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COMPETENCY BASED CURRICULUM
KENYA INSTITUTE OF CURRICULUM DEVELOPMENT
MINISTRY OF EDUCATION
REPUBLIC OF KENYA
GUIDELINES ON PARENTAL
EMPOWERMENT AND ENGAGEMENT
ISO 9001:2015 QMS, CERT NO. KEBS/QMS/RF/088 Rev. 00
© KENYA INSTITUTE OF CURRICULUM DEVELOPMENT
All rights reserved. No part of this handbook may be reproduced, stored in a retrieval system or transcribed in any form by any means, electronic,
mechanical, photocopying, recording or otherwise, without prior written Permission of the publisher.
First Published 2019
© Kenya Institute of Curriculum Development
ISBN NO: 978-9966-31-850-3
Published and printed by Kenya Institute of Curriculum Development
P. O. Box 30231-00100 NAIROBI-KENYA
Telephone: (020) 3749900-9, 3747994 Fax: 254 (020) 3639130
E-mail: [email protected]
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FOREWORD Parents are the first and continuing educators of their children. They have a shared responsibility with schools to provide an enabling environment that is conducive to learning and which motivates children to achieve their full potential. There is great need therefore to build effective partnerships between parents, the community and schools to support children’s learning for improved learning outcomes. According to the Basic Education Curriculum Framework (BECF), the Kenya Institute of Curriculum Development (KICD)is expected to provide guidance on strategies that learning institutions can adopt to empower and engage parents so that they can effectively and consistently contribute to the learning outcomes of their children at all levels of Basic Education. Parental Empowerment and Engagement (PE&E) is essential to the improvement of learners’ holistic development including academic performance. Empowered and engaged parents have a positive impact on the overall development of the learner in areas such as acquisition and nurturing of moral and religious values, improved health and nutrition, increased enrolment, retention, transition, academic achievements and identification of appropriate career choice. KICD in its endeavor to ensure that parents play a key role in education and training has developed Guidelines on PE&E. The Guidelines provide strategies on how learning institutions can empower parents and create an enabling environment so that parents are fully involved in their children’s learning as well as in the education sector. Prof. George A. O. Magoha, MBS, EBS, CBS CABINET SECRETARY MINISTRY OF EDUCATION
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FOREWORD Parents are the first and continuing educators of their children. They have a shared responsibility with schools to provide an enabling environment that is conducive to learning and which motivates children to achieve their full potential. There is great need therefore to build effective partnerships between parents, the community and schools to support children’s learning for improved learning outcomes. According to the Basic Education Curriculum Framework (BECF), the Kenya Institute of Curriculum Development (KICD)is expected to provide guidance on strategies that learning institutions can adopt to empower and engage parents so that they can effectively and consistently contribute to the learning outcomes of their children at all levels of Basic Education. Parental Empowerment and Engagement (PE&E) is essential to the improvement of learners’ holistic development including academic performance. Empowered and engaged parents have a positive impact on the overall development of the learner in areas such as acquisition and nurturing of moral and religious values, improved health and nutrition, increased enrolment, retention, transition, academic achievements and identification of appropriate career choice. KICD in its endeavor to ensure that parents play a key role in education and training has developed Guidelines on PE&E. The Guidelines provide strategies on how learning institutions can empower parents and create an enabling environment so that parents are fully involved in their children’s learning as well as in the education sector. Prof. George A. O. Magoha, MBS, EBS, CBS CABINET SECRETARY MINISTRY OF EDUCATION
DR. SARAH RUTOCHAIRPERSON GOVERNING COUNCILKENYA INSTITUTE OF CURRICULUM DEVELOPMENT
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ACKNOWLEDGEMENTS
The Kenya Institute of Curriculum Development (KICD) is deeply indebted to all the experts for their invaluable contribution in the development of Guidelines on Parental Empowerment and Engagement (PE&E). My appreciation goes to the Senior Deputy Director Mrs. Jacqueline Onyango, Deputy Director Grace Ngugi Maina and Mr. Joash Manyi from the Department of Curriculum and Research Services at the Kenya Institute of Curriculum Development (KICD) for initiating and providing valuable guidance during the development of this guidelines. I cannot also forget Mildred Asamba, Licandah Ngunyi and Onesmus Kakungi both of KICD for the design and layout of the document. KICD equally appreciates authors drawn from the Ministry of Education (MoE), National Parents Association (NPA), Raising Future Parents and other esteemed state and non-state organizations as indicated in appendix 1 for their technical and professional input. The authors worked tirelessly during the development process of the Guidelines. I also wish to thank the following organizations for their financial support: I Choose Life Africa (ICL), investing in Children and their Societies (ICS), KNATCOM and UNESCO. It is my sincere hope that through the strategies suggested in this crucial document, parents will be empowered to effectively support the implementation of the Competency Based Curriculum. JULIUS JWAN PhD, MBS DIRECTOR/CHIEF EXECUTIVE OFFICER KENYA INSTITUTE OF CURRICULUM DEVELOPMENT
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TABLE OF CONTENTS FOREWORD ......................................................................................................... i
ACKNOWLEDGEMENTS ................................................................................. ii
TABLE OF CONTENTS .................................................................................... iii
DEFINITION OF TERMS .................................................................................. iv
ABBREVIATIONS ............................................................................................... v
NATIONAL GOALS OF EDUCATION ......................................................... vi
SECTION 1 ........................................................................................................... 1
1.0 INTRODUCTION TO THE GUIDELINES ON PARENTAL
EMPOWERMENT AND ENGAGEMENT .............................................. 1
1.1 Rationale for the Guidelines on PE&E ..................................................... 1
1.2 Vision and Mission Statements of PE&E ................................................. 2
1.3 Guiding Principles on Parental Empowerment and Engagement ....... 3
1.4 Theoretical Approaches ............................................................................ 4
SECTION 2 ........................................................................................................... 6
2.0 PILLARS AND STRATEGIES ON PARENTAL
EMPOWERMENT AND ENGAGEMENT ................................................ 6
2.1 Introduction ................................................................................................. 6
2.2 Pillars of PE&E. .......................................................................................... 6
APPENDICES .................................................................................................... 38
Appendix I: List of writers in the Development of Guidelines on PE&E . 38
Appendix 2: Qualities of a Responsible Parent ........................................... 40
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JULIUS JWAN PhD, MBSDIRECTOR/ CHIEF EXECUTIVE OFFICERKENYA INSTITUTE OF CURRICULUM DEVELOPMENT
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TABLE OF CONTENTS FOREWORD ......................................................................................................... i
ACKNOWLEDGEMENTS ................................................................................. ii
TABLE OF CONTENTS .................................................................................... iii
DEFINITION OF TERMS .................................................................................. iv
ABBREVIATIONS ............................................................................................... v
NATIONAL GOALS OF EDUCATION ......................................................... vi
SECTION 1 ........................................................................................................... 1
1.0 INTRODUCTION TO THE GUIDELINES ON PARENTAL
EMPOWERMENT AND ENGAGEMENT .............................................. 1
1.1 Rationale for the Guidelines on PE&E ..................................................... 1
1.2 Vision and Mission Statements of PE&E ................................................. 2
1.3 Guiding Principles on Parental Empowerment and Engagement ....... 3
1.4 Theoretical Approaches ............................................................................ 4
SECTION 2 ........................................................................................................... 6
2.0 PILLARS AND STRATEGIES ON PARENTAL
EMPOWERMENT AND ENGAGEMENT ................................................ 6
2.1 Introduction ................................................................................................. 6
2.2 Pillars of PE&E. .......................................................................................... 6
APPENDICES .................................................................................................... 38
Appendix I: List of writers in the Development of Guidelines on PE&E . 38
Appendix 2: Qualities of a Responsible Parent ........................................... 40
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DEFINITION OF TERMS
Community : A group of individuals who share norms, beliefs, values and aspirations. Education : The act or process of acquiring desirable
knowledge, skills, attitudes and values. Empowerment : Building the capacity of parents to actively
nurture learner’s potential by enhancing their knowledge, skills, attitudes and practices.
Engagement : Provision of activities and opportunities that foster positive parent-learner connections, thereby enhancing learner’s competencies.
Parent : A person who brings up and cares for another, for example, biological parents, guardians or care-givers who oversee the growth and development of a child.
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ABBREVIATIONS
BECF - Basic Education Curriculum Framework
BoM - Board of Management
CBC - Competency Based Curriculum
CRC - Convention on the Rights of the Child
FBOs - Faith Based Organizations
FGM - Female Genital Mutilation
ICL - I Choose Life
ICS - Investing in Children and their Societies
KICD - Kenya Institute of Curriculum Development
KNATCOM - Kenya National Commission of UNESCO
LATF - Local Authority Transfer Fund
MEACL&SP - Ministry of East Africa Community, Labour and Social
Protection
MoE - Ministry of Education
NG-CDF - National Government Constituency Development Fund
NPA - National Parents’ Association
PA - Parents’ Association
PE&E - Parental Empowerment and Engagement
UNESCO - United Nations Educational, Scientific and Cultural
Organization
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ABBREVIATIONS
BECF - Basic Education Curriculum Framework
BoM - Board of Management
CBC - Competency Based Curriculum
CRC - Convention on the Rights of the Child
FBOs - Faith Based Organizations
FGM - Female Genital Mutilation
ICL - I Choose Life
ICS - Investing in Children and their Societies
KICD - Kenya Institute of Curriculum Development
KNATCOM - Kenya National Commission of UNESCO
LATF - Local Authority Transfer Fund
MEACL&SP - Ministry of East Africa Community, Labour and Social
Protection
MoE - Ministry of Education
NG-CDF - National Government Constituency Development Fund
NPA - National Parents’ Association
PA - Parents’ Association
PE&E - Parental Empowerment and Engagement
UNESCO - United Nations Educational, Scientific and Cultural
Organization
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NATIONAL GOALS OF EDUCATION
A guideline on Parental Empowerment and Engagement is anchored on the National Goals of Education. Education in Kenya should: 1. Foster nationalism, patriotism, and promote national unity
Kenya’s people belong to different communities, races and religions and should be able to live and interact as one people. Education should enable the learner acquire a sense of nationhood and patriotism. It should also promote peace and harmonious co-existence.
2. Promote social, economic, technological and industrial needs for
national development Education should prepare the learner to play an effective and productive role in the nation.
a) Social Needs
Education should instill social and adaptive skills in the learner for effective participation in the family, community, national, regional and international development.
b) Economic Needs Education should prepare a learner with requisite competencies that support a modern and independent growing economy. This should translate into high standards of living for every individual.
c) Technological and Industrial Needs Education should develop in the learner necessary competencies for technological and industrial development for the nation in tandem with global trends.
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3. Promote individual development and self-fulfillment Education should provide opportunities for the learner to develop to the fullest potential. This includes development of one’s interests, talents and character for positive contribution to the society.
4 Promote sound moral and religious values
Education should promote acquisition of national values as enshrined in the Constitution of Kenya 2010. It should be geared towards developing a self-disciplined and ethical citizen with sound moral and religious values.
