Tag Archives: basic education

Parents as Full Education Partners – Part 2 Research Findings

Parent Education Involvement

Parent and Family Involvement and Pupil Success

When parents are involved, pupils achieve more, regardless of socio-economic status, ethnic or racial background, or the parents’ educational level.

The family provides the child’s primary educational environment. Therefore, we cannot look at the school and the home in isolation from one another; we must see how they interconnect with each other and with the world at large.

The more extensive the parent involvement, the higher the pupil achievement. Higher achievement is shown in grades, test scores, attendance is better and homework is completed more consistently.

Pupils exhibit more positive attitudes and behaviour.

Pupils have higher graduation rates and greater enrolment rates in post-secondary education.
Parent involvement programmes that produce the greatest gains are well-planned, inclusive and comprehensive.

Teachers expect more of pupils whose parents collaborate with the educators.

Disadvantaged pupils reach levels that are standard for middle-class children in programmes that are designed to involve parents in full partnerships. Children who are the farthest behind make the greatest gains.

The benefits of involving parents are not confined to the early years. Instead significant gains happen at all grade levels. Middle school and high school pupils, whose parents remain involved, make better transitions, maintain the quality of their work and develop plans for future education. They are far less likely to drop out of school.

The most accurate predictor of a pupil’s school achievement is not social status or income. It has to do directly with a family’s ability to create a home environment that encourages learning and the family’s involvement in their children’s education.

All kinds of parents are very interested in their children’s education. Teachers often think that low-income and single parents will not, or cannot, spend as much time helping their children at home as do middle-class parents with more education and leisure time. However, when teachers  help parents to help their children, these parents can be as effective with their children as those parents with more education and leisure.

The main reason parent involvement with the schools is so important especially for at risk children is that their home and school worlds are so different. The consequence tends to be that children embrace the familiar home culture and reject the unfamiliar school culture, including its academic components and goals.

Parents with less than a high school education and very low incomes are likely to have low levels of contact with teachers and schools, but such parents are anxious to cooperate with teachers despite difficulties in doing so.

Direct parent instruction of their own children at home positively affects school achievement. But parents need specific information on how to help and what to do.

Parent and Family Involvement and School Quality/Programme Design

School programmes that involve parents outperform identical programmes without parent and family involvement.

Schools where children are failing improve dramatically when parents are enabled to become effective partners in their child’s education.

School initiated activities to help parents change the home environment can have a strong influence on children’s school performance.

The school’s practices are stronger determinants of whether parents will become involved with their children’s education than are parent education, family size, marital status and grade level.

Schools that work well with families have improved teacher morale and parents are more supportive of the teachers.

When parents are treated as partners and given relevant information, they get involved even though they have been hesitant to contribute in the past.

Parents are much more likely to become involved when educators encourage and assist parents in helping their children with their homework.

Effective programmes have strong leadership and provide instruction on parent involvement to parents and staff. This type of instruction is often lacking in educators and administrators professional training.

When parents receive frequent and effective communication from the school, their involvement increase and their attitudes towards the school are more positive.

While collaboration with families is a vital part of any reform strategy, it is not a substitute for high quality education programmes.

Parent involvement leads to feelings of ownership, resulting in increased support of schools and willingness to pay extra to support schools.

Schools tend to see the parental role as traditional, passive and home-based, whereas many parents are interested in more active roles.

Schools are often guilty of not taking the initiative to ask parents for help and of not welcoming their participation.

Image: childpsych.co.za



Parents as Full Education Partners – Part 1

Parents and Education


With Education in the crisis it is today in South Africa, we need to go back to basics and look at the importance of family involvement. This will be a series of articles that deals with this. Would it not be wonderful if all parents and children could achieve outstanding results in life merely by committing time to care and be involved! Let’s have a look at the some of the benefits that science has proved already……

Effectively engaging parents and families in the education of their children has the potential to be far more transformational than any other type of educational reform.

When it comes to parent involvement and its powerful influence, it is clear that the more extensive the parent involvement, the higher the pupil achievement. Where parents are involved, pupils achieve more, regardless of socio-economic status or ethnic/racial background. The challenge comes in transforming knowledge into practice and practice into results. This is what we can intending to share in this regard.

