuous teacher capacity building. Future research was recommended to adopt longitudinal approaches to assess CBC’s long-term impact and to explore intersectional factors such as geography, socio-economic status, and disability in shaping educational outcomes.