The Relationship Between Management of Physical infrastructure and the Learning Outcome of the Competency Based Education in Junior Schools, Turkana County

Education is a critical driver of human capital development, social transformation, and economic growth. In recent years, Kenya has embarked on a significant shift in its education system from the long-standing 8-4-4 model to the Competency-Based Education (CBE) framework. The CBE approach prioritizes the acquisition of practical skills, knowledge, and values that enable learners to demonstrate competence in real-life contexts rather than merely recalling theoretical content. At the junior school level covering learners in Grades 7 to 9 CBE emphasizes learnercentered pedagogies, integration of cross-cutting issues, and the development of competencies in literacy, numeracy, digital literacy, creativity, communication, and problem-solving.This research investigated the Relationship Between Management of Physical infrastructure and the Learning Outcome of the Competency Based Education in Junior Schools, Turkana County. The research employed mixed methodology, combining qualitative and quantitative data collection approaches. From a target population of 3,461 participants which included 11 education officers, 335 junior secondary students, and 23 headteachers where proportionate stratified random sampling technique yielded 359 respondents. Data collection involved interview schedules, observation guide, structured questionnaires for primary data, while secondary data came from document analysis of school records and county education office files. Analysis utilized SPSS Version 25, applying both descriptive statistics (means, frequencies, percentages) and inferential methods (correlation and regression analysis). The findings addressed essential questions on the key objectives showing varying levels of significance where management interventions (β = 0.342, p < 0.001).The research conclusively show that educational management dimensions complement each other in order to influence CBE learning outcomes in junior schools in Turkana County. Therefore, no single dimension operates in isolation; rather, the combined effect of infrastructure management, teacher management, materials availability, and management interventions produce optimal educational results. This conclusion validates the theoretical framework of educational institutions as complex systems requiring comprehensive management approaches.The Kenya Ministry of Education should develop and enforce minimum standards for educational management across all dimensions studied. These standards should specify threshold levels for infrastructure adequacy, teacher qualifications, materials availability, and management intervention capacity. Priority should be given to helping schools achieve these minimum thresholds rather than distributing resources uniformly across all institutions.