Authors:

Amrut J Bharvad, Richard Wekesa Wafula

Abstract:

Kenya's transition from the 8-4-4 education system to the competency based Education (CBE) in 2017 represented a major shift towards a learner focused approach that emphasizes hands- on skills, analytical thinking and ongoing evaluation. This research examines how the Competency Based Education evaluation framework functions within junior secondary schools located in Hamisi Sub County - a setting representative of Kenya's varied socio economic and educational landscape. It explores the extent to which CBE promotes essential skills across cognitive, psychomotor and emotional learning areas, while also highlighting obstacles such as inadequate teacher preparation, scarcity of teaching resources and underachievement in foundational subjects like English and mathematics.

Information was gathered using structured questionnaires alongside comprehensive interviews with 21 strategically chosen participants including educators, school leaders and curriculum experts from six different institutions. To ensure the credibility and consistency of research tools, validation and reliability assessments were conducted based on established protocols outlined by Borg. The numerical data underwent analysis using SPSS software and were visually summarized through charts, tables and frequency distributions. Meanwhile, the qualitative responses were explored through thematic coding technique inspired by Creswell, enabling the identification of central themes and linking the results to relevant academic studies.

The findings indicate that Competency Based Education holds promise for enriching education through learner focused and skill driven methodologies. However, immediate enhancements are necessary in areas such as teacher training, institutional resources and assessment frameworks. The research strictly adhered to ethical protocols, with informed consent and confidentiality maintained throughout. By providing context specific perspectives, this study adds valuable contributions to the wider discourse on CBE and offers practical guidance for shaping policies and improving implementation strategies.

Keywords:

Efficiency, Competency-Based, Education, Junior Schools, Hamisi sub-county, Kenya

Vol & Issue:

VOL.17, ISSUE No.4, December 2025