ISSN 2360-7963
Abstract: Kenya's education system underwent a significant shift with the introduction of the Competency-Based Curriculum (CBC), shifting from traditional rote learning methods to a more holistic approach that focuses on developing learners' skills, knowledge, and attitudes. Launched in 2017, the CBC aims to prepare students for the dynamic demands of the 21st century by fostering critical thinking, creativity, and practical problem-solving skills. The successful implementation of this curriculum relies heavily on the preparedness and capability of teachers, making professional development (PD) a cornerstone of this educational reform. In the context of Kasarani Sub-County, Nairobi County, the transition to the CBC presents both opportunities and challenges. English, as a core subject, plays a pivotal role in the curriculum, necessitating that teachers not only understand the new framework but also effectively translate it into classroom practice. However, there are concerns about the adequacy and effectiveness of the professional development programs available for teachers. Many educators feel underprepared to meet the demands of the CBC, particularly in areas such as continuous assessment, learner-centered teaching methodologies, and the integration of ICT in education. This study investigated the readiness of teachers’ professional development (PD) for implementing the competency-based curriculum (CBC) in English within Kasarani Sub-County, Nairobi County, Kenya. Employing a descriptive research design, the research assessed the effectiveness of current PD programs, identified specific training needs, and explored factors influencing CBC implementation among English educators. A purposive sample of 100 teachers from diverse schools in Kasarani Sub-County participated, providing insights through structured surveys and semi-structured interviews. Different levels of PD readiness were found using descriptive statistics. It was also shown that there were big gaps in training when it came to teaching literacy, integrating technology, and meeting the needs of all kinds of students under CBC. Qualitative findings underscored the contextual challenges faced by educators, including resource constraints and varying levels of PD effectiveness. The study concluded that while existing PD initiatives showed promise, improvements were necessary to better align training with the practical demands of CBC implementation. Recommendations in this research included enhancing PD content to address specific instructional needs, fostering collaborative learning environments among teachers, and advocating for policy adjustments that support sustained PD efforts. Addressing these findings could enhance teacher preparedness towards improving educational outcomes within CBC implementation in English teaching.
Keywords: Competency-based curriculum, teacher Professional Development, English instruction, Teacher training, preparedness