TWENTY-FIRST CENTURY PARENTAL SUPPORT FOR COMPETENCY-BASED CURRICULUM IMPLEMENTATION IN PUBLIC PRIMARY SCHOOLS IN BUNGOMA COUNTY, KENYA – A REVIEW PAPER ON BUNGOMA WEST SUB-COUNTY

Simiyu Chililia Pius, Kisiang’ani Bahati

Abstract


This review study sought to examine the 21st-century parental support for Competency-Based Curriculum in public primary schools in Bungoma County, Kenya. It was specifically based in Bungoma West Sub-County. In recent years, there have been rapid changes in the education system in most countries of the world. This has witnessed and necessitated modern approaches in teaching, learning and school management (Susan Chepkonga et al., 2012). Today, quality education is used as an indicator towards producing qualified human resources and economic development. To achieve this, schools require support and adequate learning resources in terms of ICT tools for digital literacy from parents who are the first teachers to the children (Hedges, H., 2022). Effective Competency-Based Curriculum requires adequate ICT tools. This will enable teachers to ensure that learners acquire the needed 21st-century skills. It is hoped that the findings of this paper, if implemented, will provide great insight into creating awareness on the role of the parents’ support and their engagement in the education of their children, education policy improvement, and ICT to be fully taught at the grades in primary schools, establish challenges faced and recommend for the increase of the government capitation funds. There is a need for commitment from both the Central and County governments regarding the provision of ICT tools in our public primary schools for the smooth implementation of the CBC curriculum.

 

Article visualizations:

Hit counter


Keywords


parental support, competency-based curriculum, digital literacy

Full Text:

PDF

References


Atieno, T. L. S., Anyondo, and Simatiwa. (2011). Gender factor in performance of pupils in KCPE examinations in Kenya. Educational Research 2(3). Retrieved from https://www.interesjournals.org/articles/gender-factor-in-performance-of-pupils-in-kenyacertificate-of-primary-education-examination-in-kenya-acase-study-of-komb.pdf

Ayeni, A. A. (2004). Relevance of ICT to construction of sports courts and pitches. West African Journal of Physical Health Education, 8(14), 52–71.

Cheng, Y.-H., & Wang, C.-W. (2017). Factors influencing the digital media teaching of primary school teachers in a flipped class: A Taiwan case study. South African Journal of Education 37(1):1-12. Retrieved from https://www.researchgate.net/publication/314198562_Factors_influence_the_digital_media_teaching_of_primary_school_teachers_in_a_flipped_class_A_Taiwan_case_study

Epstein, J. L. (2018). School, Family, and Community Partnerships: Preparing Educators and

Improving Schools. New York: Routledge. Retrieved from https://www.routledge.com/School-Family-and-Community-Partnerships-Preparing-Educators-and-Improving-Schools/Epstein-Sheldon/p/book/9780367002039

Epstein, J. L. (2001). School, Family, and Community Partnerships: Preparing Educators and

Improving Schools. Boulder, CO: Westview Press. Retrieved from https://www.routledge.com/School-Family-and-Community-Partnerships-Preparing-Educators-and-Improving-Schools/Epstein-Sheldon/p/book/9780367002039

Gakuu, G. M., & Kidambo, H. J. (2010). Pedagogical integration of ICT in selected Kenyan secondary schools: Application of Bennett’s hierarchy. Referred Journal, University of Nairobi. Retrieved from https://erepository.uonbi.ac.ke/handle/11295/37115

Garthe, R., Sullivan, T., & Kliewer, W. (2015). Longitudinal relations between adolescent behavior and internalizing behavior among urban adolescents. Journal of Youth and Adolescence, 44(4), 819–832. https://doi.org/10.1007/s10964-014-0112-0

Gatar, B. (2020, May 29). Friday People Daily.

Government of Kenya. (2006). National ICT strategy. Nairobi: Government Printer.

Hedges, H. et al. (2021). Contemporary principles to lead understandings of children’s learning: Synthesizing Vygotsky, Rogoff, Wells and Lindfors. Early Child Development and Care, v191 n7-8 p1056-1065 2021. Retrieved from https://eric.ed.gov/?id=EJ1305262

Synthesizing Vygotsky, Rogoff, Wells, and Lindfors. Early Child Development and Care, 191, 1056–1065. https://doi.org/10.1080/03004430.2020.1849169

Herndasan & Map, M. (2002). Parental investment and students’ academic achievement: A meta-analysis. Educational Psychology Review, 13, 1–22.

Huang, G. P. (2005). The impact of hierarchical systems on administrative reforms. School

Education, 55, 48–69.

Ndiku, J. M. (2015). The influence of parental involvement in provision of teaching-learning resources on educational outcomes: An empirical study on Teso North Sub-County primary schools. Social Sciences Research Journal, 2. https://doi.org/10.14738/assrj.21.641

Kenya National Bureau of Statistics. (2016). Economic Survey, 2016. Nairobi: Kenya National Bureau of Statistics.

