ASSESSMENT OF DELIVERY OF COMPETENCY BASED EDUCATION TO LEARNERS WITH VISUAL IMPAIRMENTS IN INTEGRATED PRE-PRIMARY TWO SCHOOLS IN NAROK COUNTY, KENYA
ASSESSMENT OF DELIVERY OF COMPETENCY BASED EDUCATION TO LEARNERS WITH VISUAL IMPAIRMENTS IN INTEGRATED PRE-PRIMARY TWO SCHOOLS IN NAROK COUNTY, KENYA
Lilian Seleyian Loonkushu - Student, Master of Education (Special Needs Education) in the School of Education of Maasai Mara University, Kenya
Dr. Lilian Milimu - Lecturer, Maasai Mara University, Kenya
Naftali Rop - Lecturer, Maasai Mara University, Kenya
ABSTRACT
The study assessed the Delivery of Competency-Based Education (CBE) to learners with Visual Impairments in Integrated Pre-Primary Two (PP2) schools in Narok County, Kenya. While the Competency-Based Education (CBE) marks a significant educational reform in Kenya, the effectiveness of its delivery in inclusive early childhood education settings, particularly for visually impaired learners remains unknown. The study was conducted in the integrated preschools in Narok county. The study was guided by three core objectives: To establish teacher preparedness in delivering Competency-Based Education (CBE) to learners with visual impairment in Integrated Pre-Primary Two schools in Narok County. To examine the teaching methods used in the delivery of Competency- Based Education among learners with visual impairment in Integrated Pre-Primary Two schools in Narok County. To establish the availability of specialized learning equipment for the delivery of Competency-Based Education to learners with visual impairment in Integrated pre- Primary Two schools in Narok County. A total of 109 participants were selected from a population of 150. Descriptive survey design was employed, integrating both qualitative and quantitative methods. Data collection instruments included questionnaires, interview schedules and observation schedules. Pilot study was conducted in two Pre-schools in Narok County to determine the validity and reliability of the research instruments. Qualitative and Quantitative Data from the research instruments were coded and entered into SPSS software to analyse the data in form of percentages, frequencies, means and standard deviation. The findings were presented using visual tools such as tables, bar graphs, pie charts, and line charts which provided a user-friendly summary of complex data patterns. The study revealed that: Majority of the teachers 51%(n=76) had pre-service training in handling V.I learners but still they proved less prepared to deliver CBE to the V.I learners in the integrated preschools. The teaching methods used to deliver CBE to the visually impaired learners in the integrated preschools were less effective since a greater majority of teachers 82%(n=66) used a less effective Traditional Methods of teaching/lecture method. The ratio of available learning equipment to the learners was 1:9 indicating high shortage. The study gave policy recommendations that the County government and EARC officers to provide more adaptive learning equipment to the preschools especially the Assisted Technology devices to make learning more realistic to the learners. ECDE and EARC officers should also provide more capacity building courses for teachers handling the V.I learners to equip them with more skills in using effective instructional methods. The study will offer ECDE and EARC officials and teachers localized evidence to inform planning, budgeting, and resource allocation aimed at strengthening inclusive early childhood education especially in marginalized regions like Narok County.
