Abstract: Kenyan teaching and learning outcomes have undergone a paradigm shift as a result of the Competency-Based Education (CBE) system, which took the role of the 8-4-4 educational system. The preparation of instructors and the potential benefits of professional development for enhancing the delivery of CBE are examined in this study. This study focuses on three main indicators—training programs, resources, and support mechanisms—to evaluate teachers' readiness for the implementation of CBE in Kenya. The literature review took into account the perspectives of Kenya, Africa, and the world. The study employed a mixed-methods approach, and the sample consisted of 1200 instructors from Comprehensive schools spread across the counties in the Nyanza Region. The study's mixed-method approach exploited questionnaires and document evaluations to assess instructors' preparation, resources, and assistance in implementing this curriculum. The findings demonstrate the necessity for systematic and ongoing professional development programs by exposing notable differences in training quality, availability to learning materials, and systemic support. The article's recommendations for improving teacher readiness as a basis for CBE success are included at the end.
Keywords: Competency-Based Education, Teacher Preparedness, Professional Development, Educational Reform, Kenya.
Title: Teacher Preparedness and Professional Development in the Competency-Based Education (CBE): An Assessment of Training, Resourcing, and Support in Kenya
Author: Paul Alela Oguta
International Journal of Novel Research in Education and Learning
ISSN 2394-9686
Vol. 12, Issue 4, July 2025 - August 2025
Page No: 1-7
Novelty Journals
Website: www.noveltyjournals.com
Published Date: 19-July-2025