Pupils benefit in the following ways:

• Higher grades and test scores
• Better attendance and more homework done
• Fewer placements in special education
• More positive attitudes and behaviour
• Higher graduation rates
• Greater enrolment in postsecondary education

Parents Benefit in the following ways:

• More confidence in the school
• Teachers have higher opinions of parents and higher expectations of their children
• Parents have greater confidence in themselves as parents and in their ability to help their children learn at home
• Greater likelihood that the parents will enrol in continuing education to advance their own education

Benefits for schools and communities

• Improved teacher morale
• Higher ratings of teachers by parents
• Higher pupil achievement
• Better reputation in the community

The big question comes in, how do we achieve this in the lifestyle that we have all created around us?




Government demands review of textbook delivery delays

Basic Education Minister Angie Motshekga has demanded a detailed report on the reason why there have been delays with the delivery of textbooks for Grade 10 learners in Limpopo in order that correct steps can be taken.

Motshekga pointed out that she had become of the complaints and was deeply concerned with the reports of the partial delivery of textbooks and was taken aback by the delays by trusted service providers.

These service providers had guaranteed the delivery of all books to Limpopo schools by 15 June, in accordance with a High Court order.

She conveyed her sincere apologies to the people of Limpopo, specifically parents and learners, for the state of affairs and promised them that the department had formulated a recovery plan to make up for the time lost by learners.




“My office was informed that textbook delivery has been completed and we have been acting in good faith based on the information, only to discover this week that the information in our possession was not factual. We will now reinforce the capacity of our service providers to ensure that the textbooks are in schools as soon as possible,” Motshekga explained.

She thanked the publishers for their “sterling” work as the department received high quality in all textbooks on time. She added the fact that the recently introduced central procurement of textbooks program managed to save the Limpopo government R1 billion.

Motshekga additionally appealed to a variety of stakeholders, who have carried out a great deal of work collating information on the outstanding deliveries, to make available to the department all the information make it possible for for the department to resolve the situation immediately.

Motshekga plans to visit the Limpopo region and meet with all education stakeholders to apologise for this unforeseen and unfortunate situation. Following systemic and management lapses, the Education Department took over all administration of the Limpopo Education Department in December 2011.


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Source: BuaNews


South Africa Government to enhance quality of education

Basic Education Minister Angie Motshekga

Government has established clear goals and objectives to further improve the caliber of student education and learning in the country by 2014.

Minister of Basic Education Angie Motshekga made the statement recently during a briefing subsequent to President Jacob Zuma’s State of the Nation Address.

During his State of the Nation address, Zuma declared among the list of five critical focal points of government this coming year would definitely be making improvements to education and learning in the country.

Motshekga declared that the government is geared towards enhancing numeracy and literacy levels of Grades 3 and 6 from the current averages of 27 percent and 38 percent respectively, to a minimum of 60 percent within the next three years.

To evaluate progress, she stated that they would frequently monitor overall performance via the independently moderated Annual National Assessments (ANA) project, which has been unveiled recently in all of the public schools in Grades 1 to 6 along with a sample in Grade 9.

“Overall performance of Grade 3, 6 and 9 pupils in ANA are going to be reported during March of every year, beginning in 2011. The ANA is determined nationally which will furnish a benchmark for every individual school within the basic education sector,” said Motshekga.

Emphasis would certainly at the same time be on teacher development, she stated, mentioning that next month her department is likely to release the Integrated Strategic Plan for Teacher Education and development in South Africa.

She additionally suggested that school principals “really should be empowered to manage and control their schools and make certain an effective environment for teaching and learning, and in addition they ought to be held accountable in maintaining high standards of education within our educational facilities.”

The Curriculum and Assessment Policy Statement (Caps), which incorporated the training of teachers and adaptation of textbooks, is going to be completed this coming year, Motshekga said.

“The Caps will offer teachers with a solitary curriculum document per subject per grade,” she said.

The minister reiterated Zuma’s call of the fact that teachers need to be in the classroom punctually and each and every student must have a text book.

