Juliana Hawario Asser, Lawrence Mukhongo Manyonge

Abstract:

The introduction of a Competency-Based Curriculum (CBC) heralds a paradigm shift in education, emphasizing skills acquisition, competency mastery, and real-world application. In Kenya, the adoption of CBC has significant implications for higher education institutions, particularly in preparing faculty members for the changing educational landscape. This study investigates the preparedness of faculty members at universities taking the case of the Technical University of Mombasa (TUM) for the intake of CBC senior school graduates in 2029. The research employed a mixed-methods approach, incorporating surveys and interviews to gather comprehensive insights into faculty perceptions, challenges, and readiness concerning CBC implementation. The survey questionnaire assessed faculty members’ familiarity with CBC principles, their perceived competencies in delivering CBC-aligned instruction, and their attitudes toward pedagogical changes necessitated by CBC. Preliminary findings indicate a varied level of preparedness among TUM faculty members for the transition to CBC. The target population of this study was the academic staff of TUM which consisted of 243 lecturers and 79 technologists. The sample in this study was 80 members of staff selected by cluster random sampling technique. The data collection method used was questionnaires. Data was analyzed using the SPSS. While some educators demonstrate a strong grasp of CBC concepts and pedagogical innovations, others express apprehension and uncertainty about adapting their teaching practices to align with CBC requirements. Common challenges identified include limited training opportunities, inadequate resources, resistance to change, and concerns about curriculum alignment and assessment strategies. Furthermore, the study explored faculty development initiatives and institutional support mechanisms implemented by TUM to enhance faculty readiness for CBC integration. These included professional development workshops, curriculum review committees, instructional design support, and technology-enhanced learning platforms. The effectiveness of these initiatives in addressing faculty concerns and facilitating successful CBC implementation will be critically evaluated. The research also examined the role of institutional leadership in fostering a conducive environment for CBC adoption and faculty empowerment. Effective leadership strategies, communication channels, and collaborative decision-making processes were essential for navigating the complexities of educational reform and building faculty capacity for CBC delivery. The implications of faculty preparedness for CBC graduate intake extend beyond TUM to encompass broader discussions on curriculum reform, pedagogical innovation, and workforce readiness in Kenya’s higher education landscape. Addressing faculty concerns, enhancing professional development opportunities, and leveraging institutional resources are pivotal steps toward ensuring a smooth transition to CBC and promoting student success in the 21st-century knowledge economy. In conclusion, this study contributes valuable insights into the challenges and opportunities associated with faculty preparedness for CBC implementation at TUM and offers recommendations for enhancing faculty capacity-building initiatives and institutional support mechanisms. By prioritizing faculty development and fostering a culture of innovation and collaboration, TUM can effectively meet the evolving needs of CBC education and empower graduates for future success in the dynamic global workforce.

Key words: Competency-Based Curriculum, faculty preparedness, change management strategy, assessment strategies, institutional support mechanism