Parental Involvement in the Implementation of Competency Based Curriculum in Kenya: Perceived Challenges and Opportunities

Abstract

Parental active involvement in the education of their children is widely assumed to be critical for successful educational outcomes. Based on Epstein‟s overlapping spheres of influence theory, this paper explores the perceived challenges and opportunities of this collaboration from the perspectives of Kenyan parents with children in the early years of schooling. The cross sectional survey design was used involving 335 parents from two selected counties in Kenya – one rural and the other urban. The participants responded to a questionnaire that sought to establish the barriers parents encountered as they partnered with schools as well as the strategies, they envisaged would enhance effective parental engagement for healthy academic, emotional and social development of their children. Results indicated that parents acknowledged the importance of homeschool collaboration. However, lack of time, an absence of induction on the competency-based curriculum, inadequate skills and knowledge to assist children, lack of resources were found to be the major challenges parents faced as they partnered with schools. Implications and bespoke strategies for enhancing parental involvement in the CBC are presented.