Strategies Used by Public Libraries to Promote Competencybased Education in Primary Schools in Laikipia County

Abstract

The effective implementation of Competency-Based Education (CBE) in Kenya's primary schools requires strong support systems beyond classroom instruction. However, rural public libraries, particularly in Laikipia East Constituency, face significant challenges including inadequate facilities, limited digital infrastructure, and insufficient CBE-aligned programs that hinder their capacity to support the new curriculum. This study evaluated strategies used by public libraries in Laikipia East Constituency to promote CBE in primary schools, with the aim of recommending best practices for enhancing their effectiveness. Guided by Constructivist Learning Theory, the Resource-Based Learning Model, and Collaboration Theory, the study adopted a mixed-methods approach anchored in a descriptive survey design. The target population comprised public library staff, head teachers, primary school teachers, and pupils in Grades 1–6 from Laikipia East Constituency. Using stratified, simple random, and purposive sampling techniques, a sample of 178 respondents was selected. Data were collected through questionnaires, interviews, and observation checklists. Research instruments were pre-tested for reliability using Cronbach's alpha coefficients, while validity was established through content, construct, and face validity assessments. Qualitative data were analysed thematically, while quantitative data were analysed using descriptive statistics (percentages, means, and standard deviations) and presented in tables and figures. The study achieved an 76.1% response rate. Key findings revealed that public libraries provided moderate support for CBE through the provision of textbooks, storybooks, and limited ICT resources; however, they lacked sufficient CBC-aligned digital content and maker spaces essential for handson, competency-based learning. Library facilities were inadequate in terms of modern ICT infrastructure, seating capacity, and adaptive spaces for collaborative learning activities. Although specialized programs such as reading clubs and STEM activities existed, they were infrequent and demonstrated low outreach to rural schools. Collaboration between librarians and teachers was largely informal and personality-driven, lacking structured frameworks that would enhance effectiveness in aligning library resources with curriculum needs. The study concluded that while public libraries play a role in promoting CBE, their impact remains constrained by infrastructural gaps, programmatic limitations, and weak institutional partnerships. Key recommendations include: investment in ICT infrastructure and makerspace facilities to support experiential learning; development of structured, curriculum-aligned specialized programs with regular outreach to rural schools; formalization of librarian–teacher collaboration through institutional frameworks and memoranda of understanding; and targeted professional development for librarians on CBC pedagogy and competency-based instructional support. This study provides empirical evidence from a rural Kenyan context on how public libraries can be optimized as strategic partners in competency-based education, contributing valuable insights to policy formulation, professional practice, and scholarly discourse on educational support systems in resource-constrained settings.