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POOR RURAL PARENTS AND SCHOOL MANAGEMENT: EXPLORING AFRICAN MODELS IN ENHANCING PARENTAL INVOLVEMENT

Journal Name:

  • Journal of Educational and Instructional Studies in the World

Publication Year:

  • 2015

Key Words:

Author NameUniversity of Author
Abstract (2. Language): 
Recent research in South Africa shows that many school principals and their management teams miss meaningful parental participation in school governance. The parents and community tends to be aloof especially in historically disadvantaged schools. Arguably, parental involvement is critical in all schools and in an unequal society this becomes very critical; almost a determinant of learner achievement. This study reports on the findings of a study that was conducted in a South African rural area. Five principals raised concerns about the conspicuous absence of parents in school governance and they attributed underperformance of their schools’ effectiveness to this. The study sought to determine how parents saw their role in governance and management. A qualitative study was conducted to investigate what the district officials, principals and their school management teams expected from parents. The parents highlighted a number of aspects on what could be done to involve them, including the use of traditional leaders in fostering collaboration. There was also a strong case for schools to embrace African Indigenous Knowledge Systems (AIKS) to make schools more relevant and meaningful.
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JOURNAL OF EDUCATIONAL AND INSTRUCTIONAL STUDIES
IN THE WORLD
February 2015, Volume: 5 Issue: 1 Article: 04 ISSN: 2146-7463
Copyright © International Journal on New Trends in Education and Their Implications / www.ijonte.org
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