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Education is one of the most significant components of human resources development spectrum, and families and communities as well as schools play important roles in education. The family is responsible for children's basic personality development and early socialization. In schools, students acquire the basic knowledge and skills, and they develop their personality through the primary socialization process. And the society helps them to learn practical knowledge and to be able to achieve a sense of accomplishment. However, due to the industrialization and the spread of individualism, educational role of family and society has relatively declined, and also the school education has more limitations nowadays. As students acquire a wide variety of knowledge and perspectives from household activities and social experience, both family and society are responsible for building and leading their growing talents. In this session, in light of that, speakers will discuss the ways to expend the educational role of families and communities and more effectively utilize the educational resources.
Citation preview
The Role of Family and Communities in
Education
T H E G L O B A L H U M A N R E S O U R C E S F O R U M
Mae Chu ChangMae Chu ChangHead
Human Development SectorThe World Bank Indonesia
November 2, 2011
Content
Developed countries – Community and parent role in education
ECED in Developing Countries
1
2
2
ECED in Developing Countries
Primary Education in Developing Countries
3
Developed Countries 3
ECEDECED
Caregivers stimulate development at homeCaregivers stimulate development at home
1. Impact of Parental Engagement on Student Achievement
In Developed Countries:US, UK
4
Higher Cognitive
Scores
Higher Cognitive
Scores
Better language, more complex
sentences
Better language, more complex
sentences
Readiness for schoolReadiness for school
Better gains throughout
school
Better gains throughout
school
Superior social skills
and executive function
Superior social skills
and executive function
Source: Henderson, A. & Mapp. K (2002). A New Wave of Evidence: The Impact of School, Family and Community Connections on Student Achievement. Annual Synthesis
Primary & Junior Secondary
Primary & Junior Secondary
Outreach, Workshops for parents, Interactive
Outreach, Workshops for parents, Interactive
1. Impact of Parental Engagement on Student Achievement
In Developed Countries
5
parents, Interactive homework, Expectations
parents, Interactive homework, Expectations
Higher scores in:Higher
scores in: ReadingReading WritingWriting Mathematics (up 40%)
Mathematics (up 40%)
Source: Henderson, A. & Mapp. K (2002). A New Wave of Evidence: The Impact of School, Family and Community Connections on Student Achievement. Annual Synthesis
Voices of Students
6Wordle generated based on student responses to survey by the Citizens League in 2008.
But the developed world is very different from the developing one…
Developing CountriesECED
7
• Infrastructure
• Trained teachers
• Center-based
Traditional Pre-School Programs
• Center-based
• Government or
Privately driven
8
Alternative ECD Approaches
• Minimum infrastructure – draw on local resources
• Trained community mothers
• Flexible designs – comprehensive services
nutrition, childcare, early stimulation, parenting
9
Individual SessionsGroup Sessions
Alternative ECD Approaches
10
Community driven Early Childhood Education and Development
Critical factor:
Community Ownership
Volunteers from Community – trained to lead teaching program at Early Childhood
Mozambique
11Source: Human Development Sector, Africa Region, The World Bank (2011)
lead teaching program at Early Childhood Centers
Community driven ECED in Mozambique
0.830.91
0.83
0.68
0.530.59
0.650.54 0.56
0.36
0.20.30.40.50.60.70.80.9
1
Preschool Control
12
Programs that develop young children’s learning skills are important because children who start out as high performers tend to remain that way, while children who have a poor start tend to remain poor students.
Source: Human Development Sector, Africa Region, The World Bank (2011)
00.10.2
Can distinguish between two
numbers
Interested in Math
Interested in games that
involve numbers
Can count to twenty
Can recognize shapes
The case for involving community
1. Control of funds with the
community instead of
with service providers
2. Participation of
community members in
decision-making
Indonesia and ECED:
decision-making
3. Skill and capacity
development at local
levels
4. Improving the quality of
local governance
5. Pillars of anti-corruption
13
ECED in Indonesia
142011
ECED in Indonesia
152011
Community and parental participation in ECED does work in both developing and developed countries.
16
What about Primary Education in developing countries?
Developing CountriesPrimary Education 17
• Near universal primary education enrollment
• Junior secondary enrollment: about 59 percent for children from low-income families.
