Teacher Competency on Learner Promotion in Embu County Integrated Public Primary Schools, Kenya

Abstract

<jats:p>Investing in ECDE is one of the challenging cost-effective commitments that a government can undertake. Investing in quality ECDE can improve a child’s well-being and minimize educational and poverty gap. Teacher competence is an important tool towards the realization of holistic development of children. It is with this background that the researcher sought to study teacher competence on Learners’ promotion in Embu County integrated public primary schools, Kenya. The study adopted cross-sectional survey research design across a target population of 381 public primary schools, 381 head teachers, 3951 primary teachers and 380 ECD teachers in the five sub-counties. Stratified random sampling was used to select schools from the five sub-counties; simple random sampling was used to select public primary teachers and head teachers in five sub- counties. Questionnaires were utilized as the instruments of the study. Quantitative data collected was analyzed using SPSS software. Based on the results, the study found that most (73%) of the primary teachers are unable to handle ECD pupils transiting to primary section since they could not understand the content taught and teachers have inadequate experience for teaching ECDE class. The study also found that most (50%) of the head teachers do not avail curriculum support materials. The study recommends that the teacher training colleges should incorporate courses that equip teachers with skills to handle pupils transiting from ECD classes to primary section. The schools also should provide books to a pupil book ratio of 1:1 so as to execute the new competent based curriculum.</jats:p>

Confronting Challenges Facing Teachers in Implementing Competency-Based Curriculum in Uganda: A Case of Secondary Schools in Gulu City

“…Additionally, the textbook content lacked clarity on how students should be taught according to CBC requirements (Muthanje et al, 2020). The head of the Department of Science of one of the schools said that teachers lack access to sufficient learning resources and materials.…”

Analisis Kemampuan Mahasiswa Dalam Menyelesaikan Masalah Numerasi Berbasis Online

“…Rendahnya hasil PISA siswa Indonesia disebabkan oleh lemahnya kemampuan pemecahan masalah soal non-routine atau level tinggi, karena sistem evaluasi di Indonesia yang masih menggunakan soal level rendah (Fazzilah et al, 2020). Selain itu, salah satu faktor eksternal yang mempengaruhi capaian hasil PISA salah satunya yaitu guru, karena guru merupakan faktor yang paling berpengaruh terhadap capaian siswa (Muthanje et al, 2020). Temuan beberapa penelitian yang mengungkapkan kemampuan numerasi guru/calon guru masih rendah diungkapkan oleh Basri et al, (2021) yang menyatakan bahwa dari 126 calon guru yang diteliti ada 83 calon guru yang belum memiliki kepekaan terhadap bilangan atau dengan kata lain kemampuan numerasi calon guru pada kategori rendah.…”

Implementing Competency Based Curriculum (CBC) in Kenya: Challenges and Lessons from South Korea and USA

“…These studies demonstrated how experiential learning influenced students' mathematics creativity as well its effect on metacognition and self-efficacy beliefs on high school students' genetics problem solving (Aurah et al, 2014;Chesimet et al, 2016). In addition, two studies examined teachers' preparedness to effectively implement the CBC curriculum and the level of competencies early grades teachers have on delivering the curriculum among learners transitioning from previous levels such as from Early Childhood Education (ECD) to grade 1 (Momanyi & Rop, 2020;Muthanje et al, 2020).…”