The introduction of Competency-Based Education (CBE) in Kenya represents a major educational reform aimed at shifting learning from rote memorization to the acquisition and application of skills, knowledge, and values for real-world problem-solving. The success of this reform largely depends on teacher professional competence, continuous professional development (TPD), and effective collaborative leadership across education stakeholders.
The study employed a desk-based, mixed-methods research approach to critically examine the influence of TPD and leadership practices on the implementation of CBE in Kenya. Quantitative secondary data were sourced from the Teachers Service Commission (TSC), Ministry of Education (MoE) annual budgets, and OECD teacher training reports to analyze trends in teacher participation, training coverage, and resource allocation over time. Qualitative data, drawn from policy documents, consultancy reports, and empirical case studies, were analyzed thematically to explore leadership practices, contextual challenges, and systemic barriers affecting CBE implementation.
The study concludes that successful CBE implementation requires integrated strategies that combine equitable TPD provision, strengthened leadership capacity, and contextual adaptation of programs. The findings offer empirical evidence to inform policy reforms, enhance professional development schemes, and foster sustained stakeholder collaboration, contributing to the broader discourse on curriculum reform in developing contexts.
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- Andrew Meraba (Autor), 2025, Teacher Professional Development and Collaborative Leadership in Fostering Competency-Based Education Delivery in Kenya, Múnich, GRIN Verlag, https://www.grin.com/document/1716363
