| dc.description.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 | en_US |
