Asian Journal of Economics, Business and Accounting

The Competency-Based Education was introduced in Kenya with aim of promoting learner-centered approaches, practical skills and holistic development. However, the implementation of program in Kenya has faced structural barriers such as poor teacher preparation, lack of teaching and learning resources, and poor infrastructure. The enrollment has stretched the available facilities and late delivery of textbooks has disrupted the teaching-learning process. The objective of this study was to examine relationship between stakeholder awareness and adaptability to Competency-Based Education in Balambala Sub-County, Kenya. It was guided by Technology Acceptance Model. Correlational research design was employed in the study. The study targeted a population of 178 education stakeholders. Census was conducted to obtain 2 Sub- County Directors and 4 CSOs, while 30% of the 26 schools were randomly selected. A structured questionnaire and interview schedules were used for data collection tools. The Cronbach’s alpha was applied to test reliability of the instrument while experts’ advice was used to establish validity. The analysis of quantitative data involved descriptive statistics and inferential statistics. Descriptive statistics showed that the stakeholders’ awareness was moderate. Inferential analysis results revealed a positive significant effect of stakeholder awareness and adaptability to Competency-Based Education in Balambala Sub-County, Kenya. Teachers, parents, and education policymakers in Balambala Sub-County are key beneficiaries of this study, as it clearly demonstrates the vital role of stakeholder awareness in the successful implementation of the Competency-Based Education system. Learners directly benefit from this enhanced engagement, which ensures a more responsive, inclusive, and effective educational environment tailored to their needs.