Bridging Policy and Practice: The Effect of E QASO Mentorship on Pedagogical Competencies of Junior School Teachers under CBC in Nairobi, Kenya

Abstract

The introduction of Junior School in Kenya in 2023 represented a significant milestone in the roll out of the Competency-Based Curriculum (CBC), transitioning learners from primary grade six into Junior school grade seven (7), a new educational structure. To evaluate the effectiveness of curriculum implementation, the Ministry of Education conducted a National Monitoring Exercise across 14 counties between 23rd and 29th September 2023. Key gaps identified included teachers’ challenges in interpreting curriculum design, preparing schemes of work and lesson plans, employing learner-centered pedagogy, integrating ICT in teaching, using learning aids effectively, and applying assessment for and as learning.
This study concentrated on Nairobi County, with a particular focus on the role of Education Quality Assurance and Standards Officers (E-QASOs) in mentoring Junior School teachers. The research was guided by four objectives: assessing E-QASOs’ capacity to provide mentorship and instructional support, examining teachers’ preparedness and pedagogical practices under CBC, evaluating the outcomes of mentorship programs, and recommending strategies to strengthen mentorship models for improved teacher effectiveness and learner outcomes.
Employing a descriptive quantitative design, the study integrated baseline, mid-line, and end-line surveys with mentor–mentee sessions. Data collection tools included questionnaires, observation schedules, and digital platforms such as Tangerine. Analysis was conducted using Microsoft Excel and Artificial Intelligence, with findings presented on a table, diagrammatically and graphically. Eight E-QASOs were randomly sampled from Nairobi County, each mentoring two teachers across sixteen schools. E-QASOs selected junior schools and teachers within their jurisdiction using structured criteria.
Findings revealed notable gaps in E-QASOs’ capacity, with 87.5% demonstrating limited ability to support teachers in areas such as creative learning aids, lesson planning, inclusive approaches, and record keeping. Additionally, 75% moderately lacked skills in curriculum interpretation and time allocation. Teachers also faced challenges at baseline: 55.5% struggled with curriculum interpretation, 62.5% with schemes of work, and 80% with lesson planning. However, mentorship had a transformative effect. By the end-line survey, these challenges had reduced significantly, with only 14% struggling with curriculum interpretation, 18.75% with schemes of work, and 10% with lesson planning. Teachers reported improved ability to design schemes of work, enlist competencies, reflect on lessons, and structure lesson plans appropriately.
The study concludes that mentorship positively influenced teachers’ instructional behavior, leading to enhanced delivery and potentially improved learner performance. It recommends expanding the functions of E-QASOs to include structured mentorship, with emphasis on building their skills in curriculum interpretation, pedagogical support, and inclusive teaching practices. Strengthening mentorship models is seen as critical to ensuring sustainable teacher development and improved learner outcomes in Junior Schools, thereby supporting the broader goals of CBC implementation in Kenya.