5. Promote social equity and responsibility
Education should promote social equity and responsibility. It should provide inclusive and equitable access to quality and differentiated education; including for learners with special educational needs and disabilities. Education should also provide the learner with opportunities to develop and practice shared responsibility and accountability through community service learning.
6. Promote respect for and development of Kenya’s rich and varied
cultures Education should instill in the learner appreciation of Kenya’s rich and diverse cultural heritage. The learner should value own culture while at the same time respect other people’s cultures. In this way, the learner will embrace positive cultural practices in a dynamic society.
7. Promote international consciousness and foster positive attitudes
towards other nations Kenya is part of the interdependent network of diverse peoples and nations. Education should empower the learner to respect, appreciate and participate in the opportunities within the international community. Education should also enable the learner to operate within the international community with full knowledge of the obligations, responsibilities, rights and benefits that this membership entails.
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3. Promote individual development and self-fulfillment Education should provide opportunities for the learner to develop to the fullest potential. This includes development of one’s interests, talents and character for positive contribution to the society.
4 Promote sound moral and religious values
Education should promote acquisition of national values as enshrined in the Constitution of Kenya 2010. It should be geared towards developing a self-disciplined and ethical citizen with sound moral and religious values.
5. Promote social equity and responsibility
Education should promote social equity and responsibility. It should provide inclusive and equitable access to quality and differentiated education; including for learners with special educational needs and disabilities. Education should also provide the learner with opportunities to develop and practice shared responsibility and accountability through community service learning.
6. Promote respect for and development of Kenya’s rich and varied
cultures Education should instill in the learner appreciation of Kenya’s rich and diverse cultural heritage. The learner should value own culture while at the same time respect other people’s cultures. In this way, the learner will embrace positive cultural practices in a dynamic society.
7. Promote international consciousness and foster positive attitudes
towards other nations Kenya is part of the interdependent network of diverse peoples and nations. Education should empower the learner to respect, appreciate and participate in the opportunities within the international community. Education should also enable the learner to operate within the international community with full knowledge of the obligations, responsibilities, rights and benefits that this membership entails.
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8. Promote positive attitudes towards good health and environmental protection Education should inculcate in the learner the value of physical and psycho-social well-being for self and others. It should promote environmental preservation and conservation, including animal welfare, for sustainable development.
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SECTION 1
1.0 INTRODUCTION TO THE GUIDELINES ON PARENTAL EMPOWERMENT AND ENGAGEMENT
Parents play an important role in the holistic growth and development of a child. In the traditional society, the extended family and community played a pivotal role in the education of the children. However, in the contemporary society the scenario has changed. Many parents are less involved in parenting and learning processes of their children due to a number of reasons such as changes in family structure, economic changes where parents have to work sometimes away from home, technological advancement where social media strongly influences the values and behaviours of family members. The role of education is to impart relevant knowledge, skills, attitudes and values that will enable an individual to be a productive member of the society. Parents are the first educators, trainers and source of authority that a child interacts with. Empowerment and engagement of parents to skillfully identify a child’s talent and potential, creates an enabling environment for the school to build on. The Guidelines on PE&E are therefore designed as a tool that can aid learning institutions to strengthen parents’ capacity in parenting and involvement in the education of their children.
1.1 Rationale for the Guidelines on PE&E
Parental Empowerment and Engagement (PE&E) is one of the guiding principles of the BECF. The principle underscores the critical role that parents play towards the success of their children’s education. The Guidelines are intended to provide mechanisms for enhancing the capacity, skills and drive for action as well as providing avenues for parental involvement. The main aim of the Guidelines is to enhance the parent’s role in nurturing the leaner’s potential.
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SECTION 1
1.0 INTRODUCTION TO THE GUIDELINES ON PARENTAL EMPOWERMENT AND ENGAGEMENT
Parents play an important role in the holistic growth and development of a child. In the traditional society, the extended family and community played a pivotal role in the education of the children. However, in the contemporary society the scenario has changed. Many parents are less involved in parenting and learning processes of their children due to a number of reasons such as changes in family structure, economic changes where parents have to work sometimes away from home, technological advancement where social media strongly influences the values and behaviours of family members. The role of education is to impart relevant knowledge, skills, attitudes and values that will enable an individual to be a productive member of the society. Parents are the first educators, trainers and source of authority that a child interacts with. Empowerment and engagement of parents to skillfully identify a child’s talent and potential, creates an enabling environment for the school to build on. The Guidelines on PE&E are therefore designed as a tool that can aid learning institutions to strengthen parents’ capacity in parenting and involvement in the education of their children.
1.1 Rationale for the Guidelines on PE&E
Parental Empowerment and Engagement (PE&E) is one of the guiding principles of the BECF. The principle underscores the critical role that parents play towards the success of their children’s education. The Guidelines are intended to provide mechanisms for enhancing the capacity, skills and drive for action as well as providing avenues for parental involvement. The main aim of the Guidelines is to enhance the parent’s role in nurturing the leaner’s potential.
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1.2 Vision and Mission Statements of PE&E
Parental Empowerment and Engagement (PE&E) in the educational process shall be guided by the following vision and mission:
Vision: “Enhanced parental engagement in learner’s education‛ Mission: “To strengthen parental involvement in nurturing the learner’s potential‛. The Vision and Mission statements of the Guidelines on PE&E are aimed at supporting the attainment of CBC’s Vision statement, which is to have ‚An Engaged, Empowered and Ethical Citizen‛. Empowered and engaged parents will support the desire to ‘Nurture Every Learner’s Potential’. PE &E Guidelines are anchored in the existing legal frameworks and policies, which include:
a) The Convention on the Rights of the Child (CRC -1990)
The Convention lays the foundational principles from which all rights are derived. Helping children to understand their rights will require parents to guide them to make choices with knowledge of accompanying consequences. These principles require children to respect the rights of others, especially their parents. Rights of children should be respected by all educational stakeholders.
b) The African Charter on the Rights and Welfare of the Child (1999)
The Children's Charter originated because the member states of the African Union believed that the CRC missed important socio-cultural and economic realities particular to Africa. It emphasizes the need to include African cultural values and experiences when dealing with the rights of the child.
c) The Constitution of Kenya (CoK 2010)
The Constitution of Kenya in Article 26 recognizes the dignity and sanctity of life by acknowledging the right to life. Article 45 then goes on to acknowledge the family as a fundamental unit of society and the necessary basis of social order.
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Article 53 is premised on the provisions of the CRC and the African charter. It states that a child is entitled to: A name, nationality, basic education, nutrition, shelter and healthcare. Protection from abuse, neglect, harmful cultural practices, all forms of
violence as well as exploitative labour. Provision from both parents whether married or not.
d) Basic Education Act, 2013
According to the Basic Education Act, 2013, Article 31 (3) indicates that a parent or guardian has a right to participate in the character development of their children. This fosters good habits, acceptable values and behaviour for effective living as an individual member of the society.
e) The Sessional Paper No.1 of 2019 on Reforming Education and
Training The Sessional paper states that a child’s school life should be enriched to enable him or her experience and cope better with life.
f) Basic Education Curriculum Framework (BECF -2016)
The BECF is a product of extensive stakeholder interactions, needs assessment and benchmarking studies. In a nutshell, the BECF captures the aspirations of most Kenyans in relation to the provision of Basic and Teacher Education in the country. The BECF has identified PE&E as one of the critical components of the competency based curriculum. The Guidelines on PE&E have been developed to actualize this aspiration. The Guidelines will support the realization of learning outcomes by enhancing the capacity of curriculum implementers. Indeed, teachers require the right skills to enable them create and strengthen partnerships with parents.
1.3 Guiding Principles on Parental Empowerment and Engagement
Parental Empowerment and Engagement (PE&E) is based on four guiding principles.
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Article 53 is premised on the provisions of the CRC and the African charter. It states that a child is entitled to: A name, nationality, basic education, nutrition, shelter and healthcare. Protection from abuse, neglect, harmful cultural practices, all forms of
violence as well as exploitative labour. Provision from both parents whether married or not.
d) Basic Education Act, 2013
According to the Basic Education Act, 2013, Article 31 (3) indicates that a parent or guardian has a right to participate in the character development of their children. This fosters good habits, acceptable values and behaviour for effective living as an individual member of the society.
e) The Sessional Paper No.1 of 2019 on Reforming Education and
Training The Sessional paper states that a child’s school life should be enriched to enable him or her experience and cope better with life.
f) Basic Education Curriculum Framework (BECF -2016)
The BECF is a product of extensive stakeholder interactions, needs assessment and benchmarking studies. In a nutshell, the BECF captures the aspirations of most Kenyans in relation to the provision of Basic and Teacher Education in the country. The BECF has identified PE&E as one of the critical components of the competency based curriculum. The Guidelines on PE&E have been developed to actualize this aspiration. The Guidelines will support the realization of learning outcomes by enhancing the capacity of curriculum implementers. Indeed, teachers require the right skills to enable them create and strengthen partnerships with parents.
1.3 Guiding Principles on Parental Empowerment and Engagement
Parental Empowerment and Engagement (PE&E) is based on four guiding principles.
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These principles are:
1.3.1 Inclusivity
Parents should be represented and actively engaged in all relevant decision-making levels in schools. It also entails participation in governance and advocacy through school councils and committees. Inclusivity can be fostered through effective communication on school programmes and learners’ progress to parents.
1.3.2 Values
The primary responsibility for nurturing values rests with parents and the community, but education too has an important role to play in this regard. Parents should instill values that guide learners in making right, moral and ethical choices in life, choices that will positively influence other people in the society.
1.3.3 Shared Responsibility
Parental empowerment and engagement consists of partnerships between parents, schools and communities. It involves raising the awareness of parents on the benefits of engaging in their children’s education and providing them with skills to do so.
1.3.4 Prudent use of resources
Awareness on the need for proper utilization and maintenance of resources will be created among parents, school administrators, teachers and learners. They should be encouraged to develop methods of prudent resource management. This will foster positive attitudes in the use of the physical facilities provided in learning institutions. Parents can also be the resources or providers of resources required for use in learning institutions.
1.4 Theoretical Approaches
A number of theories recognize the role of parents in the enhancement of learning outcomes among learners. Some of the theoretical foundations for PE&E include but are not limited to:
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1.4.1 Psychoanalysis and Personality Development Theories (Sigmund Freud and Erik Erikson) According to Freud and Erickson, personality and behaviour develop through a series of stages. The emotional experiences of early childhood have a profound impact on adult personality. Hence, parents must shield their children from painful experiences, during the formative years. Unless this is done, the end result might be a psychologically imbalanced person.
1.4.2 Attachment Theories (Bowlby/Mary Ainsworth/Harlow/Konrand)
These theories focus on the need for children to bond emotionally with significant persons in their lives. Consequently, parents must extend love, a sense of belonging, warmth and predictable care that meet the physiological and psychological needs of children. Only then, can positive results be achieved.
1.4.3 Cognitive and Intellectual Development Theories (Jean Piaget and Lev Vygotsky)
This theory postulates that intellectual abilities are determined by a child’s genetic inheritance and nurtured by environmental conditions. So, parents must be empowered to enable them provide enriched environments for children’s intellectual growth.
