Authors : Rebeccah Megawati Obegi; Dr. Naftali Rop; Dr. Lilian Milimu

Volume/Issue : Volume 11 - 2026, Issue 10 - October

Google Scholar : https://tinyurl.com/nhhtv7x7

DOI : https://doi.org/10.38124/ijisrt/26Oct342

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : The roll out of the Competency Based Education in Kenya aims to foster competency-based, inclusive and learnercentred education. However, learners with physical impairments affecting mobility still have problems in education that could prevent them from benefiting from learning activities. This study examined the institutional factors influencing the implementation of CBE among learners with physical impairments affecting mobility in public inclusive primary schools in Nyamira County, Kenya. Specifically, the study examined infrastructure accessibility, assessed the adequacy of adapted learning resources, evaluated teachers´ competencies, and determined the role of time adaptability and flexibility within school programmes in the implementation of CBE. The study was based on the Systems Theory which sees the school as an integrated whole, whose parts inter-relate and function in order to meet the educational objectives. The descriptive survey design with a mixed-method approach was used. The target population comprised 23 headteachers and 142 teachers from public inclusive primary schools in Nyamira County. A sample of 11 headteachers and 65 teachers was selected using purposive and simple random sampling techniques. Data were collected using teacher questionnaires, headteacher interview guides and observation checklists. The validity of the instruments was established through expert review, while reliability was assessed using Cronbach's alpha coefficient. Data analysis revealed that the quantitative data was conducted by descriptive data analysis and the qualitative data was done with the thematic analysis technique. The results showed that the lack of infrastructure accessibility were major limitations in realizing CBE. Restriction of participation occurred due to poor ramp access, non-accessible routes, limited adapted sanitation facilities and lack of mobility supportive furniture. Adapted learning resources were also inadequate, particularly assistive devices and adapted instructional materials. The findings further indicated that teachers were generally prepared to implement CBE, although gaps remained in inclusive education training, specialised support and continuous professional development. Time adaptability and flexibility were also identified as important considerations, particularly where learners required additional time for learning activities and assessments. The study concludes that effective implementation of CBE for these learners requires accessible infrastructure, adequate adapted learning resources, competent teachers and flexible school programmes. The study recommends increased provision of accessible infrastructure and assistive devices, adaptation of learning materials, continuous teacher capacity building in inclusive education, and greater flexibility in school programmes to accommodate the needs of learners with physical impairments affecting mobility.

References :

