The need for parent involvement in developing a learning culture in Hlanganani South

Abstract

The main assertion in this dissertation is that there is a lack of adequate and appropriate parent involvement in Hlanganani South Schools to make them centres of teaching and learning excellence.

The empirical research was conducted in one of the most under-researched and often misunderstood areas of education in South Africa. The purpose was to investigate how effective parent involvement in the schools could improve the learning culture in the Hlanganani schools and their communities. A qualitative investigation of parent involvement in four secondary schools of Hlanganani South was conducted by collecting data through interviews with four school managers (principals), twenty-eight parents and six educators (teachers).

The literature that was reviewed focused on the history of parent involvement in the world and South Africa, factors that increase and hinder parent involvement, legislation concerning parent involvement in education and issues involved in education provision to South African rural areas such as Hlanganani South.

The research has revealed that the lack of a culture of learning in Hlanganani is influenced by factors such as high unemployment rate, poor socio-economic background, high illiteracy rate, high failure rate of learners, and urbanisation of the area. The investigation further found that there is an urgent need for school managers to acquire knowledge, skills, and strategies for active involvement of parents in schools. The participation of parents in schools needs effective school management strategies, regular communication between parents and schools, and clearly communicated community expectations for the schools. There must be training of School Governing Bodies, educators, and school managers for parent involvement to be effective in the improvement of a learning culture.