Source: BuaNews



South Africa prioritises quality education

The South African government has unveiled an extensive transformation strategy for basic education, enacting to construct more public schools in disadvantaged regions in addition to drastically enhance the level of quality of teaching and learning.

This approach forms part of the country’s Action Plan 2014 which specifically encourages and promotes comprehensive teaching techniques, regular assessments to be able to monitor progress, improving upon early childhood development, specific planning, in addition to significantly greater accountability within the state school system.

The action plan is part of a more significant framework called Schooling 2025 – the actual vision of which will be to make certain that there are actually properly resourced educational facilities available to all South African children to make sure they have the capacity to attend and finish the mandatory grades one to nine.

“We would like South Africa’s children to receive only the very best education and learning at school – furthermore this is certainly one of government’s top priorities,” said Basic Education Minister Angie Motshekga.

In a great many of the country’s rural regions and townships, students are required to travel considerable distances to get to and from school, not to mention sit in congested as well as ill-equipped classrooms. Because of these kinds of obstacles, there exists a higher than average occurrence of pupils dropping out of school well before concluding the obligatory phase or grade 12, the last year of high school.

The Department of Basic Education has committed to construct considerably more educational institutions to help remedy a few of these challenges. In 2011, seven new schools are going to be established in Gauteng, nine in the Western Cape and 20 in KwaZulu-Natal.

Changing lives

Monako Tsotetsi from Lawley, a township located in the southern region of Johannesburg, has been thrilled as he geared up for his very first day at the community’s brand new high school, appropriately named Lawley Secondary School. “It’s so good to attend school basically down the road from your house. I no longer need to wake up in the early hours of the morning in order to travel for approximately two hours to arrive at school any longer.”

Tsotetsi commenced his grade nine year at the recently constructed school, which had been formally opened by Deputy President Kgalema Motlanthe, Gauteng Premier Nomvula Mokonyane, Gauteng Education MEC Barbara Creecy and Johannesburg City Mayor Amos Masondo on 12 January as schools throughout the province commenced their academic year.

In January of 2010 Motlanthe traveled to the Lawley community and the majority of residents spoke to him regarding the necessity for a secondary school in the community. The vast majority of senior students at that time were required to travel a long distance to Lenasia or Ennerdale to attend high school – and in addition transportation was basically financially demanding for their low-income households.

“It also simply took too much time to arrive at school, which in turn took a toll on us and also interfered with our ability to be fresh and focused for school,” said Tsotetsi.
Members from the local community state they are astounded of the fact that deputy president was so hasty in attending to their need. “This is definitely a really special move by Motlanthe,” said Thabiso Molefe.

“Not having a high school in the area resulted in a number of the children, whose families were not able to find the money for school fees, carrying out crime and / or drugs. Today the children have a very good opportunity at a significantly better life.”

Speaking at the school’s opening ceremony, Mokonyane said: “You’re going to make history. At some point when you’re older you are going to point out I had been one of the very first students of this school.”

The premier urged the students to study hard as well as work towards attaining excellent grade 12 results. “Start right now to prepare yourself, and it can be entirely possible that your own future will be better.”

Motlanthe in addition urged the students along with teachers to function alongside one another in order to bring about excellent results at the school. “This school commences with a blank sheet. It brings absolutely no baggage, there is simply no history of failure allowing it to therefore proceed immediately into becoming a school of excellence,” he said. “The way forward for this particular school is dependent upon precisely what both students and the educators put in.”

The institution, which consists of 24 prefabricated classrooms, has 11 teachers and 200 pupils signed up for it at the present time. The basic education department stated the school could quite possibly have capacity for additional students as time goes by.
The government decided to go with prefabricated classrooms as a short-term measure at the school mainly because they could be constructed comparatively quickly and easily, in contrast to being required to build the institution completely from scratch.

“If this particular school had not been built, I am aware I would personally have ended up lacking any education. My parents definitely would not have been in a position to have enough money to send me to school a long way away for much longer. This school is without a doubt saving a lot of our lives and our futures,” said Tsotetsi.

Source: mediaclubsouthafrica.com, buanews.gov.za, gcis.gov.za