CBE shift: Why parents must go beyond buying books, paying school fees and sending children to school

When Kenya transitioned from the 8-4-4 system to the Competency-Based Education (CBE) curriculum, it did not merely change content and assessment methods; it redefined the role of every education stakeholder. Among those most affected—yet least prepared for the shift—are parents.

For decades, many parents understood their duty in education to mean paying school fees, buying textbooks, providing uniforms and ensuring their children reported to school on time. Under CBE, that understanding is not only outdated; it is dangerously insufficient.

CBE, as rolled out by the Kenya Institute of Curriculum Development (KICD), is designed to nurture competencies—skills, values, attitudes and knowledge that enable learners to solve real-life problems. It emphasises critical thinking, creativity, collaboration, communication, citizenship and digital literacy.

These are not competencies that can be downloaded into a child’s mind within classroom walls alone. They are cultivated through continuous engagement, guidance and modelling—much of which must happen at home.

A parent who believes their role ends at the school gate misunderstands the spirit of CBE. This curriculum demands a home-school partnership that is intentional, informed and active. When learners are assigned projects that require community engagement, practical demonstrations or portfolio development, parents are not spectators. They are facilitators. They provide context, resources, encouragement and sometimes supervision. Ignoring this responsibility undermines the very foundation of CBE.

Parental involvement begins with understanding. Too many parents confess—sometimes proudly—that they do not understand the new curriculum. Yet they make no effort to attend sensitisation meetings, read circulars or engage teachers. CBE is not a secret code reserved for educators. Schools regularly organise forums to explain pathways, assessment models and reporting systems. A parent who fails to seek clarity cannot effectively support their child. Ignorance, in this case, becomes educational negligence.

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Beyond understanding lies emotional presence. Competency-Based Education recognises that learning is holistic. A child’s emotional stability significantly affects their ability to acquire and demonstrate competencies. Parents must create safe spaces where children can express ideas without ridicule, ask questions freely and attempt new tasks without fear of harsh criticism. A home environment that mocks curiosity or punishes mistakes breeds silence and dependency—the very opposite of what CBE seeks to cultivate.

CBE also demands that parents model the competencies they wish to see in their children. You cannot expect a child to demonstrate integrity in school projects if they witness dishonesty at home. You cannot demand collaboration if family conflicts are resolved through intimidation. You cannot expect digital literacy if a child’s only exposure to technology at home is unregulated entertainment. Parents are the first curriculum. Long before teachers assess competencies, children absorb values from their living rooms.

Time is another critical investment. Many parents argue that economic pressures leave them with little time to engage their children. While the struggle is real, involvement is not measured in hours alone but in quality. Ten focused minutes discussing a child’s school experience, reviewing a project, or brainstorming ideas can have lasting impact. Asking, “What did you learn today?” and genuinely listening sends a powerful message that education matters. Silence, on the other hand, signals indifference.

In CBE, assessment is continuous and multifaceted. Teachers document learner progress through observations, portfolios and performance tasks. Parents must complement this by observing growth at home. Has the child improved in communication? Do they demonstrate responsibility in household tasks? Can they apply classroom knowledge to daily life? These observations are not mere parental pride; they are indicators of competency development. Education is no longer about cramming for national examinations but about demonstrating mastery over time.

Furthermore, parental involvement extends to guiding learners in discovering their strengths and interests. CBE introduces pathways at senior school level, allowing learners to pursue areas aligned with their abilities. Parents who impose outdated career expectations risk frustrating their children. Instead of dictating, they should observe, encourage exploration and provide exposure. Attend exhibitions, watch performances, visit workplaces and discuss aspirations openly. A competency-driven system thrives when learners pursue purpose, not pressure.

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Discipline, too, must be reimagined. Authoritarian parenting that suppresses dialogue may produce compliance but not competence. CBE values problem-solving and independent thinking. Parents should involve children in setting family rules, negotiating responsibilities and reflecting on consequences. Such practices cultivate accountability and critical reasoning—skills essential both in school and in life.

Importantly, parental involvement includes partnership with teachers. When challenges arise, the first reaction should not be hostility or denial. Engage the teacher respectfully. Seek solutions collaboratively. Education is not a battlefield between home and school; it is a shared mission. A learner thrives when adults in their life communicate consistently and constructively.

The truth is simple but uncomfortable: no curriculum reform can succeed without parental reform. Buying books is commendable. Paying school fees is necessary. Sending children to school is fundamental. But these actions, though important, are only the beginning. CBE calls for parents who are learners themselves—curious, adaptable and willing to grow alongside their children.

If we desire a generation that can innovate, lead ethically and compete globally, we must move beyond transactional parenting. Education is not a product purchased from schools; it is a partnership nurtured daily at home. Under Competency-Based Education, the most powerful classroom may well be the family living room.

By Joyce Koki

Koki teaches at Kenyatta University Model School, Ruiru.