• 2007 TIMSS result shows that nearly 80 percent of Indonesian students achieved “low” and “under low”
Primary Education in Indonesia
performance in mathematics.
• Need for better quality of education.
• Government embraces School Based Management over last decade.
18
Student Learning Outcomes
Resource Policies
Instructional Processes
School Management Committee
Personnel Policies
How School-Based Management influences Learning Outcomes
19
Government• Policy Formation• System and
standards design• Regulation• Quality Assurance• Professional
support to schools
Community• Media and social
culture• Business and NGO
support for schools• Community
resources for informal ed.
Family• Parenting• Homework support• Parent-teacher
association• Participation in
school governance• Voluntary services
Source: Adapted from “Transforming Schools into Dynamic and Accountable Professional Learning Communities”. School Based Management Consultation Document. www.info.gov.hk/archive/consult/2000/SBM
The right policies are in place…
Resources are available…
20
but, what is the parents’ view?
• “At school, children are the teachers’ responsibilities, at home the parents’.”
• “It is best that parents don’t interfere at the school. If there is a problem, it is the teacher/school responsibility to let the parent know.”
Indonesia – Parent Voices:
• “We don’t understand about school problems, they (teachers and principal) understand them better, so we leave everything to the school.”
21
“My authority is limited in this office. Here I just manage, we are all friends. These friends (teachers) implement the programs, not me.”
“If anything happened, we discuss it with teachers, along with the committee, and then we ask
Indonesia – Principals’ Voices:
22
teachers, along with the committee, and then we ask for supervisor’s instructions, so we don’t decide by ourselves.”
“Obviously we talk to other principals and schools, we don’t dare go on our own.”
Indonesia: Parental Voice and InvolvementPercentage of Parents Reporting They Attended School Meetings,
by School Matters Discussed, 2010
20
1512
710
13
10
20
30
40
50
Perc
enta
ge o
f Pare
nts
23Source: Chen, D. et al (2011). Indonesia: Status of School Based Management. The World Bank.
• 2 – the number of times, per year, that parents ‘met’ principals.• <20% - Parents reporting that school vision, workplan, curriculum were
discussed.• 80% - Parentsnever attended a school committee meeting or had ever received
information from their school committee
0
School Vision School Work
Plan
School
Curriculum
Academic
Calendar
Textbooks Extra-curricular
Activities
Indonesia: Parental and Community Voice
Parent Community
Type of StakeholderNo Pressure Pressure
ScoreNo Pressure Pressure
ScoreDistrict head 37 1.6 39 1.7Sub-district head 45 1.7 59 1.3Supervisor 24 2.2 26 2.0
Percentage of Stakeholders Reporting Pressure From Parents and Community to Improve Student Achievement,
by Type of Stakeholder, 2010
24
Supervisor 24 2.2 26 2.0Education Boardchair 42 1.5 44 1.5Principal 37 1.7 48 1.4Teacher
57 1.1 65 .9
Note: Pressure score based on scale of 0 to 4 with no pressure=0; very weak pressure=1;
weak pressure=2; intense pressure=3; and very intense pressure=4.
Source: Chen, D. et al (2011). Indonesia: Status of School Based Management. The World Bank.
1. Improve school capacity to communicate with parents
2. Empower school committee
How can the gap be bridged?
2. Empower school committee
3. Increase parental awareness
25
Social Marketing and Information Campaign
Increase parental awareness
National Level
Public adsBasic School Grants
information to general public
• Improve parental attitude towards participation• Increase knowledge and understanding of parents• Induce more active involvement of parents
26
District Level
Social events, radio
talk shows, TV programs
Transparency, accountability, and collaboration between
school and parents
School Level
Printed materials, school meetings
Parents participation and contribution in school
management
Preliminary Findings
Invitations from school meant surge in parent attendance
More transparency meant more support from parents
Social Marketing and Information Campaign
27
More understanding of need to be involved in school management
Strong support of information campaign
• Ownership by community and by parents is imperative to successful education.
• Developing and Developed country cases are different and require different approaches
• Schools need to reach out to parents and communities
Conclusion
communities
• Basic resources and regulatory framework should be in place – enabling environment
• Public information campaigns are required to empower and inform both schools and parents.
28
Linda Frechtel