1.4.4 Behaviour Modification Theories (Ivan Pavlov, J. B. Watson and B. F. Skinner) These theories suggest that, behaviour can be modified through the way the environment is arranged, for example, pairing experiences that lead to association learning, reinforcement leading to acquisition of behaviours, punishment leading to weakening or elimination of behaviours, among others. Therefore, parents should realise that their power to mould children’s behavior is of great importance.
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1.4.1 Psychoanalysis and Personality Development Theories (Sigmund Freud and Erik Erikson) According to Freud and Erickson, personality and behaviour develop through a series of stages. The emotional experiences of early childhood have a profound impact on adult personality. Hence, parents must shield their children from painful experiences, during the formative years. Unless this is done, the end result might be a psychologically imbalanced person.
1.4.2 Attachment Theories (Bowlby/Mary Ainsworth/Harlow/Konrand)
These theories focus on the need for children to bond emotionally with significant persons in their lives. Consequently, parents must extend love, a sense of belonging, warmth and predictable care that meet the physiological and psychological needs of children. Only then, can positive results be achieved.
1.4.3 Cognitive and Intellectual Development Theories (Jean Piaget and Lev Vygotsky)
This theory postulates that intellectual abilities are determined by a child’s genetic inheritance and nurtured by environmental conditions. So, parents must be empowered to enable them provide enriched environments for children’s intellectual growth.
1.4.4 Behaviour Modification Theories (Ivan Pavlov, J. B. Watson and B. F. Skinner) These theories suggest that, behaviour can be modified through the way the environment is arranged, for example, pairing experiences that lead to association learning, reinforcement leading to acquisition of behaviours, punishment leading to weakening or elimination of behaviours, among others. Therefore, parents should realise that their power to mould children’s behavior is of great importance.
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SECTION 2
2.0 PILLARS AND STRATEGIES ON PARENTAL EMPOWERMENT AND ENGAGEMENT
2.1 Introduction
This section provides information on the pillars and the strategies that support PE&E. Each strategy has a suggested implementation framework containing activities that school leadership can carry out in order to empower and engage parents.
2.2 Pillars of PE&E.
The Guidelines on PE&E are premised on two pillars namely: empowerment and engagement.
2.2.1 Parental Empowerment
Empowerment refers to the enhancement of knowledge, skills, attitudes and practices of an individual or a group in pursuit of a mutual goal. It is the process of becoming stronger and more confident in performing one’s role. Therefore, parental empowerment may be defined as a process or activity that is undertaken to enhance the capacity of parents so that they can actively nurture the potential of their children in and out of school. However, optimal learning can best be achieved through a multi-dimensional approach involving all members of a school community. These members include learners, parents, teachers, support staff, Board of Management (BoM) and the Parent Association (PA).
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The use of adult learning approach in facilitating conversation capitalizes on andragogy and the unique learning abilities of parents. This approach will create parental awareness through advocacy on their responsibilities in the learning of their children.
General Outcome of Parental Empowerment Proper interpretation and implementation of the guidelines will lead to enhanced parental knowledge, skills, attitudes and practices that support holistic development of the learner in a safe and supportive environment.
Strategies for Parental Empowerment Empowerment will be implemented through the following strategies: a) Training b) Advocacy c) Resourcing
2.2.1.1 Training
This is a structured process geared towards the acquisition of skills, concepts, change of attitude and advancement of knowledge. Training boosts the performance of an individual or a group of people with a common objective or goal. For this reason, parents, teachers and other members of the school community will be trained on their roles in nurturing learners’ potential.
Immediate Outcomes Training as a strategy will seek to achieve the following outcomes. 1. Informed and strengthened engagement amongst members of the
school community especially parents 2. Enhanced capacity of the Parents Association (PA) to effectively
implement Guidelines on PE&E. 3. Improved knowledge, attitudes and skills on parents’ roles and
responsibilities in the education of their children. 4. Improved collaboration between teachers and parents in achieving
learning outcomes.
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The use of adult learning approach in facilitating conversation capitalizes on andragogy and the unique learning abilities of parents. This approach will create parental awareness through advocacy on their responsibilities in the learning of their children.
General Outcome of Parental Empowerment Proper interpretation and implementation of the guidelines will lead to enhanced parental knowledge, skills, attitudes and practices that support holistic development of the learner in a safe and supportive environment.
Strategies for Parental Empowerment Empowerment will be implemented through the following strategies: a) Training b) Advocacy c) Resourcing
2.2.1.1 Training
This is a structured process geared towards the acquisition of skills, concepts, change of attitude and advancement of knowledge. Training boosts the performance of an individual or a group of people with a common objective or goal. For this reason, parents, teachers and other members of the school community will be trained on their roles in nurturing learners’ potential.
Immediate Outcomes Training as a strategy will seek to achieve the following outcomes. 1. Informed and strengthened engagement amongst members of the
school community especially parents 2. Enhanced capacity of the Parents Association (PA) to effectively
implement Guidelines on PE&E. 3. Improved knowledge, attitudes and skills on parents’ roles and
responsibilities in the education of their children. 4. Improved collaboration between teachers and parents in achieving
learning outcomes.
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Activities to be undertaken to realize the immediate training outcomes 1. Orient the BoM and school management on the importance of PE&E and
their role in the implementation of the Guidelines. 2. Train PAs on PE&E facilitation skills at school and county level. 3. Train parents on their roles and responsibility in boosting the
achievement of desired learning outcomes. 4. Sensitize teachers on the need for teacher-parent partnership in
enhancing the attainment of learning outcomes. 5. Sensitize the support staff on the critical role of parents in supporting the
achievement of learning outcomes. Implementation matrix on parental empowerment This section provides strategies and the accompanying implementation matrix showing the actions to be undertaken in rolling out strategies that would enhance parental empowerment. It also outlines the responsible stakeholders as well as the key performance indicators. All the elements in the matrix will provide a basis for effective monitoring and evaluation.
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9
Stra
tegy
1: T
rain
ing
Ta
rget
Spec
ific A
ctiv
ities
Re
spon
sibl
e St
akeh
olde
r/Key
act
or
Prop
osed
D
urat
ion
Perf
orm
ance
In
dica
tors
Pr
opos
ed R
esou
rces
BoM
Sc
hool
M
anag
emen
t
1.1
Orie
nt th
e sc
hool
Bo
M a
nd th
e sc
hool
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t on:
The
impo
rtanc
e of
th
e PE&
E pr
ogra
mm
e
Thei
r rol
e in
the
impl
emen
tatio
n of
th
e G
uide
lines
The
high
light
s of t
he
Com
pete
ncy
Base
d Cu
rric
ulum
MoE
PA
repr
esen
tativ
es
Scho
ols t
o se
t an
nual
targ
ets
Ever
y tim
e a
new
of
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is co
nstit
uted
or a
s m
ay b
e ne
cess
ary
Prop
ortio
n of
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sour
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mat
eria
l &
finan
cial
as p
er a
nnua
l bu
dget
com
mitt
ed to
PE
&E)
Sc
hedu
les f
or P
E&E
activ
ities
per
set
perio
d (q
uarte
r, bi
-an
nual
, ann
ual)
Num
ber o
f mem
bers
or
ient
ed b
y se
t per
iod
Inco
rpor
atio
n of
PE
&E
com
pone
nt(s
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scho
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ities
per
se
t per
iod
(qua
rter,
bi-
annu
al, a
nnua
l)
PA T
rain
ing
Man
uals
Basic
Edu
catio
n Cu
rric
ulum
Fr
amew
ork
(BEC
F)
PA
1.2
Indu
ct P
As o
n:
PA re
pres
enta
tives
O
nce
and
ever
y N
umbe
r of P
As
PA F
acili
tato
r’s
10
Stra
tegy
1: T
rain
ing
Ta
rget
Spec
ific A
ctiv
ities
Re
spon
sibl
e St
akeh
olde
r/Key
acto
r Pr
opos
ed
Dur
atio
n Pe
rfor
man
ce
Indi
cato
rs
Prop
osed
Res
ourc
es
Th
e im
porta
nce o
f th
e Gui
delin
es o
n PE
&E
Th
e pla
ce o
f PE&
E pr
ogra
mm
e at
co
unty
leve
l
The h
ighl
ight
s of t
he
Com
pete
ncy
Base
d Cu
rricu
lum
Scho
ol M
anag
emen
t Re
leva
nt g
over
nmen
t of
ficer
s e.g
. chi
ef,
educ
atio
n of
ficer
s, re
leva
nt co
unty
go
vern
men
t offi
cers
, am
ong
othe
rs.
time a
tran
sitio
n oc
curs
. in
ducte
d N
umbe
r of P
As
invo
lved
in th
e im
plem
enta
tion
of th
e Gu
idel
ines
on
PE&
E in
thei
r res
pecti
ve
scho
ols
Man
ual
PA T
rain
ing
Man
ual
Basic
Edu
catio
n Cu
rricu
lum
Fr
amew
ork
(BEC
F)
PA
1.3 T
rain
PA
s on:
Pa
rent
ing
skill
s
Topi
cal i
ssue
s on
pare
ntin
g an
d ed
ucat
ion.
