CHALLENGES FACING PARENTS IN SUPPORTING IMPLEMENTATION OF COMPETENCY-BASED CURRICULUM (CBC) IN KENYA
Abstract
Purpose of the study: The purpose of the study was to examine the relationship between parents view and teacher’s perception on the challenges parents face while supporting implementation Competency-Based Curriculum (CBC).
Statement of the Problem: With the adoption of the Competency-Based Curriculum (CBC), which emphasizes learner-centered approaches, practical skills, and holistic development, Kenya's educational system underwent a significant paradigm shift from the 8-4-4 system. While the goal of CBC is to help learners become more capable, creative, and adaptable, parent involvement is crucial to the program's successful implementation, yet many parents face significant challenges in fulfilling this role.
Methodology: The study employed a mixed-methods approach using surveys, with a sample of 142 parents and 86 teachers drawn from selected public and private primary schools implementing CBC.
Findings: The study established that the key challenges facing parents included the digital divide, lack of curriculum comprehension, mental and emotional stress, poor communication with schools, pressure to provide materials, and time constraints, with a statistically significant relationship confirmed between parents' views and teachers' perceptions at p<.05.
Conclusion: The study concluded that inconsistency between CBC policy expectations and parental capacity poses a serious threat to equitable and successful implementation of CBC in public primary schools.
Recommendations: The study recommends that the government and educational stakeholders develop inclusive engagement strategies, community education programs, and support systems to enable parents to effectively fulfill their evolving role under the CBC framework.
Keywords: Basic Education, Kenya Education System, Learner-centered Approach, CBC Implementation Barriers, Parental Support
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