COMMUNICATION STRATEGIES EMPLOYED BY KICD AND KNEC TO DISSEMINATE INFORMATION AND MANAGE STAKEHOLDER RELATIONS DURING THE IMPLEMENTATION OF COMPETENCY-BASED EDUCATION

Authors: Damaris Moraa Nulu, Prof. Abraham Mulwo & Dr Edwin Tallam

ABSTRACT

The implementation of Competency-Based Education (CBE) in Kenya represents a significant educational reform requiring effective communication strategies to facilitate information dissemination, stakeholder engagement and successful policy adoption. This study examined the communication strategies employed by the Kenya Institute of Curriculum Development (KICD) and the Kenya National Examinations Council (KNEC) in disseminating information and managing stakeholder relations during CBE implementation. The study was guided by the recognition that strategic communication is essential in reducing uncertainty, promoting stakeholder understanding and fostering acceptance of educational reforms. The study adopted a qualitative exploratory approach using a multiple case study design. Data were collected through semi-structured interviews with KICD and KNEC officials, curriculum developers, assessment specialists, heads of institutions and parents’ representatives. Institutional documents, including policy circulars, communication guidelines, stakeholder engagement reports and official publications, were also reviewed to complement interview data. Data were analyzed using qualitative content analysis through thematic coding and pattern matching across the two institutional cases. Findings revealed that KICD and KNEC employed diverse and integrated communication strategies, including mass media, digital platforms, formal documentation, participatory forums, hierarchical communication structures, briefing sessions and non-formal engagement platforms. Digital channels such as websites, WhatsApp, social media platforms, emails and bulk SMS enhanced timely access to information, while radio, television and vernacular media improved outreach and inclusivity among diverse stakeholder groups. Formal communication mechanisms, particularly circulars and official publications, provided standardized and authoritative guidance on curriculum and assessment matters. The study further established that stakeholder engagement forums, curriculum panels, county dialogues and professional conferences created opportunities for feedback, consultation and collaborative decision-making. KNEC additionally utilized confidential communication channels and periodic briefing sessions to address sensitive assessment-related information. The study concludes that communication strategies employed by KICD and KNEC were largely multi-channel, audience-centered and participatory, reflecting efforts to improve stakeholder awareness and acceptance of CBE. However, challenges related to communication coherence, accessibility and unequal digital infrastructure continue to affect stakeholder engagement, particularly in marginalized areas. The study recommends strengthening coordinated communication frameworks, expanding feedback mechanisms and adopting inclusive communication approaches to enhance the sustainability and effectiveness of CBE implementation in Kenya.

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