Kemal, A. K. (2011). Parental involvement revisited: Background, theories, and models.

International Journal of Advanced Educational Studies, 11C(1), 1–13. Retrieved from https://www.researchgate.net/publication/268079028_Parent_Involvement_Revisited_Background_Theories_and_Models

LCOM Team. (2023). Why digital literacy skills are important for students. Retrieved from https://www.learning.com/blog/reasons-digital-literacy-is-important-for-students/

Maki, C. (2008). Information communication technology for administration and administration for teaching. Journal of Educational Administration, 4(3), 18–20.

Marcella, M., Josephine, M., & Violet, K. (2016). Essentials of Instruction: A Handbook for

School Teachers. Moi University Press. Retrieved from http://library.kisiiuniversity.ac.ke/bib/170184

Manduku, J. G., Kosgey, A. K., & Sang, N. (2006). Adoption and use of ICT in enhancing management of public secondary schools: A survey of Kesses Zone secondary schools in Wareng District, Uasin Gishu County, Kenya. Kabianga University College. Retrieved from https://www.iiis.org/cds2012/cd2012sci/eista_2012/paperspdf/ea069vm.pdf

Mugo, P. M. (2014). Factors that impact the use of education management information systems: A case study of Thika West District, Kiambu County, Kenya. (Unpublished Master’s Thesis). Kenyatta University.

Mutisya, A. (2017). Factors influencing integration of ICT in the management of public

secondary schools in Kitui County, Kenya. Retrieved from https://kerd.ku.ac.ke/handle/123456789/903;jsessionid=A93A6086CAA7981CDB329AD55BDFFF07

Muchiri, G. M. (2014). Factors influencing school principals in integrating ICT in the administration of public secondary schools in Githunguri Sub-County, Kiambu County, Kenya. (Unpublished Master’s Thesis). University of Nairobi. Retrieved from https://erepository.uonbi.ac.ke/bitstream/handle/11295/77049/Muchiri%20%2CGeorge%20M_%20Factors%20influencing%20school%20principals%E2%80%99%20integration%20of%20ict%20in%20administration%20of%20public%20secondary%20schools%20in%20githunguri%20sub%20county%2C%20kiambu%20county%2C%20kenya.pdf?sequence=4&isAllowed=y

Mutodi, P., & Hlangani, N. (2014). The impact of parental investment on students’ performance: A case study of South African secondary schools. Mediterranean Journal of Social Sciences 5(8). https://www.researchgate.net/publication/272707461_The_Impact_of_Parental_Involvement_on_Student_Performance_A_Case_Study_of_a_South_African_Secondary_School

Mwelesi, J. K., Cecilia, P. S., & Wanjala, M. M. (2016). Barriers to effective ICT integration in mathematics: Implications for its actualization in secondary schools in Kenya. Journal of Educational Practice and Research 8(3). Retrieved from https://www.semanticscholar.org/paper/Barriers-to-Effective-ICT-Integration-in-for-Its-in-Mwelese-Wanjala/8e216b7928799d0210450fc0ef6a69e96e67abe2

Pelt, N. U. (2009). Parenting Teens. Lincs, UK: Stanborough Press Ltd. Retrieved from https://www.waterstones.com/book/parenting-teens/nancy-l-van-pelt/9781906381462

Republic of Kenya. (2013). Education Act No. 14/2013. Nairobi: Government Printer. Retrieved from http://www.parliament.go.ke/sites/default/files/2017-05/BasicEducationActNo_14of2013.pdf

Della Porta, S. L., Sukmantari, P., Howe, N., Farhat, F., & Ross, H. S. (2022). Naturalistic Parent Teaching in the Home Environment During Early Childhood. Frontiers in psychology, 13. https://doi.org/10.3389/fpsyg.2022.810400

Simiyu, P. C., & Wanjala, M. (2020). Instructional resources availability and use in early childhood development education centers in Bungoma County, Kenya. European Journal of Education Studies, 7(4). https://doi.org/10.5281/zenodo.3821117

Simiyu, P., Mutsotso, S., & Masibo, E. (2019). Influence of technical support on ICT integration in classroom practices in public primary schools in Bungoma County, Kenya. International Journal of Scientific Research. Retrieved from https://www.ijsr.net/archive/v8i10/ART20201403.pdf

Susan, C., & Odebero, S. O. (2012). Training needs for secondary school headteachers in effective financial management in Kenya. Journal of Education Management, Society of Kenya. Retrieved from https://erepository.uonbi.ac.ke/handle/11295/18127

Topor, D. R. (2010). Parental involvement and student academic performance: A multiple

material mediational analysis. Preventive Community, 3(3), 183–197. https://doi.org/10.1080/10852352.2010.486297




DOI: http://dx.doi.org/10.46827/ejes.v11i12.5708

Refbacks

  • There are currently no refbacks.


Copyright (c) 2024 Simiyu Chililia Pius, Kisiang’ani Bahati

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).