Stakeholder Engagement and Implementation of Competency Based Curriculum in Junior Schools in Dadaab Sub County, Garissa County, Kenya
Fatuma Salat Ahmed, Stephen Kipkorir Rotich, Isacko Yattani
Asian Journal of Education and Social Studies · pp. 349–358 · Published 26 Aug 2025
10.9734/ajess/2025/v51i92370Abstract
Several educational systems worldwide have adopted the Competency-Based Curriculum in an effort to raise educational standards and get pupils ready for the challenges of the twenty-first century. Despite the potential benefits of the Competency-Based Curriculum, its implementation in Dadaab Sub County is of great concern due to its uniqueness. The area hosts large refugee camps. This study explored the state of stakeholder engagement in the implementation of the Competency-Based Curriculum in Junior Schools in Dadaab Sub County, Garissa County. The Stakeholder Theory guided the study. Descriptive survey design was used with a target population of 16 Public Junior Schools in Dadaab Sub County comprising of 16 head teachers, 50 teachers and 32 class Representatives of students. This research study employed census sampling technique. Quantitative data was analyzed to produce descriptive and inferential statistics. Pearson Correlation was used to establish the relationships between variables. Qualitative data was analyzed using verbatim. The findings revealed that stakeholders support had p-value less than 0.05 hence significant influence with implementation of Competency-Based Curriculum. Stakeholders support correlated positively with implementation of Competency-Based Curriculum with correlation coefficient, r = 0.658. The study filled the gaps in the engagement of stakeholders in Dadaab sub-county that would inform policy review in the implementation of Competency-Based Curriculum.
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