Parental involvement as a determinant of the implementation of the competency-based curriculum in public primary schools in Igembe Central Sub-County, Meru County, Kenya

Background. Implementation of competency-based curriculum (CBC) in schools relies on involvement of parents. However, CBC implementation has had problems with inadequate coverage of syllabi and ineffective classroom pedagogy leading to dismal learning outcomes for learners. Purpose. This investigation assessed how involvement of parents determines implementation of CBC in public primary schools in Igembe Central Sub-county, Meru County, Kenya. Methodology. Mixed methodology approach and concurrent triangulation research design were employed. Target population was 23,015 respondents, including 76 headteachers, 1187 teachers, 21,370 pupils, 380 parents' representatives, and 2 Sub-county Directors of Education, from which a sample of 394 respondents was calculated based on Yamane's Formula. This realized a sample of 26 headteachers, 78 parents' representatives, 156 teachers, 2 SCDEs and 132 pupils. Qualitative data were analyzed thematically and presented in narrative forms. Quantitative data were analyzed using descriptive and inferential statistics using SPSS Version 25 and presented using tables. Results. The study established the implementation of CBC poses a significant challenge in public schools in Igembe Central Sub-county. The study found that not all parents take part in their children’s academic activities. They rarely undertake learning material development, provision of instructional materials, volunteering activities nor do they fully monitor the behaviour of their children. Conclusion. Parents should plan their time well and attend school functions where they can learn their role in their children’s education and why it is necessary for them to take part in the academic activities of their children.