THE ROLE OF THE COMMUNITY AND PARENTS IN THE SCHOOL READINESS PROGRAMME; TEACHING AND LEARNING AT PRIMARY SCHOOL VIEWS AND PERCEPTIONS OF TEACHERS AND PARENTS

Author's Name: Dr. Wellington Samkange
Subject Area: Social Science and Humanities
Subject Education
Section Research Paper

Keyword:

Community; Parents; Involvement; Participation; Quality; Teaching and Learning.


Abstract

One of the major characteristic of quality education is the extent to which parents and the community are involved in the education of their children. Such involvement helps to address issues of the relevance of the curriculum to community needs. It is on the basis of this philosophy that almost all institutions of higher learning in Zimbabwe offer programmes that have a practicum component. At that level, the community becomes involved in the development of the student. The development of a child is in many facets which include social development, emotional development, intellectual development, skills development and physical development among other tenets of development. Such responsibilities cannot be left to education institutions alone. The study focuses on the extent to which the community and parents have played their roles in the teaching and learning programme at primary school. The study focuses on the school readiness programme at infant school level and how the community and parents have promoted teaching and learning in the primary school as a whole in five primary schools in Harare. The purpose of the study was to establish the extent to which the community and parents have been involved in the teaching and learning apart from the traditional roles of paying tuition fees and levies. The major question is whether such involvement has always yielded the desired results. The study used the mixed research methodology and the descriptive survey design. The study used convenient sampling to come up with six primary schools in Harare. From the schools, 30 teachers and 30 parents were randomly selected, thus giving a total sample of 60 respondents. Data was collected through the use of structured questionnaires and face-to-face interviews. The study concluded that community and parental involvement tended to focus more on attending meetings, consultation days, speech days and such other related functions with little involvement in the direct teaching and learning of the child. The study recommends a paradigm shift in terms of how the community and parents can be directly involved in the teaching and learning of their children.

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