Pare
ntal
role
s and
re
spon
sibili
ties t
hat
supp
orts
lear
ners
Facil
itatio
n sk
ills
(trai
ning
skill
s) at
sc
hool
leve
l to
reac
h
PA re
pres
enta
tives
Sc
hool
man
agem
ent
Targ
et se
t by
scho
ol as
per
ne
ed (m
onth
ly,
quar
terly
, bi-
annu
ally
, an
nual
ly)
Num
ber o
f PA
s in
ducte
d to
im
plem
ent G
uide
lines
in
thei
r res
pecti
ve
scho
ols
Num
ber o
f PA
s tra
ined
per
set t
arge
t N
umbe
r of t
rain
ings
co
nduc
ted
per s
et
PA T
rain
ing
Man
ual
11
Stra
tegy
1: T
rain
ing
Ta
rget
Spec
ific A
ctiv
ities
Re
spon
sibl
e St
akeh
olde
r/Key
acto
r Pr
opos
ed
Dur
atio
n Pe
rfor
man
ce
Indi
cato
rs
Prop
osed
Res
ourc
es
out t
o al
l par
ents
targ
et
Num
ber o
f par
ents
reac
hed
per s
et p
erio
d Sc
hool
Co
mm
unity
1.4 F
acili
tate
dia
logu
es
and
deba
tes
with
pa
rent
s at c
omm
unity
an
d sc
hool
leve
l
PA re
pres
enta
tives
Sc
hool
man
agem
ent
Com
mun
ity le
ader
ship
Co
mm
unity
opi
nion
le
ader
s M
oE
Targ
et se
t by
PA
and
scho
ol as
per
th
e nee
d
Num
ber o
f per
sons
re
ache
d by
PA
N
umbe
r of d
ialo
gues
co
nduc
ted
per t
he
need
s and
issu
es
affe
ctin
g th
e co
mm
unity
Re
port
on d
ialo
gues
an
d de
bate
s
PA T
rain
ing
Man
ual
Cons
titut
ion
of
Keny
a 201
0 Ba
sic E
duca
tion
Act
20
13
Pare
nts
1.5 S
ensit
ize p
aren
ts on
:
The i
mpo
rtanc
e and
hi
ghlig
hts o
f the
PE
&E
prog
ram
me
G
ood
pare
ntin
g pr
actic
es th
at su
ppor
t
PA re
pres
enta
tives
Sc
hool
man
agem
ent
As o
utlin
ed o
n th
e sch
ool
cale
ndar
D
urin
g sc
hool
ac
tiviti
es w
here
Num
ber
of
pare
nts
sens
itize
d N
umbe
r of p
aren
ts in
volv
ed in
scho
ol
activ
ities
(aca
dem
ic
PA T
rain
ing
Man
ual
Scho
ol ac
tiviti
es lo
g sh
eets
10
11
Stra
tegy
1: T
rain
ing
Ta
rget
Spec
ific A
ctiv
ities
Re
spon
sibl
e St
akeh
olde
r/Key
acto
r Pr
opos
ed
Dur
atio
n Pe
rfor
man
ce
Indi
cato
rs
Prop
osed
Res
ourc
es
out t
o al
l par
ents
targ
et
Num
ber o
f par
ents
reac
hed
per s
et p
erio
d Sc
hool
Co
mm
unity
1.4 F
acili
tate
dia
logu
es
and
deba
tes
with
pa
rent
s at c
omm
unity
an
d sc
hool
leve
l
PA re
pres
enta
tives
Sc
hool
man
agem
ent
Com
mun
ity le
ader
ship
Co
mm
unity
opi
nion
le
ader
s M
oE
Targ
et se
t by
PA
and
scho
ol as
per
th
e nee
d
Num
ber o
f per
sons
re
ache
d by
PA
N
umbe
r of d
ialo
gues
co
nduc
ted
per t
he
need
s and
issu
es
affe
ctin
g th
e co
mm
unity
Re
port
on d
ialo
gues
an
d de
bate
s
PA T
rain
ing
Man
ual
Cons
titut
ion
of
Keny
a 201
0 Ba
sic E
duca
tion
Act
20
13
Pare
nts
1.5 S
ensit
ize p
aren
ts on
:
The i
mpo
rtanc
e and
hi
ghlig
hts o
f the
PE
&E
prog
ram
me
G
ood
pare
ntin
g pr
actic
es th
at su
ppor
t
PA re
pres
enta
tives
Sc
hool
man
agem
ent
As o
utlin
ed o
n th
e sch
ool
cale
ndar
D
urin
g sc
hool
ac
tiviti
es w
here
Num
ber
of
pare
nts
sens
itize
d N
umbe
r of p
aren
ts in
volv
ed in
scho
ol
activ
ities
(aca
dem
ic
PA T
rain
ing
Man
ual
Scho
ol ac
tiviti
es lo
g sh
eets
11
12
Stra
tegy
1: T
rain
ing
Ta
rget
Spec
ific A
ctiv
ities
Re
spon
sibl
e St
akeh
olde
r/Key
acto
r Pr
opos
ed
Dur
atio
n Pe
rfor
man
ce
Indi
cato
rs
Prop
osed
Res
ourc
es
child
ren’
s lea
rnin
g at
ho
me a
nd at
scho
ol.
pare
nts a
re
invo
lved
e.g.
pr
ize g
ivin
g da
ys,
spor
ts am
ong
othe
rs
and
non-
acad
emic)
Se
nsiti
zatio
n se
ssio
ns
slotte
d in
the s
choo
l ca
lend
ar p
er te
rm o
r pe
r yea
r Pa
rent
s 1.6
Tra
in p
aren
ts on
:
The h
ighl
ight
s of t
he
Com
pete
ncy
Base
d Cu
rricu
lum
Thei
r rol
e in
supp
ortin
g ac
hiev
emen
t of
le
arni
ng o
utco
mes
. Co
nten
t are
as m
ay
inclu
de; h
ow to
get
in
form
atio
n fro
m a
repo
rt ca
rd, h
ow to
he
lp w
ith h
omew
ork,
ho
w to
mon
itor
PA re
pres
enta
tives
Sc
hool
Man
agem
ent
At l
east
once
per
te
rm o
r as p
er th
e ne
eds o
f the
sc
hool
Num
ber o
f par
ents
train
ed p
er se
t per
iod
Num
ber o
f par
ents
parti
cipat
ing
in sc
hool
ac
tiviti
es
Num
ber o
f par
ents
volu
ntee
ring
in sc
hool
ac
tiviti
es
PA T
rain
ing
Man
uals
Basic
Edu
catio
n Cu
rricu
lum
Fr
amew
ork
(BEC
F)
Oth
er cu
rricu
lum
su
ppor
t res
ourc
es
appr
oved
by
KICD
Q
ualif
ied
pers
onne
l/exp
erts
from
var
ious
sect
ors
13
Stra
tegy
1: T
rain
ing
Ta
rget
Spec
ific A
ctiv
ities
Re
spon
sibl
e St
akeh
olde
r/Key
acto
r Pr
opos
ed
Dur
atio
n Pe
rfor
man
ce
Indi
cato
rs
Prop
osed
Res
ourc
es
scho
ol w
ork
(for
exam
ple b
y as
king
w
hat t
hey
lear
ned
at
scho
ol, w
hat t
hey
like
in sc
hool
and
othe
r re
late
d qu
estio
ns).
Pa
rent
ing
skill
s. Co
nten
t are
as m
ay
inclu
de b
ut n
ot
limite
d to
: rol
e m
odel
ing,
hyg
iene
an
d nu
tritio
n of
ch
ildre
n; p
ositi
ve
disc
iplin
e, lif
e ski
lls,
drug
s and
subs
tanc
e us
e, hu
man
sexu
ality
, pr
ogre
ssiv
e cul
tura
l pr
actic
es, d
ealin
g w
ith em
ergi
ng tr
ends
am
ong
othe
rs.
12
13
Stra
tegy
1: T
rain
ing
Ta
rget
Spec
ific A
ctiv
ities
Re
spon
sibl
e St
akeh
olde
r/Key
acto
r Pr
opos
ed
Dur
atio
n Pe
rfor
man
ce
Indi
cato
rs
Prop
osed
Res
ourc
es
scho
ol w
ork
(for
exam
ple b
y as
king
w
hat t
hey
lear
ned
at
scho
ol, w
hat t
hey
like
in sc
hool
and
othe
r re
late
d qu
estio
ns).
Pa
rent
ing
skill
s. Co
nten
t are
as m
ay
inclu
de b
ut n
ot
limite
d to
: rol
e m
odel
ing,
hyg
iene
an
d nu
tritio
n of
ch
ildre
n; p
ositi
ve
disc
iplin
e, lif
e ski
lls,
drug
s and
subs
tanc
e us
e, hu
man
sexu
ality
, pr
ogre
ssiv
e cul
tura
l pr
actic
es, d
ealin
g w
ith em
ergi
ng tr
ends
am
ong
othe
rs.
13
14
Stra
tegy
1: T
rain
ing
Ta
rget
Spec
ific A
ctiv
ities
Re
spon
sibl
e St
akeh
olde
r/Key
acto
r Pr
opos
ed
Dur
atio
n Pe
rfor
man
ce
Indi
cato
rs
Prop
osed
Res
ourc
es
Teac
hers
1.7
Tra
in te
ache
rs o
n:
Th
e im
porta
nce o
f pa
rtner
ing
with
all
pare
nts
Th
eir
role
in
supp
ortin
g th
e ac
hiev
emen
t of
lear
ning
out
com
es
PA re
pres
enta
tives
Sc
hool
man
agem
ent
Cont
inuo
usly
(m
onth
ly,
quar
terly
, bi
annu
ally
, an
nual
ly)
Num
ber o
f tea
cher
s tra
ined
N
umbe
r of t
each
ers
supp
ortin
g pa
rent
al
invo
lvem
ent i
n sc
hool
s N
umbe
r of a
ctiv
ities
th
at in
volv
e tea
cher
s an
d pa
rent
s bot
h in
an
d ou
t of s
choo
l
PA T
rain
ing
Man
ual
Oth
er su
ppor
t re
sour
ces a
ppro
ved
by K
ICD
Supp
ort S
taff
1.8
Sen
sitiz
e the
supp
ort
staff
on th
e crit
ical r
ole
pare
nts p
lay
in
supp
ortin
g th
e at
tain
men
t of l
earn
ing
outc
omes
and
the
wel
fare
of t
he le
arne
rs
Scho
ol M
anag
emen
t PA
repr
esen
tativ
es
Cont
inua
lly
(mon
thly
, qu
arte
rly,
bian
nual
ly,
annu
ally
)
Num
ber o
f sup
port
staff
sens
itize
d N
umbe
r of i
nsta
nces
an
d ar
eas w
here
su
ppor
t sta
ff ha
ve
assis
ted
pare
nts
PA T
rain
ing
Man
ual
Basic
Edu
catio
n Cu
rricu
lum
Fr
amew
ork
(BEC
F)
Oth
er su
ppor
t re
sour
ces a
ppro
ved
15
Stra
tegy
1: T
rain
ing
Ta
rget
Spec
ific A
ctiv
ities
Re
spon
sibl
e St
akeh
olde
r/Key
acto
r Pr
opos
ed
Dur
atio
n Pe
rfor
man
ce
Indi
cato
rs
Prop
osed
Res
ourc
es
Hig
hlig
hts o
f the
Co
mpe
tenc
y Ba
sed
Curr
iculu
m
Num
ber o
f rep
orte
d in
stan
ces a
nd a
reas
w
here
par
ents
re
cogn
ize t
he
cont
ribut
ion
of th
e su
ppor
t sta
ff Re
duce
d ca
ses o
f ab
sent
eeism
, de
linqu
ency
and
indi
scip
line a
mon
g le
arne
rs
by K
ICD
14
15
Stra
tegy
1: T
rain
ing
Ta
rget
Spec
ific A
ctiv
ities
Re
spon
sibl
e St
akeh
olde
r/Key
acto
r Pr
opos
ed
Dur
atio
n Pe
rfor
man
ce
Indi
cato
rs
Prop
osed
Res
ourc
es
Hig
hlig
hts o
f the
Co
mpe
tenc
y Ba
sed
Curr
iculu
m
Num
ber o
f rep
orte
d in
stan
ces a
nd a
reas
w
here
par
ents
re
cogn
ize t
he
cont
ribut
ion
of th
e su
ppor
t sta
ff Re
duce
d ca
ses o
f ab
sent
eeism
, de
linqu
ency
and
indi
scip
line a
mon
g le
arne
rs
by K
ICD
15
16
2.2.1.2 Advocacy
Various activities will be undertaken to support parents in promoting a safe and supportive environment for learners in school. Immediate Outcomes Advocacy as an empowerment strategy is aimed at achieving the following outcomes: 1. Increased awareness on the importance of parental participation 2. Increased enrolment, retention and transition of learners in
schools 3. Increased resource base for learning 4. Improved family support systems that are pro-education 5. Informed communication amongst stakeholders
Activities to be undertaken to realize the immediate outcomes The following are suggested activities that can be undertaken by the school and the community to support the attainment of the stated outcomes on advocacy. These are: 1. Establish an advocacy committee to address issues that affect
education 2. PA to lobby for resources from relevant stakeholders to support
school improvement plans 3. PA to lobby relevant government agencies for pro-family life
legislation and policy formulation 4. Organize PE&E conferences at different levels where key
stakeholders can be empowered 5. Establish a communication office or center for stakeholder
engagement and feedback
17
Stra
tegy
2: A
dvoc
acy
Targ
et
Sp
ecifi
c Act
iviti
es
Resp
onsi
ble
Stak
ehol
der/K
ey ac
tor
Prop
osed
D
urat
ion
Perf
orm
ance
In
dica
tors
Pr
opos
ed
Reso
urce
s Sc
hool
Co
mm
unity
2.1
Esta
blish
an ad
voca
cy
com
mitt
ee to
addr
ess
issue
s affe
ctin
g ed
ucat
ion
e.g. r
etro
gres
sive
prac
tices
, ign
oran
ce,
amon
g ot
hers
. The
foru
m
will
crea
te p
latfo
rms a
nd
struc
ture
s for
the
follo
win
g bu
t not
lim
ited
to:
Co
mm
unity
dia
logu
es
En
forc
emen
t of s
choo
l ru
les a
nd re
gula
tions
w
ithin
the l
earn
ing
envi
ronm
ent
En
forc
emen
t of
gove
rnm
ent l
aws a
nd
polic
ies o
n ed
ucat
ion
O
ther
per
tinen
t co
ntem
pora
ry is
sues
Pare
nts
Scho
ol m
anag
emen
t
Spec
ific t
arge
ts se
t by
the s
choo
l in
cons
ulta
tion
with
the p
aren
t Co
ntin
uous
Adv
ocac
y co
mm
ittee
an
d th
e esta
blish
ed
foru
m
Mee
tings
per
qua
rter
show
ing
agen
da,
atte
ndan
ce, m
inut
es
and
reso
lutio
ns.
