Child friendly school practices and learning competencies in public primary schools in Kenya

Abstract

Purpose: The purpose of this research is to conduct a study on the educational reforms in Kenya focusing in the new Competence Based Curriculum and the parent-teacher nexus.

Design/ Methodology/Approach: For the research methodology, the paper adopted the desktop literature review method (desk study), which  involved an in-depth review of studies and research addressing the newly employed Competence Based Curriculum,(CBC) in Kenya, and the parent-teacher nexus. Simultaneously, an in-depth research of the top keywords related to the newly adopted CBC educational program was conducted in various databases. As a result, the study was purely qualitative, drawing its findings from secondary sources of information.

Findings: Competency Based Curriculum (CBC) is based on learners demonstrating the ability to apply the knowledge, skills, attitudes and values they acquire as they progress through their education. Despite initial resistance, this curriculum is now under implementation in Kenya after a pilot study conducted across counties. Education reform is a necessary process because it affords a country an opportunity to revisit, revise and appraise its education system and curriculum periodically. However, the implementation of a new education system is not without its challenges and requirements from not only the students, but also the teachers and parents, for it to succeed.

Contribution to policy and practice: The study concluded that for CBC to be fully implemented and successful, parents should be sensitized about their role in CBC, schools maintain optimum class sizes, the government provides adequate funding, and TSC improves staffing in public primary schools. In addition, talent schools should be established.

Originality/Value: The study provides insights on the importance of CBC id to learners in primary schools in Kenya