• "The fathers are rarely involved in the learning process of their children, especially in attending meetings in schools."
• Stakeholders further indicated that some parents were rarely found at home, thereby not supporting their children in school assignments.
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Parents have been indicted for hampering the implementation the Competency-Based Curriculum for having low literacy levels.
The final report on CBC review by the Presidential Working Party on Education released on Tuesday cited low literacy levels among parents who have difficulties assisting their children in learning.
"Notably, male parent involvement was reported to be low," the team said.
"The fathers are rarely involved in the learning process of their children, especially in attending meetings in schools."
Stakeholders further indicated that some parents were rarely found at home, thereby not supporting their children in school assignments.
"Develop a curriculum on parenting skills to help the parent understand and actualise their roles," a stakeholder observed.
A perception by some parents that teachers were demanding more items than required for learning was also cited as an impediment to CBC implementation.
Views from the stakeholders also indicated that "take home" assignments were overwhelmingly denying learners an opportunity to participate in other activities at home.
"The stakeholders proposed the need to review and operationalise the guidelines for parental empowerment and engagement and conduct robust training of teachers and parents on the role of parents in the learning process," the report
Further, the findings indicated that the time and cost should be considered when making decisions for parental participation in their children’s learning.
The report further said some stakeholders found CBC to be very expensive as parents are asked to buy this or that every time.
"Parents end up mistaking aiding their children with assignments with actually doing the assignment for the pupil. Therefore, hindering the child from learning as the marks awarded are not genuine and can be regarded as a form of cheating."
Additionally, views from the stakeholders indicated that most parents did not have digital devices like smartphones or access to the Internet to assist learners in searching for information online.
"The hectic part of this curriculum, (is that) as you offer a lesson, you are directed to use the Internet. How can you use the Internet in a place without a network?"
It was also reported that the cost of downloading and printing learning materials was beyond the reach of many parents.
The submissions were received from county and Diaspora reports (48), hard copy memoranda (1,461), audiovisual recordings (500 hours), national stakeholders' memoranda (138) and 6,526 emails.