Re
ports
dep
ictin
g va
rious
advo
cacy
ac
tiviti
es
Issu
es so
lved
per
qu
arte
r, w
hich
affe
ct
the s
choo
l Ch
ange
s ide
ntifi
ed in
be
havi
oura
l pat
tern
s, pe
rform
ance
in b
oth
acad
emic
and
non-
acad
emic
activ
ities
, ha
rmon
ious
co-
Offi
ce S
ecre
tary
PA
Tra
inin
g M
anua
l A
llow
ance
s to
cate
r fo
r adv
ocac
y ac
tiviti
es su
ch as
tra
vel,
food
and
an
y ot
her a
s per
ne
ed an
d re
quire
men
ts
16
17
Stra
tegy
2: A
dvoc
acy
Targ
et
Sp
ecifi
c Act
iviti
es
Resp
onsi
ble
Stak
ehol
der/K
ey ac
tor
Prop
osed
D
urat
ion
Perf
orm
ance
In
dica
tors
Pr
opos
ed
Reso
urce
s Sc
hool
Co
mm
unity
2.1
Esta
blish
an ad
voca
cy
com
mitt
ee to
addr
ess
issue
s affe
ctin
g ed
ucat
ion
e.g. r
etro
gres
sive
prac
tices
, ign
oran
ce,
amon
g ot
hers
. The
foru
m
will
crea
te p
latfo
rms a
nd
struc
ture
s for
the
follo
win
g bu
t not
lim
ited
to:
Co
mm
unity
dia
logu
es
En
forc
emen
t of s
choo
l ru
les a
nd re
gula
tions
w
ithin
the l
earn
ing
envi
ronm
ent
En
forc
emen
t of
gove
rnm
ent l
aws a
nd
polic
ies o
n ed
ucat
ion
O
ther
per
tinen
t co
ntem
pora
ry is
sues
Pare
nts
Scho
ol m
anag
emen
t
Spec
ific t
arge
ts se
t by
the s
choo
l in
cons
ulta
tion
with
the p
aren
t Co
ntin
uous
Adv
ocac
y co
mm
ittee
an
d th
e esta
blish
ed
foru
m
Mee
tings
per
qua
rter
show
ing
agen
da,
atte
ndan
ce, m
inut
es
and
reso
lutio
ns.
Re
ports
dep
ictin
g va
rious
advo
cacy
ac
tiviti
es
Issu
es so
lved
per
qu
arte
r, w
hich
affe
ct
the s
choo
l Ch
ange
s ide
ntifi
ed in
be
havi
oura
l pat
tern
s, pe
rform
ance
in b
oth
acad
emic
and
non-
acad
emic
activ
ities
, ha
rmon
ious
co-
Offi
ce S
ecre
tary
PA
Tra
inin
g M
anua
l A
llow
ance
s to
cate
r fo
r adv
ocac
y ac
tiviti
es su
ch as
tra
vel,
food
and
an
y ot
her a
s per
ne
ed an
d re
quire
men
ts
17
18
exist
ence
bet
wee
n al
l sta
keho
lder
s am
ong
othe
rs
Adv
ocac
y Co
mm
ittee
2.2
Tra
in co
mm
ittee
/ fo
rum
on
advo
cacy
on
the
follo
win
g am
ong
othe
rs:
Lea
ders
hip
and
man
agem
ent s
kills
L
obby
ing
strat
egie
s for
re
sour
ces t
o su
ppor
t sc
hool
activ
ities
and
deve
lopm
ent p
lans
from
re
leva
nt st
akeh
olde
rs
e.g. t
he g
over
nmen
t, co
rpor
ate s
ecto
r am
ong
othe
rs
Cre
atin
g ef
fect
ive
pare
nt-te
ache
r ann
ual
conf
eren
ces
Con
flict
man
agem
ent
Col
labo
ratin
g an
d pa
rtner
ing
Nei
ghbo
rhoo
d co
aliti
on
build
ing
PA re
pres
enta
tives
Sc
hool
man
agem
ent
Ever
y tim
e a
new
com
mitt
ee
is fo
rmed
Co
ntin
uous
Conf
eren
ces
done
annu
ally
Ev
iden
ce o
f res
ourc
es
lobb
ied
for
Evid
ence
of
acco
unta
bilit
y fo
r al
loca
tion
and
distr
ibut
ion
of
reso
urce
s Ev
iden
ce o
f im
prov
ed an
d ef
fect
ive w
orki
ng
rela
tions
hips
amon
g sta
keho
lder
s
Trai
ning
mat
eria
ls Tr
aini
ng re
sour
ces
e.g. F
inan
ce, h
uman
ca
pita
l (tra
iner
s or
expe
rts)
19
2.1.3 Resourcing
This refers to the processes and actions that will facilitate availability of facilities, materials, finances, human resources and other assets necessary for effective learning.
Immediate Outcomes 1. Increased parents’ participation in resource mobilization for
school activities 2. Enhanced resource-base at school level 3. Enhanced accountability and efficiency in school resource
utilization Activities to be undertaken to realize the Immediate resourcing Outcomes 1. Mobilize communities to pool resources for common use in
learning institutions 2. Undertake a resource gap analysis and formulate an
implementable action plan 3. Create appropriate working relationships through linkages,
partnerships and referrals where necessary 4. Monitor resource utilization and management within the school
community for accountability purposes.
18
19
2.1.3 Resourcing
This refers to the processes and actions that will facilitate availability of facilities, materials, finances, human resources and other assets necessary for effective learning.
Immediate Outcomes 1. Increased parents’ participation in resource mobilization for
school activities 2. Enhanced resource-base at school level 3. Enhanced accountability and efficiency in school resource
utilization Activities to be undertaken to realize the Immediate resourcing Outcomes 1. Mobilize communities to pool resources for common use in
learning institutions 2. Undertake a resource gap analysis and formulate an
implementable action plan 3. Create appropriate working relationships through linkages,
partnerships and referrals where necessary 4. Monitor resource utilization and management within the school
community for accountability purposes.
19
20
Stra
tegy
3: R
esou
rcin
g Ta
rget
Spec
ific A
ctiv
ities
Re
spon
sibl
e St
akeh
olde
r/Key
acto
r Pr
opos
ed
Dur
atio
n Pe
rfor
man
ce
Indi
cato
rs
Prop
osed
Res
ourc
es
Stak
ehol
ders
3.
1 Em
pow
er co
mm
uniti
es e.
g.
corp
orat
e sec
tor a
roun
d th
e sc
hool
and
alum
ni, t
o po
ol
reso
urce
s tog
ethe
r for
com
mon
us
e in
lear
ning
insti
tutio
ns
3.2
Iden
tify
gaps
in
reso
urce
avai
labi
lity
e.
g. st
aff,
mat
eria
ls, fi
nanc
es an
d in
vite
stak
ehol
ders
to h
elp
ad
dres
s tho
se g
aps
3.3
Crea
te li
nkag
es,
par
tner
ship
s and
refe
rral
s whe
re
nece
ssar
y to
supp
ort l
earn
ing
prog
ram
mes
and
scho
ol
deve
lopm
ent
3.4
Follo
w u
p on
reso
urce
u
tiliz
atio
n an
d
man
agem
ent w
ithin
the s
choo
l co
mm
unity
to m
inim
ize
unne
cess
ary
was
tage
and
pi
lfera
ge
Scho
ol co
mm
unity
Pe
riodi
c (qu
arte
rly,
bian
nual
ly an
d an
nual
ly)
Reso
urce
gap
an
alys
is re
port
Repo
rt on
ob
tain
ed
reso
urce
s
Prog
ram
mes
ex
ecut
ed w
ith th
e ac
quire
d re
sour
ces
Mon
itorin
g an
d ev
alua
tion
repo
rts
Act
ivity
pro
posa
ls as
pe
r min
istry
G
uide
lines
Co
nsul
tant
s
21
2.2.2 Parental Engagement
Parental engagement is the active participation of parents in their children’s learning and holistic development in collaboration with teachers and other stakeholders. Learning experiences at home should take place to reinforce what is learnt in school. These connections can be maintained through various activities and provision of opportunities to parents to render services. Some strategies have been proposed that parents will engage in towards the education of their children. General Outcome of Parental Engagement Improved learning outcomes and the general wellbeing of learners
Strategies of Parental Engagement It’s important to note that parents, teachers, BoMs, school management and the community need to be empowered in order to be engaged. Capacity building of all stakeholders is critical to ensure active parental involvement in school activities. This will help nurture the potential of learners in and out of school.
Parental engagement therefore will be enhanced through the following strategies: 1. Participatory decision making 2. Communication and collaboration 3. Learning and development process 4. Resourcing, volunteering and linkages.
2.2.2.1 Participatory Decision Making
Parents should be involved in the formulation of decisions affecting the learner’s overall wellbeing within and outside the school.
Immediate outcome Enhanced parental participation and ownership of decisions affecting children’s education.
20
21
2.2.2 Parental Engagement
Parental engagement is the active participation of parents in their children’s learning and holistic development in collaboration with teachers and other stakeholders. Learning experiences at home should take place to reinforce what is learnt in school. These connections can be maintained through various activities and provision of opportunities to parents to render services. Some strategies have been proposed that parents will engage in towards the education of their children. General Outcome of Parental Engagement Improved learning outcomes and the general wellbeing of learners
Strategies of Parental Engagement It’s important to note that parents, teachers, BoMs, school management and the community need to be empowered in order to be engaged. Capacity building of all stakeholders is critical to ensure active parental involvement in school activities. This will help nurture the potential of learners in and out of school.
