Assessing Parental Engagement in the Implementation of The Competency-Based Curriculum in Kahawa Wendani Ward: A Participatory Communication Approach

Abstract

This study examined how participatory communication (PC) strategies influenced parental engagement in the implementation of the Competency-Based Curriculum (CBC). Despite CBC’s emphasis on inclusivity and the important role of parents as educational partners, many remain only partially engaged. The research investigated the communication barriers and evaluated how PC mechanisms, dialogue, feedback, and inclusive messaging had the potential to bring about meaningful parental participation. Using a descriptive qualitative design, the study targeted parents and teachers from two schools in Kahawa Wendani Ward, from both private and public institutions. Focus group discussions and interviews revealed variations in parental engagement across socioeconomic contexts, as well as differing perceptions of what engagement meant. Although most parents expressed a willingness to be involved, actual engagement was constrained by curriculum design, resource availability, awareness level, and socio-economic factors. Findings showed that private schools achieved higher parental involvement through participatory tools such as meetings, social media platforms, and direct outreach, while public schools mainly used indirect methods. The research concluded that effective PC practices enhanced communication, trust, shared responsibility, and educational outcomes. It recommended policy reforms that acknowledged the diverse contexts of schools and communities, supported clearer role definitions, encouraged inclusive feedback mechanisms, and improved awareness around CBC expectations. These insights aimed to contribute to equitable education reform and encourage deeper stakeholder collaboration for successful CBC implementation.