Challenges of Domiciling Junior Secondary Schools in Primary Schools: A Case of Migori County, Kenya

Abstract

Competency-Based Curriculum (CBC) was launched to replace the 8-4-4 education system in Kenya. On 29th September 2022, the  President appointed a Task Force on Education Reform. Among its recommendations was that Junior Secondary be domiciled in primary  schools. Consequently, grade 7 learners joined selected primary schools across the country, christened as Junior Secondary Schools (JSS).  Since, then this policy has had implementation challenges. This study aimed at highlighting these challenges to relevant authorities so  that remedial measures could be taken. Its Specific Objectives were to find out: the environment school under which learning in JSS was  being undertaken, the state of physical infrastructure in JSS; staffing status; and other learning equipment. The study targeted Migori  County. It used Survey Design and employed a Mixed Methods’ Approach. It was grounded on Imperfect Environment Theory proposed  by Buchanan & Stubblebine (1962). Its Target Population was 38,946 people which included teachers, learners and County Education  Officers. Its accessible population was 4,002 and its sample had 537 respondents. It used Questionnaires, Interview Schedules and  Document Analysis Guides to collect data. Quantitative Data was analyzed using Descriptive Statistics while Qualitative Data was analyzed  thematically. Analyzed Quantitative Data was presented in Tables and Percentages. Qualitative Data was presented under  different Themes. This study found that Junior Schools in Migori County lacked enough teachers; had poor infrastructure; and imperfect  learning environment. The study recommended that learning environment should be improved; learners be provided with quality  furniture; more teachers to be hired; among others.