Parental engagement therefore will be enhanced through the following strategies: 1. Participatory decision making 2. Communication and collaboration 3. Learning and development process 4. Resourcing, volunteering and linkages.
2.2.2.1 Participatory Decision Making
Parents should be involved in the formulation of decisions affecting the learner’s overall wellbeing within and outside the school.
Immediate outcome Enhanced parental participation and ownership of decisions affecting children’s education.
21
22
Activities to be undertaken to realize the immediate outcomes 1. Participate in BoM and PA forums, attending meetings, offering
their candidature, voting and sharing ideas on how to develop the school.
2. Take part in discussions concerning their children’s observed behaviour. This is aimed at helping parents participate in the identification of their children’s natural abilities, academic capabilities, career guidance and choices.
3. Monitor children’s growth and development as well as the identification of learning difficulties/disabilities where they may occur.
4. Proactively participate in decisions concerning the general wellbeing of their children in and out of school.
Implementation matrix on parental engagement This section provides strategies and the accompanying implementation matrix showing the actions to be undertaken in rolling out strategies that would enhance parental engagement. It also outlines the responsible stakeholders as well as the key performance indicators. All the elements of a matrix will provide a basis for effective monitoring and evaluation process.
23
Stra
tegy
1:
Dec
isio
n M
akin
g
Targ
et
Spec
ific A
ctiv
ities
Re
spon
sibl
e st
ake
hold
ers/
Key
act
or
Prop
osed
du
ratio
n Pe
rfor
man
ce
indi
cato
rs
Prop
osed
reso
urce
s
Pare
nts
1.1
Pare
nts s
hall
activ
ely
parti
cipa
te in
exist
ing
scho
ol st
ruct
ures
such
as B
oM, P
A th
roug
h vo
ting,
atte
ndin
g m
eetin
gs a
mon
g ot
hers
.
Scho
ol
man
agem
ent
and
PA
Qua
rterly
, bi
annu
ally
an
d an
nual
ly
or a
s per
ne
ed
Doc
umen
ted
deci
sions
w
ith p
aren
ts’ i
nput
PA T
rain
ing
Man
ual
Scho
ol M
anag
emen
t M
anua
l
Pare
nts
and
Teac
hers
1.2
Shar
ing
idea
s tow
ards
pla
nnin
g an
d de
velo
pmen
t of s
choo
l pro
gram
mes
and
ac
tiviti
es th
roug
h st
ruct
ured
scho
ol b
ased
de
cisio
n m
akin
g or
gans
. Thi
s may
incl
ude
sc
hool
dev
elop
men
t pla
ns a
nd fo
rmal
, no
n-fo
rmal
and
info
rmal
pro
gram
mes
.
Scho
ol
Man
agem
ent
and
PA
Qua
rterly
, bi
annu
ally
an
d an
nual
ly
or a
s per
ne
ed
Doc
umen
ted
deci
sions
w
ith p
aren
ts’ i
nput
N
umbe
r of
prog
ram
mes
/ pro
jects
an
d ac
tiviti
es a
gree
d up
on jo
intly
.
PA T
rain
ing
Man
ual
Scho
ol M
anag
emen
t M
anua
l
Pare
nts
and
Teac
hers
1.3
Disc
uss w
ith te
ache
rs a
nd ca
reer
co
unse
lors
thei
r chi
ldre
n’s o
bser
ved
natu
ral a
bilit
ies a
nd a
cade
mic
perfo
rman
ce w
ith th
e aim
of g
uidi
ng th
em
tow
ards
care
er in
form
atio
n an
d ch
oice
s. Th
is in
volv
es ta
lent
iden
tifica
tion
and
nurtu
ring,
choo
sing
subj
ects
, cou
rse
sele
ctio
n an
d le
arne
rs’ a
chie
vem
ents
.
Scho
ol
Man
agem
ent,
an
d PA
Qua
rterly
or
as p
er n
eed
Lear
ners
’ per
form
ance
an
d be
havi
our r
ecor
ds
PA T
rain
ing
Man
ual
Teac
her p
re-s
ervi
ce
and
in-s
ervi
ce T
rain
ing
Curr
iculu
m
Pare
nts
and
1.4
Repo
rt an
y ob
serv
ed b
ehav
iour
al
anom
alie
s in
the c
hild
and
disc
uss i
t with
Sc
hool
M
anag
emen
t,
Cont
inuo
usly
Le
arne
rs’ p
erfo
rman
ce
and
beha
viou
r rec
ords
PA
Tra
inin
g M
anua
l Te
ache
r pre
-ser
vice
22
23
Stra
tegy
1:
Dec
isio
n M
akin
g
Targ
et
Spec
ific A
ctiv
ities
Re
spon
sibl
e st
ake
hold
ers/
Key
act
or
Prop
osed
du
ratio
n Pe
rfor
man
ce
indi
cato
rs
Prop
osed
reso
urce
s
Pare
nts
1.1
Pare
nts s
hall
activ
ely
parti
cipa
te in
exist
ing
scho
ol st
ruct
ures
such
as B
oM, P
A th
roug
h vo
ting,
atte
ndin
g m
eetin
gs a
mon
g ot
hers
.
Scho
ol
man
agem
ent
and
PA
Qua
rterly
, bi
annu
ally
an
d an
nual
ly
or a
s per
ne
ed
Doc
umen
ted
deci
sions
w
ith p
aren
ts’ i
nput
PA T
rain
ing
Man
ual
Scho
ol M
anag
emen
t M
anua
l
Pare
nts
and
Teac
hers
1.2
Shar
ing
idea
s tow
ards
pla
nnin
g an
d de
velo
pmen
t of s
choo
l pro
gram
mes
and
ac
tiviti
es th
roug
h st
ruct
ured
scho
ol b
ased
de
cisio
n m
akin
g or
gans
. Thi
s may
incl
ude
sc
hool
dev
elop
men
t pla
ns a
nd fo
rmal
, no
n-fo
rmal
and
info
rmal
pro
gram
mes
.
Scho
ol
Man
agem
ent
and
PA
Qua
rterly
, bi
annu
ally
an
d an
nual
ly
or a
s per
ne
ed
Doc
umen
ted
deci
sions
w
ith p
aren
ts’ i
nput
N
umbe
r of
prog
ram
mes
/ pro
jects
an
d ac
tiviti
es a
gree
d up
on jo
intly
.
PA T
rain
ing
Man
ual
Scho
ol M
anag
emen
t M
anua
l
Pare
nts
and
Teac
hers
1.3
Disc
uss w
ith te
ache
rs a
nd ca
reer
co
unse
lors
thei
r chi
ldre
n’s o
bser
ved
natu
ral a
bilit
ies a
nd a
cade
mic
perfo
rman
ce w
ith th
e aim
of g
uidi
ng th
em
tow
ards
care
er in
form
atio
n an
d ch
oice
s. Th
is in
volv
es ta
lent
iden
tifica
tion
and
nurtu
ring,
choo
sing
subj
ects
, cou
rse
sele
ctio
n an
d le
arne
rs’ a
chie
vem
ents
.
Scho
ol
Man
agem
ent,
an
d PA
Qua
rterly
or
as p
er n
eed
Lear
ners
’ per
form
ance
an
d be
havi
our r
ecor
ds
PA T
rain
ing
Man
ual
Teac
her p
re-s
ervi
ce
and
in-s
ervi
ce T
rain
ing
Curr
iculu
m
Pare
nts
and
1.4
Repo
rt an
y ob
serv
ed b
ehav
iour
al
anom
alie
s in
the c
hild
and
disc
uss i
t with
Sc
hool
M
anag
emen
t,
Cont
inuo
usly
Le
arne
rs’ p
erfo
rman
ce
and
beha
viou
r rec
ords
PA
Tra
inin
g M
anua
l Te
ache
r pre
-ser
vice
23
24
Stra
tegy
1:
Dec
isio
n M
akin
g
Targ
et
Spec
ific A
ctiv
ities
Re
spon
sibl
e st
ake h
olde
rs/
Key
acto
r
Prop
osed
du
ratio
n Pe
rfor
man
ce
indi
cato
rs
Prop
osed
reso
urce
s
Teac
hers
te
ache
rs to
det
ect o
r ide
ntify
lear
ning
/tr
ansit
ion
chal
leng
es; p
lace
the l
earn
er o
r de
vise
per
form
ance
impr
ovem
ent
strat
egie
s.
Teac
hers
an
d PA
an
d in
-serv
ice
Trai
ning
Cur
ricul
um
Pare
nts
1.5 D
iscus
s obs
erve
d ch
arac
ter,
beha
vior
and
indi
scip
line i
ssue
s reg
ardi
ng a
child
with
te
ache
rs an
d m
ake n
eces
sary
corr
ectio
ns
and
adju
stmen
ts.
Scho
ol
Man
agem
ent,
PA,
teac
hers
and
supp
ort s
taff
Cont
inuo
usly
Le
arne
rs’ p
erfo
rman
ce
and
beha
vior
reco
rds
PA T
rain
ing
Man
ual
Teac
her p
re-se
rvice
an
d in
-serv
ice
Trai
ning
Cur
ricul
um
Pare
nts
and
Teac
hers
1.6 P
roac
tivel
y pa
rticip
ate a
nd co
ntrib
ute t
o de
cisio
ns co
ncer
ning
the g
ener
al w
ellb
eing
of
thei
r chi
ldre
n, fo
r exa
mpl
e; ch
ild ca
re,
prot
ectio
n, sa
fety
and
secu
rity,
phy
sical
an
d m
enta
l hea
lth, e
mot
iona
l and
spiri
tual
w
ellb
eing
.
PA, S
choo
l M
anag
emen
t and
Bo
M
Cont
inuo
usly
Le
arne
rs’ p
erfo
rman
ce
trend
s in
bot
h fo
rmal
an
d no
n-fo
rmal
cu
rricu
lar
PA an
d Sc
hool
M
anag
emen
t Man
ual
Pare
nts
1.7 S
harin
g id
eas t
owar
ds p
lann
ing
for
grow
th an
d de
velo
pmen
t of t
he sc
hool
or
prog
ram
mes
and
activ
ities
as st
ipul
ated
in
scho
ol d
evel
opm
ent p
lans
.
Scho
ol
man
agem
ent a
nd
BoM
Perio
dica
lly
as n
eed
arise
s Sc
hool
pro
gram
mes
w
ith p
aren
ts’ in
put
PA T
rain
ing
Man
ual
and
Scho
ol
Man
agem
ent M
anua
l
25
2.2.2.2 Communication and Collaboration
Parents are key stakeholders in the school community. Timely and effective communication enables parents to collaborate with the school towards the improvement of their children’s well-being. Parents should be regularly updated and provided with opportunities to respond on matters concerning learning and general issues on education.
Immediate Outcome Enhanced mutual understanding and timely action leading to better performance and the learner’s general wellbeing.
Immediate Outcome Activities Communication and collaboration between the school and parents can be enhanced through the following activities: 1. Teacher – parent collaboration to develop action plan for each
learner. 2. Prompt and coordinated action between the school and the
parents on issues such as discipline, emerging issues such as illnesses or bereavement.
