Parents Push for Independent Association and Stronger Teacher Training in Education Bill

​By Greenspan Dulo

The National Parents Association (NPA) has called on Parliament to make a series of changes to the proposed Basic Education Bill, 2026, including replacing the term Parents Teachers Association (PTA) with Parents Association (PA) and strengthening the legal framework for continuous teacher training.

Silas David Obuhatsa, National Chairman of the National Parents Association (NPA), said the association wants parents to have an independent voice in education matters while maintaining cooperation with teachers and other stakeholders.

Obuhatsa said the association wants the term PTA replaced with PA at the school, sub-county and county levels, while retaining the National Parents Association at the national level.

He said the proposed change would distinguish the roles of parents from those of teachers, who already have their own professional associations and unions.

According to Obuhatsa, parents and teachers would continue working together, but parents should have an independent association representing their interests.

The NPA is also seeking the retention of its existing four-level structure under the Basic Education Act, 2013, comprising school, sub-county, county and national levels.

Obuhatsa said the national structure was important because major education policies are developed at the national level, requiring parents to have an organised voice in national policy discussions.

He said removing the national level would weaken parents’ representation when education policies affecting learners and families are being formulated.

Parents seek corporate status

The association is further calling for the NPA to be granted independent corporate status, which it says would strengthen its institutional capacity.

Obuhatsa said such recognition would enable the association to maintain its own register of parents, employ staff and manage its affairs more effectively.

He also said corporate status could provide a framework for government support towards programmes aimed at assisting parents and learners at the grassroots.

The NPA maintains that seeking independence from teachers does not mean ending cooperation between the two groups.

Instead, Obuhatsa said teachers would remain important partners in addressing issues affecting learners, while parents and teachers would operate within clearly defined roles.

Parents seek legal recognition for CEMASTEA

In a separate memorandum submitted to the Clerk of the National Assembly on the Basic Education Bill, 2026, the Parents Association has also called for the Centre for Mathematics, Science and Technology Education in Africa (CEMASTEA) to be expressly recognised in the proposed legislation.

The association wants CEMASTEA established as an independent corporate body with a clear statutory identity and governance structure.

It further wants CEMASTEA given responsibility for providing continuous, structured and needs-based in-service training for all teachers at Primary, Junior and Senior School levels.

The Parents Association argues that the implementation of Competency-Based Education has introduced new learning areas, teaching methods, technologies and assessment approaches, making continuous professional development of teachers necessary.

The association says the transition to Junior School demonstrated the need for continuous teacher training, while CEMASTEA has also supported teachers in adopting new teaching approaches at Senior School level.

According to the memorandum, the benefits of teacher capacity development ultimately accrue to learners through improved teaching and learning.

The association also highlighted CEMASTEA programmes such as Holiday STEM Boot Camps, where learners participate in practical science, technology, innovation, coding, robotics and problem-solving activities.

It also cited the CEMASTEA Kenya Mathematical Olympiad, which identifies and nurtures talented learners for national and international mathematics competitions, including the Pan African Mathematics Olympiad and International Mathematical Olympiad.

The Parents Association argues that these programmes demonstrate the contribution of specialised institutions to both teacher development and the identification of learners’ talents and career aspirations.

Parents want stronger role in CBE

The association has further called for stronger parental involvement in the implementation of Competency-Based Education.

It says parents should be empowered to reinforce learning at home by encouraging curiosity, creativity, problem-solving, experimentation, reading, digital literacy and learners’ interest in STEM subjects.

The association argues that effective implementation of CBE requires strong institutions, adequately prepared teachers, appropriate learning resources and sustained professional support.

It has therefore asked Parliament to recognise parental empowerment and engagement as an important component of the basic education framework.

The Parents Association says its proposals are aimed at ensuring that Kenyan children do not merely attend school but acquire the knowledge, skills, competencies and talents required to compete in a changing world.

The association is urging the National Assembly’s Committee on Education to consider its proposals as Parliament considers the Basic Education Bill, 2026.

Greenspan Dulo, The Pressman Kenya