RELATIONSHIP BETWEEN COMPETENCE-BASED DIGITAL LITERACY CONCEPTS AND MANAGEMENT OF PRIMARY SCHOOL CURRICULUM IMPLEMENTATION IN EMBU COUNTY, KENYA

Abstract

The study investigated relationship between competence-based digital literacy concepts and management of primary school curriculum implementation in Embu County Kenya. Competence based curriculum digital literacy emphasizes development of digital skills, knowledge and core competences in learners’ real life situation, in Kenya. However, competence-based curriculum implementation is insufficiently managed following limited digital technology use in schools; rising concern on effectiveness of competence based learning activities in Kenyan schools. The objective of the study is to determine relationship between competence-based digital literacy concepts and management of primary school curriculum implementation in Embu County, Kenya. The study involved 364 respondents using purposive and simple random techniques. The study employed correlation research design. The study respondents were: competence-based classroom teachers, subject panel heads, senior teachers, head teachers and deputy head teachers. The data collection tools were questionnaires and interview guides for head teachers, deputy head teachers, subject panel heads, senior teachers and competence based classroom teachers. The descriptive statistics was presented in frequencies and percentages; while inferential statistics was analyzed using regression statistic technique. The study reviewed that most school managers have integrated in teaching and learning the current and emerging digital technologies to support curriculum delivery and management; as well as managing and creating information in the immediate digital environment. The study established that digital technologies enable provision of individualized learning management system for teachers. The study indicated that there is significant relationship between competence-based digital literacy concepts and management of primary school curriculum implementation in Embu County, Kenya. Following study findings, the researcher concludes that competence-based digital literacy concepts are crucial in management of primary school curriculum implementation in Kenyan schools. Therefore, the researcher recommends that ministry of education should promote digital literacy technologies for efficient curriculum implementation management in primary schools in Kenya.