3. Peaceful and prompt resolution of conflicts. 4. Timely sharing of the MoE and school calendars of events and
programme of activities with parents to encourage parental involvement.
5. Parents engaging with their children on school assignments such as homework and projects.
24
25
2.2.2.2 Communication and Collaboration
Parents are key stakeholders in the school community. Timely and effective communication enables parents to collaborate with the school towards the improvement of their children’s well-being. Parents should be regularly updated and provided with opportunities to respond on matters concerning learning and general issues on education.
Immediate Outcome Enhanced mutual understanding and timely action leading to better performance and the learner’s general wellbeing.
Immediate Outcome Activities Communication and collaboration between the school and parents can be enhanced through the following activities: 1. Teacher – parent collaboration to develop action plan for each
learner. 2. Prompt and coordinated action between the school and the
parents on issues such as discipline, emerging issues such as illnesses or bereavement.
3. Peaceful and prompt resolution of conflicts. 4. Timely sharing of the MoE and school calendars of events and
programme of activities with parents to encourage parental involvement.
5. Parents engaging with their children on school assignments such as homework and projects.
25
26
Stra
tegy
2: C
omm
unic
atio
n an
d Co
llabo
ratio
n
Targ
et
Spec
ific A
ctiv
ities
Re
spon
sibl
e sta
ke
hold
ers/K
ey ac
tor
Prop
osed
du
ratio
n Pe
rfor
man
ce in
dica
tors
Pr
opos
ed
reso
urce
s Pa
rent
s, Te
ache
rs
and
Lear
ners
2.1 M
onito
r chi
ld’s
lear
ning
pro
gres
s whi
le
cons
ider
ing
the l
earn
er’s
age.
Tea
cher
s an
d pa
rent
s sho
uld
join
tly ag
ree o
n an
im
prov
emen
t pla
n.
Teac
her a
nd p
aren
t D
aily
and
wee
kly
Enha
nced
par
enta
l en
gage
men
t in
the
child
’s le
arni
ng an
d de
velo
pmen
t pro
cess
e.g
. dia
ry en
tries
, rep
ort
card
s, po
rtfol
io, c
onse
nt
form
s, cli
nic d
ays a
nd
prog
ress
repo
rts
Guid
elin
es o
n PE
&E
PA T
rain
ing
Man
ual
Pare
nts
and
Teac
hers
2.2 In
terv
ene p
rom
ptly
on
disc
iplin
e or
any
perti
nent
and
cont
empo
rary
issu
e in
the c
hild
’s le
arni
ng p
roce
ss su
ch as
ill
ness
es, b
erea
vem
ent o
r disa
sters
. The
sc
hool
man
agem
ent s
houl
d ta
ke th
e re
spon
sibili
ty o
f com
mun
icatin
g iss
ues
that
may
requ
ire p
aren
tal i
nvol
vem
ent.
Teac
hers
, sch
ool
man
agem
ent a
nd
supp
ort s
taff
As n
eed
arise
s Ev
ery
time a
new
pa
rent
join
s the
sc
hool
Enha
nced
par
enta
l en
gage
men
t in
the
child
’s le
arni
ng an
d de
velo
pmen
tal p
roce
ss
thro
ugh
docu
men
ted
reco
rds l
ike t
he
disc
iplin
e boo
k,
guid
ance
and
coun
selin
g re
cord
s, bl
ack
book
am
ong
othe
rs.
Guid
elin
es o
n PE
&E
PA
Tra
inin
g M
anua
l
Pare
nts,
Teac
hers
an
d Sc
hool
M
anag
em
2.3 S
treng
then
com
mun
icatio
n m
echa
nism
s be
twee
n th
e sch
ool a
nd p
aren
ts. E
xplo
re
oppo
rtuni
ties a
nd d
iffer
ent c
hann
els o
f co
mm
unica
tion
to en
sure
that
par
ents
are a
ble t
o en
gage
as m
ay b
e nec
essa
ry.
PA, S
choo
l Man
agem
ent
and
BoM
Te
rmly
and
year
ly.
As n
eed
arise
s
Enha
nced
par
enta
l en
gage
men
t thr
ough
the
scho
ols’
chan
nels
of
com
mun
icatio
n an
d re
flect
ing
in th
e chi
ld’s
Guid
elin
es o
n PE
&E&
P
A T
rain
ing
Man
ual
27
Stra
tegy
2: C
omm
unic
atio
n an
d Co
llabo
ratio
n
Targ
et
Spec
ific A
ctiv
ities
Re
spon
sibl
e st
ake
hold
ers/K
ey a
ctor
Pr
opos
ed
dura
tion
Perf
orm
ance
indi
cato
rs
Prop
osed
re
sour
ces
ent
Exam
ples
of s
uch
chan
nels
are f
ace t
o fa
ce, t
elep
hone
calls
, bul
k SM
S se
rvice
s, sc
hool
web
site a
nd so
cial m
edia
pl
atfo
rms l
ike W
hatsA
pp a
nd F
aceb
ook.
lear
ning
and
deve
lopm
enta
l pro
cess
.
Pare
nt
2.4
Stre
ngth
en fe
edba
ck ch
anne
ls by
in
trodu
cing
a com
mun
icatio
n en
velo
pe
whe
re p
aren
ts sig
n fo
r all
the
docu
men
ts se
nt fr
om th
e sch
ool
thro
ugh
the l
earn
er. S
uch
docu
men
ts m
ay in
clude
circ
ular
s, ne
wsle
tters
and
rece
ipts.
Teac
her a
nd P
aren
t Co
ntin
uous
N
umbe
r of s
igne
d an
d re
turn
ed en
velo
pes
PA T
rain
ing
Man
ual
Pare
nt
and
teac
hers
2.5
Pea
cefu
l and
pro
mpt
reso
lutio
n of
co
nflic
ts w
ithou
t disr
uptin
g le
arni
ng.
For i
nsta
nce,
case
s of e
ncro
achm
ent o
n sc
hool
land
, chi
ld ab
use,
and
perfo
rman
ce d
isput
es sh
ould
be
amica
bly
reso
lved
thro
ugh
stron
ger
com
mun
icatio
n an
d co
llabo
ratio
n m
echa
nism
s.
Pare
nt a
nd
Scho
ol m
anag
emen
t Co
ntin
uous
Num
ber o
f tea
cher
s and
pa
rent
s tra
ined
Ev
iden
ce o
f iss
ues
reso
lved
in a
scho
ol
term
PA T
rain
ing
Man
ual
Pare
nt
2.6
Tim
ely
shar
ing
of th
e MoE
and
scho
ol
cale
ndar
of e
vent
s and
pro
gram
me o
f ac
tiviti
es w
ith p
aren
ts
Scho
ol m
anag
emen
t A
t the
beg
inni
ng
of th
e yea
r for
the
annu
al ca
lend
ar
and
begi
nnin
g of
Num
ber o
f par
ents
pa
rticip
atin
g in
pla
nned
sc
hool
activ
ities
MoE
and
scho
ol
circu
lars
26
27
Stra
tegy
2: C
omm
unic
atio
n an
d Co
llabo
ratio
n
Targ
et
Spec
ific A
ctiv
ities
Re
spon
sibl
e st
ake
hold
ers/K
ey a
ctor
Pr
opos
ed
dura
tion
Perf
orm
ance
indi
cato
rs
Prop
osed
re
sour
ces
ent
Exam
ples
of s
uch
chan
nels
are f
ace t
o fa
ce, t
elep
hone
calls
, bul
k SM
S se
rvice
s, sc
hool
web
site a
nd so
cial m
edia
pl
atfo
rms l
ike W
hatsA
pp a
nd F
aceb
ook.
lear
ning
and
deve
lopm
enta
l pro
cess
.
Pare
nt
2.4
Stre
ngth
en fe
edba
ck ch
anne
ls by
in
trodu
cing
a com
mun
icatio
n en
velo
pe
whe
re p
aren
ts sig
n fo
r all
the
docu
men
ts se
nt fr
om th
e sch
ool
thro
ugh
the l
earn
er. S
uch
docu
men
ts m
ay in
clude
circ
ular
s, ne
wsle
tters
and
rece
ipts.
Teac
her a
nd P
aren
t Co
ntin
uous
N
umbe
r of s
igne
d an
d re
turn
ed en
velo
pes
PA T
rain
ing
Man
ual
Pare
nt
and
teac
hers
2.5
Pea
cefu
l and
pro
mpt
reso
lutio
n of
co
nflic
ts w
ithou
t disr
uptin
g le
arni
ng.
For i
nsta
nce,
case
s of e
ncro
achm
ent o
n sc
hool
land
, chi
ld ab
use,
and
perfo
rman
ce d
isput
es sh
ould
be
amica
bly
reso
lved
thro
ugh
stron
ger
com
mun
icatio
n an
d co
llabo
ratio
n m
echa
nism
s.
Pare
nt a
nd
Scho
ol m
anag
emen
t Co
ntin
uous
Num
ber o
f tea
cher
s and
pa
rent
s tra
ined
Ev
iden
ce o
f iss
ues
reso
lved
in a
scho
ol
term
PA T
rain
ing
Man
ual
Pare
nt
2.6
Tim
ely
shar
ing
of th
e MoE
and
scho
ol
cale
ndar
of e
vent
s and
pro
gram
me o
f ac
tiviti
es w
ith p
aren
ts
Scho
ol m
anag
emen
t A
t the
beg
inni
ng
of th
e yea
r for
the
annu
al ca
lend
ar
and
begi
nnin
g of
Num
ber o
f par
ents
pa
rticip
atin
g in
pla
nned
sc
hool
activ
ities
MoE
and
scho
ol
circu
lars
27
28
Stra
tegy
2: C
omm
unic
atio
n an
d Co
llabo
ratio
n
Targ
et
Spec
ific A
ctiv
ities
Re
spon
sibl
e sta
ke
hold
ers/K
ey ac
tor
Prop
osed
du
ratio
n Pe
rfor
man
ce in
dica
tors
Pr
opos
ed
reso
urce
s te
rm fo
r ter
mly
ac
tiviti
es
Num
ber o
f sch
ool e
vent
s sh
ared
with
par
ents
on
sche
dule
Pare
nts
and
Teac
hers
2.7 M
aint
aini
ng a
diar
y w
here
par
ents
and
teac
hers
regu
larly
com
mun
icate
. For
ex
ampl
e, pa
rent
s can
sign
hom
ewor
k co
mpl
eted
by
thei
r chi
ldre
n.
Scho
ol m
anag
emen
t Co
ntin
uous
Pr
opor
tion
of d
iarie
s sig
ned
by p
aren
ts
Scho
ol d
iary
Pare
nts
2.8 P
aren
ts ge
tting
invo
lved
in h
elpi
ng
thei
r chi
ldre
n at
hom
e with
scho
ol
assig
nmen
ts su
ch as
scie
nce p
rojec
ts,
art a
nd cr
aft a
ssig
nmen
ts am
ong
othe
rs. P
aren
ts ca
n al
so as
sist w
ith
mul
tiplic
atio
n ta
bles
, add
ition
and
subt
ract
ion
usin
g pa
irs o
f num
bers
(b
onds
) in
mat
hem
atics
.