1. Adoyo, P. O., & Odeny, M. L. (2015). Emergent inclusive education practices in Kenya: Challenges and suggestions. International Journal of Research in Humanities and Social Studies, 2(6), 47–52.
2. Aggarwal, R., & Ranganathan, P. (2019). Study designs: Part V2—Descriptive studies. Perspectives in Clinical Research, 10(1), 34–36.
3. Ahmad, F. K. (2015). Exploring the invisible: Issues in identification and assessment of students with learning disabilities in India. Journal of Global Studies, 6(1), 91–107.
4. Almendarez, L. (2011, October). Human capital theory: Implications for educational development. Belize Country Conference.
5. Bailey, T. R. (2020). Competency-based education: What it is and why it matters. Columbia University, Teachers College.
6. Basham, J. D., Hall, T. E., Carter, R. A., & Stahl, W. M. (2016). Universal design for learning: Fulfilling the promise of inclusive education. Journal of Special Education Technology, 31(3), 166–178.
7. Basham, J. D., Hall, T. E., Carter, R. A., Jr., & Stahl, W. M. (2020). An operationalized understanding of personalized learning. Journal of Special Education Technology, 35(2), 78–89. https://doi.org/10.1177/0162643419853560
8. Bertalanffy, L. von. (1968). General system theory: Foundations, development, applications. George Braziller.
9. Bibiana, C., Wambua, M., & Ochieng, P. (2019). Policy strategies for effective implementation of education for learners with disabilities in Kenya. International Journal of Education and Research, 7(5), 115–128.
10. Bryman, A. (2016). Social research methods (5th ed.). Oxford University Press.
11. Burgstahler, S. (2015). Universal design in higher education: From principles to practice. Harvard Education Press.
12. Checkland, P. (1999). Systems thinking, systems practice. John Wiley & Sons.
13. Chonge, H. M., Wambugu, B. N., & Kiariha, E. N. (2016). Assessment of physical facilities for inclusion of pupils with physical challenges in public primary schools in Bungoma County, Kenya. Journal of Special Needs Education.
14. Cook, A. M., & Polgar, J. M. (2014). Assistive technologies: Principles and practice. Elsevier Health Sciences.
15. Creswell, J. W. (2017). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Sage.
16. Crutzen, R., Peters, G.-J. Y., & Noijen, J. (2017). Using confidence interval-based estimation of relevance to select social cognitive determinants for behaviour change interventions. Frontiers in Public Health, 5, Article 165.
17. Darling-Hammond, L. (2017). Teacher education around the world: What can we learn from international practice? European Journal of Teacher Education, 40(3), 291–309.
18. Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140.
19. Donohue, D. K., & Bornman, J. (2024). The challenges of realising inclusive education in South Africa. South African Journal of Education, 34(2), Article 806, 1–14.
20. Duncheon, J. C. (2020). The problem of college readiness. Educational Policy, 34(3), 441–465. https://doi.org/10.1177/0895904818802086
21. Education Policy and Data Center. (2024). Report on educational resource distribution and infrastructure in Kenya. EPDC.
22. Florian, L. (2019). Inclusive pedagogy in practice. Routledge.
23. Forlin, C. (2013). Changing paradigms and future directions for implementing inclusive education in developing countries. Asian Journal of Inclusive Education, 1(2), 19–31.
24. Friend, M., & Cook, L. (2013). Interactions: Collaboration skills for school professionals (7th ed.). Pearson.
25. Fullan, M., & Langworthy, M. (2014). A rich seam: How new pedagogies find deep learning. Pearson.
26. Gervais, J. (2016). Competency-based education: Theory and practice. Journal of Higher Education, 87(4), 29–40.
27. Githinji, P., & Njoroge, R. (2021). Curriculum adaptation for inclusive education in Kenya: An analysis of teacher preparedness. Journal of Inclusive Education Studies, 6(1), 34–47.
28. Graham, P., Wood, D., & Jones, A. (2021). Technology in inclusive competency-based education. Digital Education Review, 43, 101–119.
29. Halinen, I. (2017). Curriculum reform in Finland: A case of transformation in educational thinking. Finnish National Board of Education.
30. Henderson, S., Horne, M., Hills, R., & Kendall, E. (2018). Cultural competence in healthcare in the community: A concept analysis. Health & Social Care in the Community, 26(4), 590–603.
31. Hughes, M. (2015). Embedding equality and diversity in the curriculum: A physical sciences practitioner’s guide. Higher Education Academy.
32. International Labour Organization. (2019). Competency-based education and training: A new approach to skills development.
33. Isaboke, H. N., Mweru, M., & Wambiri, G. (2021). Teachers’ preparedness in the implementation of competency-based curriculum in Kenya. African Journal of Educational and Social Science Research, 9(1), 67–81.
34. Katz, J. (2013). The three-block model of universal design for learning (UDL): Engaging students in inclusive education. Canadian Scholars Press.
35. Kenya Institute of Curriculum Development. (2017). Basic education curriculum framework.
36. Kenya Institute of Curriculum Development. (2023). Competency-based curriculum implementation report.
37. Kenya National Bureau of Statistics. (2023). Educational infrastructure and resource availability in Kenya.
38. Kiru, E., & Kamau, C. (2022). Institutional environments and the implementation of competency-based curriculum in Kenya: Implications for learners with special needs. Journal of Education and Practice, 13(14), 45–55.
39. Kirui, E., & Kamau, C. (2023). Teacher preparedness and challenges in implementing competency-based curriculum in Nyamira County, Kenya. International Journal of Education and Research, 11(3), 121–134.
40. Levine, A. (2019). The value of competency-based education in developing critical thinkers. Harvard Education Review, 89(2), 123–138.
41. Mary Bosibori Sikini, C., Kimani, C., & Kamau, J. (2025). Influence of physical facilities on inclusion of learners with physical disabilities in public primary schools in Kisii Central subcounty, Kenya. International Research Journal of Social Sciences, Education and Humanities.
42. McMahon, M. (2007). Learning and systems theory: Applying systems thinking to education. Routledge.
43. Ministry of Education. (2017). Basic education curriculum framework. Government Printer.
44. Ministry of Education. (2019). National special needs education policy framework. Government Printer.
45. Ministry of Education, Kenya. (2021). Kenya competency-based curriculum implementation report.