COMMUNITY SERVICE LEARNING IN SENIOR SCHOOLS IN KENYA: LESSONS FROM RELATED EMPIRICAL STUDIES

Abstract

A disconnect between schooling and field of work has contributed to high levels of youth unemployment. Introduction of Community Service Learning (CSL) is to ensure learners acquire not only employability skills but also values essential in addressing the needs in the community. This article reviewed literature related to parental engagement in implementation of competency based curriculum in Kenya. The study was grounded on a desktop design that reviewed findings reported in peer reviewed journals together with PWPER (2023) report on transforming education, training and research for sustainable development in Kenya. The review specifically focussed on pitfalls that limit effective parental engagement. The results show that limitations to effective parental engagement mainly relate to stakeholder sensitization, resource mobilization and stakeholder attitudes. Moreover, these challenges also threaten to derail effective implementation of CSL in senior schools once it commences in 2026. The article thus proposes adoption of Dingili’s (2022) Transmission, Transactional and Reflection model in order to ensure effective implementation of CSL.