Challenges Affecting Parental Involvement in Competence-Based Curriculum Implementation in Tanga

Abstract

In Tanzania, parents hold dual status in educational matters; they are stakeholders and they are important actors in curriculum implementation. The researcher subscribed to a qualitative approach, which involved a case study design to examine the challenges affecting parental involvement in the implementation of a competence-based curriculum in primary schools. The study used two instruments: a documentary review and an interview. The interview involved four parents whose children study in different primary schools in Tanga. The documentary review entailed reading various academic articles that contained information about parental involvement in education matters of their children. The findings indicated that parental involvement is affected by economic constraints and time constraints, among others. In conclusion, challenges such as financial constraints, less encouragement, perceptions, and insufficient awareness of parents’ roles in the implementation of CBC, specifically in primary schools, have led to unsuccessful home- and school-based parental involvement. Finally, the researcher recommends that school staff and the MoEST should provide education to parents on the significance of parental involvement and encourage parental involvement by educating parents on the importance of CBC implementation. Also, schools should offer a variety of ways through which parents can participate in the implementation of CBC