HOMESCHOOLING IN KENYA: POLICY IMPLICATIONS FOR EDUCATIONAL STAKE HOLDERS A QUALITATIVE STUDY OF ALTERNATIVE EDUCATION PROVISION AND EDUCATION POLICY REFORM

This study examines homeschooling in Kenya as an emerging alternative mode of education provision within a predominantly state-regulated schooling system. The research adopts a qualitative narrative research design, drawing on secondary analysis of six purposively selected narrative data sources, including public interviews and video transcripts produced by homeschooling parents, a homeschool learner/graduate, homeschooling practitioners and advocates, and a professional homeschool tutor. Guided by a rights based education framework, parental choice theory, and human capital theory,the study conceptualises homeschooling as a constitutionally permissible, family-driven educational practice with implications for curriculum reform and education policy. Data were analysed using thematic narrative analysis, enabling the preservation of participant voice while allowing systematic interpretation of recurring patterns across stakeholder groups.The analysis explores parental motivations, pedagogical practices, curriculum alignment, assessment and record-keeping mechanisms, socialisation processes, and perceived learner outcomes.