STAKEHOLDERS PREPAREDNESS OF SCHOOL TEACHING AND LEARNING RESOURCES TO FACILITATE TRANSITION FROM 8-4-4 TO COMPETENCY BASED CURRICULUM IN BUNGOMA, KENYA

Change and transition processes are complex. As a result, the implementers tend to be reluctant in executing them. Education in Kenya has evolved with time in an effort to meet the needs of the changing times to attain quality standards. However, policy changes in the education sector have been both a success as well as have experienced failures in their implementation. Kenyas education system is currently transitioning from 8-4-4 to the Competency Based Curriculum (CBC) which is in its implementation stage following a one-year pilot. This study sought to investigate the Stakeholders preparedness of school teaching and learning resources to facilitate transition from 8-4-4 to Competency Based Curriculum in Bungoma, Kenya. The study was anchored on Kotters eight step model theory that defines the manner of handling change in an organization and used descriptive research design due to its appropriateness in identifying characteristics, frequencies, trends, correlations and categories of the variables under study. The population under study was divided into separate clusters from which a probability sample was drawn. The target population of 3,159 was used and samples were drawn from the target population with the use of systematic random sampling and purposive sampling techniques. Further, data was collected by use of questionnaires, interview guides and document analysis guide. The study revealed that the pace of transition from 8-4-4 to CBC was slow with (287) 90% out of the 319 school heads who held the view that the pace of transition to CBC is slow while 113(64.6%) out of the 175 teacher respondents held a similar view. The study found that the lack of adequate resource variables accounted for the slow pace of transition compared to attitude and condition variables. Further the study revealed a statistically significant positive relationship between availability of school resources and transition from 8-4-4 to CBC. Indeed, the availability of physical resources is critical in facilitating the transition from 8-4-4to CBC. Further, the study recommended that focus should be laid on providing interventions for the lacking resource variables and incorporation of self-learning training strategies for the instructors as well as students in order to overcome the challenge occasioned by the inappropriate pupil-teacher ratio. The study concluded that the discrepancy with regards to the lack of adequate resources had more to do with lack of proper change management with regards to transition and therefore the National government, County government, educational planners, principals and School Boards of Management ought to intervene by incorporating change management strategies to spur the CBC change management process, failure to which the CBC may fail to take root like other preceding policies in the education sector.