CBE at home leaves rural parents overwhelmed
Education
By
Mary Imenza
| Mar 19, 2026
Mary Lubia assists her PP1 children in the implementation of the Competency-Based Curriculum at her home in Kisumu. [Collins Oduor, Standard]
In rural western Kenya, parents are increasingly struggling with school assignments under the Competency-Based Education (CBE), two years after reforms by the Ministry of Education meant to ease the workload. Many say the burden has instead shifted from classrooms into homes, demanding time, money and resources they often cannot afford.
The government reduced the number of learning areas following public concern over the heavy demands of the earlier curriculum, promising relief for families and greater focus on skills development. But interviews with parents across Busia and Kakamega counties show that expectations at home remain high.
When Francis Mukhulu’s Grade Three daughter was assigned to photograph and label sources of water, the task extended far beyond school. He borrowed a smartphone, travelled between locations to take pictures, and paid to print them at a shopping centre.
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For the single father of six in Matayos, the assignment became a costly and time-consuming burden.
“She needs pictures of a river, borehole and well, but where do I get a phone or money for printing?” he asked.
Parents say such projects, though designed to build practical and digital skills, assume access to smartphones, internet and printers, resources that are scarce in many rural households.
In Kakamega County, Violet Auma says evenings are no longer for rest.
“My son tells me we must do the assignments together because they are sent to my phone. We are now co-teachers,” she said.
Others report additional financial strain. Robert Asawani, a father of three, says he pays for remedial lessons and buys materials despite government assurances that schools would provide essential resources.
“I end up doing most of the projects myself,” he said.
Teachers acknowledge the challenges. One lower primary teacher in Busia said that while projects are meant to rely on locally available materials, differences in parents’ ability to support learners have created inequality.
“Those who can afford printed work have an advantage,” she said.
Education stakeholders now warn that the system risks widening disparities between rural and urban learners. Although the curriculum emphasises parental involvement, experts say implementation has outpaced parental preparedness.
The Kenya Institute of Curriculum Development maintains that home-based learning is central to the model, but officials concede that more support is needed, especially in areas without electricity or internet access.
To address the gap, the National Parents Association is working with education agencies to sensitise families on their role in the curriculum, while urging teachers to avoid overly technical assignments.
“Parents should support simple learning at home, but not be expected to handle complex academic tasks,” said chairman Silas Obuhatsa.
For many rural families, however, the reality remains unchanged: a system designed to build skills is placing the greatest strain on those least equipped to support it.
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