Stakeholders' Perceptions on Government Communication in The Transition From The 8-4-4 System to Competency Based Curriculum (CBC) in Selected Primary Schools in Nairobi County.

Abstract

This study examined stakeholders’ perceptions of government communication during the transition from the 8-4-4 education system to the Competency-Based Curriculum (CBC) in selected primary schools in Nairobi County, Kenya. Effective communication is critical to the successful implementation of education reforms that involve multiple actors and require coordinated understanding among teachers, parents, and administrators. Guided by Framing Theory and Stakeholder Theory, the study explored the effectiveness of government communication strategies, the influence of communication on CBC implementation, the challenges of information dissemination, and stakeholders’ attitudes toward the reform process. A mixed- methods approach was employed, integrating quantitative data from questionnaires administered to 64 participants (CBC class teachers and PTA officials) with qualitative data obtained from interviews with Ministry of Education officials and head teachers. Descriptive statistics and thematic analysis were used to analyze and interpret the findings. The results indicated that government communication was largely perceived as inconsistent, reactive, and unclear, particularly in policy framing and stakeholder inclusion. Although most teachers received training on CBC implementation, many described it as insufficient and poorly aligned with practical classroom realities. Structural barriers such as overcrowded classrooms, limited learning resources, and weak feedback mechanisms further impede effective communication. Stakeholders, particularly teachers and PTA members, felt excluded from planning and decision-making processes, even though they generally supported the goals of CBC. The study concludes that government communication must evolve from a top-down dissemination model to a participatory, inclusive, and dialogic approach. It recommends improving message clarity, strengthening feedback systems, expanding digital infrastructure, and investing in continuous teacher capacity development. The findings affirm that effective communication is the cornerstone of educational reform, shaping stakeholder trust, policy adoption, and successful implementation outcomes.