Parental Preparedness and Participation in the Implementation of Kenya’s Competency-Based Curriculum: Evidence from Bungoma North and Ruiru Sub-Counties

Abstract

As part of curriculum reforms, the Kenyan government, through the Kenya Institute of Curriculum Development (KICD), adopted the Competency-Based Curriculum (CBC) in 2017 and rolled it out in early years’ education in 2019. The CBC emphasizes active parental engagement in children’s learning. This study assessed the preparedness of parents for effective implementation of CBC in Bungoma and Ruiru Sub-Counties. Specifically, it examined parents’ awareness of their roles, the extent of their participation, their perceptions of CBC, and the challenges they face in supporting implementation. Using a descriptive survey design, the study targeted 75 primary schools and sampled 20 schools, 126 parents, and 21 lower primary teachers. Data were collected using questionnaires and interviews, and analyzed through descriptive statistics and thematic analysis. Findings revealed that most parents were not adequately prepared to perform their roles in CBC implementation. Many lacked a clear understanding of CBC expectations, faced financial and time constraints, and experienced limited communication from schools. Despite these challenges, parents generally held a positive attitude towards the curriculum. The study concludes that sustained parental sensitization and engagement are crucial for successful CBC implementation. It recommends continuous monitoring and evaluation, with structured feedback from implementers and stakeholders to strengthen and refine the curriculum.