Framework for improving the performance of learners from marginalized communities through parental involvement

Description

The Parental Learning for Uninterrupted Schooling (PLUS) provides a framework for COL’s work with partners to design interventions aimed at improving the performance of learners from marginalized communities through parental involvement. The focus is on Parent-Teacher-Community engagement, including communities with low literacy and little or no access to technology.

Educators have been increasingly paying attention to the evolving teaching-learning environment, following the declaration of COVID-19 as a pandemic that led to closure of school campuses across the globe. Parents continue to be critical in the learning environment outside of the classroom, as many students learning at home do expect support not only from their teachers and peers, but also their parents and other carers. Over 90% of the world’s students that were out of the classroom during the pandemic had to rely on the support of those around them, to varying extents, to be able to progress with their learning.

In Rwanda, where radio lessons were developed to support learning during COVID-19, a call to parents and caregivers by the government encouraged them to support the remote learning opportunities as much as possible. ‘It is only with your help that, together, we can minimize the negative impact on children during these school closures.’ (UNICEF, 2020). Parents are expected to support the learners in following up the radio lessons and responding to assessment requests.

While the role of parental involvement in children’s education has been well established, it has not been institutionalised in the school education system in many countries. Apart from participation in parent-teacher associations and counselling, there has been very little evidence of capacity building of parents in promoting children’s education. Where such efforts exist, the programmes have targeted educated parents. Others have given focus to parents of immigrant children with language barriers. Very few attempts have been made to look into the role of parents of first-generation students from poorer and marginalized communities in the developing world.

COL also partners with other likeminded organisations in this area. Jointly with the UNESCO Institute for Lifelong Learning (UIL), COL co-offers online courses in Family and Intergenerational Literacy and Learning (FILL).

Current Partners

1. UNESCO Institute for Lifelong Learning (UIL)
2. Ghana: School for Life (SfL)
3. Kenya: Kenya Institute of Curriculum Development (KICD)
4. Rwanda: Inspire, Educate and Empower (IEE Rwanda)

Relevant courses

For more information, click on the course link:

1. Planning a Family and Intergenerational Literacy and Learning (FILL) Programme
2. FILL Facilitator Training
3. Development and Use of FILL Materials and Activities
4. Family Learning and Indigenous Knowledge