Parental Perceptions on the Introduction of Competence-Based Curriculum in Public Day Primary Schools in Nairobi County, Kenya

Lornah Irene Ayako., Stephen Mbugua Ngari and Stephen Asatsa
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Lornah Irene Ayako.: Department of Counselling Psychology, The Catholic University of Eastern Africa, Kenya
Stephen Mbugua Ngari: Department of Counselling Psychology, The Catholic University of Eastern Africa, Kenya
Stephen Asatsa: Department of Counselling Psychology, The Catholic University of Eastern Africa, Kenya

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 8, 2149-2157

Abstract: Competence-Based Curriculum (CBC) is being adopted in Kenya, emphasizing practical skills for real-world application. While the effects of CBC on learners have been studied, its impact on parents’ mental health remains unexplored. This study explores the perceptions of parents on the CBC in Nairobi County, Kenya. Using Epstein’s parental involvement model and Cognitive Behavioral Theory as the theoretical framework, a qualitative research approach was employed. The researcher targeted parents with children who are CBC learners of upper primary in Public Day Schools in Nairobi County. Data was collected from 12 participants sampled through multi stage sampling technique. Data was collected using detailed interviews and questionnaires on parents’ perceptions of CBC and analyzed thematically. Findings reveal that parents generally view CBC positively, believing it equips children with practical skills and values essential for their future success. Parents also parents appreciate CBC for strengthening family bonds and fostering innovative learning approaches. However, they also encounter challenges like feeling overwhelmed by CBC’s demands, confusion over assessment methods, and struggles to support their children due to educational and cultural barriers. The study recommends improving CBC implementation and parental involvement by focusing on clear communication between schools and parents, supporting those without skills to support their children’s projects.

Date: 2024
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