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

Aggrey Asitiba Okutu & Angela Kemunto Nyambane
Kisii University
Email: aokutu@kisiiuniversity.ac.ke

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.