Effectiveness of In-Service Training Programmes in Preparing Teachers for the Implementation of Competency-Based Education in Junior Schools in Nambale Sub County, Busia County

Abstract

Despite the implementation of in-service training programmes aimed at preparing teachers for Competency-Based Education, many teachers in Junior Schools in Nambale Sub-County continue to experience difficulties in effectively implementing the curriculum. Evidence from existing studies and preliminary observations indicate that training programmes are often insufficiently practical, lack continuity, and do not adequately address classroom realities. As a result, teachers struggle with applying CBE principles such as competency-based assessment, learner-centred instruction, and effective use of instructional materials. This has led to inconsistent implementation of the curriculum across schools, raising concerns about the effectiveness of current professional development strategies. This article examines the effectiveness of in-service training programmes in preparing teachers for the implementation of Competency-Based Education (CBE) in Junior Schools in Nambale Sub-County, Busia County. The study was guided by the need to understand how teacher professional development influences the successful adoption of the CBE curriculum. The study was guided by Vygotsky’s Social Constructivism Theory, emphasizing learning through social interaction, scaffolding, and guided support. A descriptive research design was used, targeting 117 respondents comprising Junior School teachers and school administrators. Data were collected using structured questionnaires and analyzed using descriptive statistics such as frequencies and percentages using SPSS. The findings reveal that most teachers have participated in in-service training, mainly through MOE/TSC programmes and sub-county workshops, although a small proportion reported no training at all. The study also found that while training is generally considered effective, a significant number of teachers indicated that it is only moderately effective due to its limited practical orientation and lack of follow-up support. Additionally, major challenges affecting implementation include inadequate instructional resources, limited ICT access, insufficient training, and large class sizes. The study concludes that although in-service training programmes contribute positively to teacher preparedness, their effectiveness is limited by lack of practicality and continuity. It recommends that training programmes should be more hands-on, continuous, and supported by mentoring and adequate instructional resources to enhance effective implementation of CBE in Junior Schools.