Key Barriers to the Implementation of Competency-Based Education Towards Life Skills and Character Formation in Catholic-Sponsored Public Primary Schools in Ngong, Kajiado North Sub-County, Kenya
Year: 2026
Type: article
Abstract: This study aimed to investigate the key barriers to the implementation of Competency-Based Education (CBE) towards life skills and character formation in Catholic-sponsored public primary schools in Ngong, Kajiado North Sub-County, Kenya. This study's targeted 15 Catholic sponsored public schools, 15 head teachers, 240 teachers, 232 parents, 8, 200 learners, 1 Diocesan Educational Secretary, 1 Chaplain and 2 Sub County education officers. Out of a population of 8691 individuals, the study sampled 30% of the targeted schools using stratified and simple random sampling technique, criterion sampling for head teachers, stratified sampling for teachers, and snowball technique for parents which translated to 5 schools, 5 head teachers, 72 teachers and 69 parents. Krejcie and Morgan (1970) table was used to sample 367 learners. The study used questionnaires to collect data from Diocesan Educational Secretary, the Chaplain, Education Officers, head teachers, deputy head teachers, and teachers. Semi-structured interview guides were used to collect data from parents. Document Analysis guide was used to analyse relevant documents on school-level implementation records and available monitoring or inspection reports for the five schools. The study also used a structured observation guide to record interactions among learners, between learners and educators, and parents' non-verbal cues during key informant interviews in each of the five schools. Quantitative data were analysed by the researcher using SPSS Version 26. Descriptive statistics summarised respondents’ demographic characteristics and levels of teacher and learner preparedness for CBE implementation. Qualitative data were thematically analysed. The study established that the implementation of Competency-Based Education (CBE) towards life skills and character formation in Catholic-sponsored public primary schools in Ngong, Kajiado North Sub-County was hindered by several barriers. Key challenges included inadequate teacher preparation on CBE approaches, insufficient teaching and learning resources, large class sizes, heavy teacher workloads, limited institutional support, and inadequate parental involvement. The study concluded that the effective implementation of CBE towards life skills and character formation depends on adequate teacher competence, availability of instructional resources, supportive school environments, and active stakeholder participation. The study recommends continuous teacher capacity-building on CBE pedagogies and assessment practices, increased provision of teaching and learning resources, strengthened school support systems, and enhanced stakeholders’ involvement in learners' character development.
DOI: 10.61227/y24vx575
Institution: Tangaza University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W7224109184