Scaling Competency-Based Education Implementation Outcomes and Selected SDG 4-Related Educational Outcomes in Kenya: Evidence from Siaya County

Abstract

Competency-Based Education (CBE) represents an important approach to transforming education systems from content-oriented models toward learning processes that emphasize competencies, application of knowledge, problem solving, creativity, collaboration and learner-centred development. In Kenya, the implementation of the Competency-Based Curriculum (CBC) has been accompanied by substantial institutional and systemic changes, yet evidence concerning whether the scaling of implementation is associated with broader educational outcomes aligned with Sustainable Development Goal 4 (SDG 4) remains limited at the school level. This study examined the relationship between the scaling of CBE implementation and selected SDG 4-related educational outcomes in Siaya County, Kenya. The study was guided by General Systems Theory and adopted a correlational research design. The target population comprised 13,066 education stakeholders, from whom a sample of 388 respondents was determined using Yamane's formula. A total of 372 usable questionnaires were returned and analysed. Data were collected using a structured questionnaire whose overall internal consistency reliability was Cronbach's α = .82. Descriptive statistics and Pearson product-moment correlation were used for analysis at the .05 significance level. The findings showed that the reported level of CBE implementation scaling was relatively high (M = 3.68, SD = .54), while the level of selected SDG 4-related educational outcomes was also relatively high (M = 3.61, SD = .57). Pearson correlation analysis established a positive, statistically significant association between CBE implementation scaling and SDG 4-related educational outcomes, r(370) = .520, p < .001. The coefficient of determination was r² = .270, indicating that approximately 27.0% of the variance was shared linearly between the two composite measures. The null hypothesis was therefore rejected. The findings suggest that stronger reported scaling of CBE implementation is associated with stronger reported SDG 4-related educational outcomes. However, because the study was correlational and relied substantially on respondent-reported data, the findings should not be interpreted as evidence of causality or comprehensive national attainment of SDG 4. The study recommends strengthening implementation fidelity, institutionalization, sustainability, equity and system-level support for CBE while improving monitoring mechanisms that connect curriculum implementation with measurable educational outcomes.