Kenya’s Vision 2030 and the Efficacy of CBC in Primary and Secondary Schools in Siaya County: Teacher Requirement Projections
Norich Muindi Munyasia, Maureen A Olel
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Quality education is attributed to sustainability of key educational resource requirements among them adequate well-trained teachers, without which the implementation of Competency Based Curriculum (CBC) geared towards provision of quality education envisaged in Kenya’s Vision 2030 may be hampered. This paper purposed to project the teacher requirement for provision of quality education in primary and secondary schools in Siaya County by the year 2030. The study was founded on the system theory and adopted Trend analysis and descriptive survey designs to achieve its objective. Purposive sampling was used to select, TSC County Human Resource officer, TSC sub-county directors, MOE sub-county directors and an officer from KNBS. Primary data was collected through Data Analysis Proformas and Key Informant Interview (KII) Guides. Pupil-Teacher Ratio method and Method based on number of pupils per class and hours taught by a teacher were used to project the teacher requirement in primary and secondary schools respectively. Projection of teacher requirement in primary schools in Siaya County was estimated at an increase of 9.81% between 2024 and 2030. It was found that teacher requirement at Junior secondary school will increase by 33.44% between 2021 and 2030 while the Senior secondary school teacher requirement was expected to increase by 29.63% between 2026 and 2030. These study findings will inform TSC, the Ministry of Education, KICD and other stakeholders on the adequate number of teachers required as a key educational resource in effective implementation of the 22.214.171.124 system of education and in achieving quality education envisaged in vision 2030. Due to inadequacy of teachers in the County, the study recommends allocation of more funds to the Teachers’ Service Commission to enable it to hire adequate number of teachers that meet the enrolment rate in both primary and secondary schools.