A PHENOMENOLOGICAL INVESTIGATION OF NYERERE’S PHILOSOPHY OF EDUCATION FOR SELF-RELIANCE AND ITS IMPLICATIONS TO COMPETENCY BASED CURRICULUM IN TRANZOIA COUNTY, KENYA

Abstract

The impact of global technological advancements is transforming education systems across Africa, with many countries, including Kenya, striving to align with global standards of economic development and knowledge. As a response, Kenya transitioned from the 8-4-4 system to the Competency-Based Curriculum (CBC) with the aim of fostering skills and self reliance among learners. This study investigated the extent to which Nyerere’s philosophy of education for self-reliance could influence the Competency-Based Curriculum in Kenya. The study employed three objectives namely, to explore the lived experiences of junior secondary school teachers in fostering self-reliance among learners within the Competency-Based Curriculum (CBC) ,to critically analyze the extent to which the Competency-Based Curriculum (CBC) reflects the principles of Nyerere’s philosophy of education for self reliance and to assess the likelihood of achieving self-reliance among learners in the Competency-Based Curriculum (CBC) in Kenya through a philosophical analysis. The study adopted a constructivist theory and employed an interpretive phenomenological design. Three philosophical methods conceptual analysis, critical method, and phenomenological method were utilized. Junior secondary school teachers in Trans Nzoia County formed the study’s target population, with a purposive sample of five teachers selected based on the principles of hermeneutic phenomenological research, emphasizing depth over breadth. Primary data were collected through unstructured phenomenological interviews, while secondary data were sourced from scholarly articles, policy documents, textbooks, theses, and credible internet sources. Data was analysed thematically using Interpretative Phenomenological Analysis (IPA) and document analysis. Findings revealed that while the CBC shares aspirations with Nyerere’s philosophy, including learner-centeredness and practical skills development, there were notable gaps in implementation. Teachers reported that although CBC intended to foster independence and critical thinking, practical classroom experiences remained largely examination-driven and teacher-centred. Moreover, while CBC promoted individual competencies, it fell short in integrating communal values and collective responsibility central to Nyerere’s vision. The study concluded that although CBC had the potential to advance self reliance among learners, successful realization of this goal required addressing systemic barriers such as inadequate resources, inconsistent teacher training, and the need for stronger community engagement. The study thus provided crucial insights for curriculum designers, policy makers, and educators to align CBC more closely with the foundational ideals of education for self-reliance. The study recommends teacher training programs on CBC implementation, Kenya Institute of Curriculum Development (KICD) ought to redesign CBC curriculum models to incorporate the intended incorporation of communal values, social responsibility, and work-based learning experiences as outline by Nyerere and to facilitate the implementation of CBC objectives, the government ought to develop a national policy framework of resource mobilization, infrastructure development and community participation in education