Teac
hers
Co
ntin
uous
N
umbe
r of a
ctiv
ities
do
ne in
colla
bora
tion
with
par
ents
Scho
ol d
iary
Pare
nts
2.9 E
ncou
rage
par
ents
to ta
ke p
art i
n sc
hool
activ
ities
like
spor
ts, fu
n da
ys,
sym
posiu
ms,
fund
raisi
ng w
alks
and
prof
essio
nal t
alks
.
Scho
ol m
anag
emen
t Co
ntin
uous
Pr
opor
tion
of p
aren
ts pa
rticip
atin
g in
scho
ol
even
ts
Regi
sters
of
vario
us ev
ents
29
2.2.2.3 Development and Learning Process
Quality learning should facilitate holistic growth and development. As learners grow, they negotiate various developmental milestones in the following six dimensions: physical, social, intellectual, emotional, moral and spiritual. Parents should be actively involved in monitoring and providing support to their children as they negotiate the developmental milestones.
For instance, adolescents require the assurance of parental love and support throughout their schooling. Parents should create enabling environments to nurture values and develop character in their children.
Immediate Outcome Enhanced parental engagement in partnership with the teacher in the child’s developmental process and learning to realize their full potential.
Activities to be undertaken to realize the immediate outcome 1. Introduce and nurture values in their child to facilitate moral and
social development. 2. Involve the child in play and age-appropriate chores for their
physical, intellectual, spiritual, social and emotional development. 3. Attend and actively participate in school activities and meetings.
These activities may include academic clinics, music and drama festivals, symposiums, games and sports activities.
4. Take children to places of worship and encourage them to share what they learn with their teachers. Parents should also provide continuous moral and spiritual guidance to their children.
5. Provide adequate resources and an enabling environment for children to grow, learn and acquire age-appropriate life and self-skills.
6. Involve the child in safe and age-appropriate family and community activities that enhance learning.
28
29
2.2.2.3 Development and Learning Process
Quality learning should facilitate holistic growth and development. As learners grow, they negotiate various developmental milestones in the following six dimensions: physical, social, intellectual, emotional, moral and spiritual. Parents should be actively involved in monitoring and providing support to their children as they negotiate the developmental milestones.
For instance, adolescents require the assurance of parental love and support throughout their schooling. Parents should create enabling environments to nurture values and develop character in their children.
Immediate Outcome Enhanced parental engagement in partnership with the teacher in the child’s developmental process and learning to realize their full potential.
Activities to be undertaken to realize the immediate outcome 1. Introduce and nurture values in their child to facilitate moral and
social development. 2. Involve the child in play and age-appropriate chores for their
physical, intellectual, spiritual, social and emotional development. 3. Attend and actively participate in school activities and meetings.
These activities may include academic clinics, music and drama festivals, symposiums, games and sports activities.
4. Take children to places of worship and encourage them to share what they learn with their teachers. Parents should also provide continuous moral and spiritual guidance to their children.
5. Provide adequate resources and an enabling environment for children to grow, learn and acquire age-appropriate life and self-skills.
6. Involve the child in safe and age-appropriate family and community activities that enhance learning.
29
30
7. Support the child in doing homework and other school activities as may be appropriate.
8. Read and respond to school reports or teacher comments on children’s work.
31
Stra
tegy
3: L
earn
ing
and
Dev
elop
men
t Pro
cess
Ta
rget
Sp
ecifi
c Act
iviti
es
Resp
onsi
ble s
take
ho
lder
s/ K
ey ac
tor
Prop
osed
du
ratio
n Pe
rfor
man
ce in
dica
tors
Pr
opos
ed re
sour
ces
Pare
nts
3.1 In
trodu
ce an
d nu
rture
val
ues i
n th
e ch
ild to
facil
itate
mor
al an
d so
cial
deve
lopm
ent.
Pare
nts s
houl
d m
odel
the
valu
es an
d ch
arac
ter t
hey
desir
e in
thei
r ch
ildre
n sin
ce v
alue
s are
caug
ht ra
ther
th
an ta
ught
.
PA an
d Sc
hool
m
anag
emen
t Co
ntin
uous
Prop
ortio
n of
par
ents
atte
ndin
g sc
hool
foru
ms
whe
re v
alue
s and
ch
ildre
n’s m
oral
de
velo
pmen
t is d
iscus
sed.
PA T
rain
ing
Man
ual
Life
skill
s edu
catio
n cu
rricu
lum
supp
ort
mat
eria
ls
Pare
nts
and
Teac
hers
3.2 In
volv
e the
child
in p
lay
and
age
appr
opria
te ch
ores
for t
heir
phys
ical,
inte
llect
ual,
spiri
tual
, soc
ial a
nd
emot
iona
l dev
elop
men
t. Su
ch m
ay
inclu
de sk
ippi
ng, s
wim
min
g, sw
ingi
ng,
herd
ing,
fetc
hing
wat
er an
d fir
ewoo
d,
cook
ing,
clea
ning
and
othe
r hou
seho
ld
chor
es.
PA an
d Sc
hool
m
anag
emen
t A
s pla
nned
by
the s
choo
l
Prop
ortio
n of
lear
ners
w
ho re
port
e.g. t
hrou
gh
the p
ortfo
lios t
hat t
heir
pare
nts a
nd te
ache
rs
invo
lve t
hem
in ch
ores
an
d ac
tiviti
es.
Phys
ical E
duca
tion
curr
iculu
m su
ppor
t m
ater
ials,
PA
Tra
inin
g M
anua
l Li
fe sk
ills e
duca
tion
curr
iculu
m su
ppor
t m
ater
ials
Pare
nts
3.3 A
ttend
and
activ
ely
parti
cipat
e in
scho
ol ac
tiviti
es an
d m
eetin
gs. T
hese
ac
tiviti
es ar
e lik
e aca
dem
ic cli
nics
, m
usic
and
dram
a fes
tival
s, sy
mpo
sium
s as
wel
l as g
ames
and
spor
ts.
PA an
d Sc
hool
m
anag
emen
t Re
gula
rly an
d w
hen
calle
d up
on
Num
ber o
f par
ents
at
tend
ing
scho
ol a
ctiv
ities
an
d m
eetin
gs
Atte
ndan
ce re
giste
rs
of p
aren
ts m
eetin
g PA
Tra
inin
g m
anua
l
Pare
nts
3.4 P
aren
ts sh
ould
take
thei
r chi
ldre
n to
pl
aces
of w
orsh
ip an
d en
cour
age t
hem
to
shar
e the
ir ex
perie
nces
with
thei
r
PA an
d Sc
hool
m
anag
emen
t D
urin
g da
ys o
f w
orsh
ip
Dai
ly as
the
Num
ber o
f lea
rner
s re
porti
ng to
the t
each
er
abou
t wha
t the
y le
arn
in
PA T
rain
ing
Man
ual
Rele
vant
relig
ious
30
31
Stra
tegy
3: L
earn
ing
and
Dev
elop
men
t Pro
cess
Ta
rget
Sp
ecifi
c Act
iviti
es
Resp
onsi
ble s
take
ho
lder
s/ K
ey ac
tor
Prop
osed
du
ratio
n Pe
rfor
man
ce in
dica
tors
Pr
opos
ed re
sour
ces
Pare
nts
3.1 In
trodu
ce an
d nu
rture
val
ues i
n th
e ch
ild to
facil
itate
mor
al an
d so
cial
deve
lopm
ent.
Pare
nts s
houl
d m
odel
the
valu
es an
d ch
arac
ter t
hey
desir
e in
thei
r ch
ildre
n sin
ce v
alue
s are
caug
ht ra
ther
th
an ta
ught
.
PA an
d Sc
hool
m
anag
emen
t Co
ntin
uous
Prop
ortio
n of
par
ents
atte
ndin
g sc
hool
foru
ms
whe
re v
alue
s and
ch
ildre
n’s m
oral
de
velo
pmen
t is d
iscus
sed.
PA T
rain
ing
Man
ual
Life
skill
s edu
catio
n cu
rricu
lum
supp
ort
mat
eria
ls
Pare
nts
and
Teac
hers
3.2 In
volv
e the
child
in p
lay
and
age
appr
opria
te ch
ores
for t
heir
phys
ical,
inte
llect
ual,
spiri
tual
, soc
ial a
nd
emot
iona
l dev
elop
men
t. Su
ch m
ay
inclu
de sk
ippi
ng, s
wim
min
g, sw
ingi
ng,
herd
ing,
fetc
hing
wat
er an
d fir
ewoo
d,
cook
ing,
clea
ning
and
othe
r hou
seho
ld
chor
es.
PA an
d Sc
hool
m
anag
emen
t A
s pla
nned
by
the s
choo
l
Prop
ortio
n of
lear
ners
w
ho re
port
e.g. t
hrou
gh
the p
ortfo
lios t
hat t
heir
pare
nts a
nd te
ache
rs
invo
lve t
hem
in ch
ores
an
d ac
tiviti
es.
Phys
ical E
duca
tion
curr
iculu
m su
ppor
t m
ater
ials,
PA
Tra
inin
g M
anua
l Li
fe sk
ills e
duca
tion
curr
iculu
m su
ppor
t m
ater
ials
Pare
nts
3.3 A
ttend
and
activ
ely
parti
cipat
e in
scho
ol ac
tiviti
es an
d m
eetin
gs. T
hese
ac
tiviti
es ar
e lik
e aca
dem
ic cli
nics
, m
usic
and
dram
a fes
tival
s, sy
mpo
sium
s as
wel
l as g
ames
and
spor
ts.
PA an
d Sc
hool
m
anag
emen
t Re
gula
rly an
d w
hen
calle
d up
on
Num
ber o
f par
ents
at
tend
ing
scho
ol a
ctiv
ities
an
d m
eetin
gs
Atte
ndan
ce re
giste
rs
of p
aren
ts m
eetin
g PA
Tra
inin
g m
anua
l
Pare
nts
3.4 P
aren
ts sh
ould
take
thei
r chi
ldre
n to
pl
aces
of w
orsh
ip an
d en
cour
age t
hem
to
shar
e the
ir ex
perie
nces
with
thei
r
PA an
d Sc
hool
m
anag
emen
t D
urin
g da
ys o
f w
orsh
ip
Dai
ly as
the
Num
ber o
f lea
rner
s re
porti
ng to
the t
each
er
abou
t wha
t the
y le
arn
in
PA T
rain
ing
Man
ual
Rele
vant
relig
ious
31
32
Stra
tegy
3: L
earn
ing
and
Dev
elop
men
t Pro
cess
Ta
rget
Sp
ecifi
c Act
iviti
es
Resp
onsi
ble s
take
ho
lder
s/ Ke
y ac
tor
Prop
osed
du
ratio
n Pe
rform
ance
indi
cato
rs
Prop
osed
reso
urce
s
teac
her.
In ad
ditio
n, th
ey sh
ould
co
ntin
uous
ly p
rovi
de sp
iritu
al an
d m
oral
gui
danc
e to
thei
r chi
ldre
n.
fam
ily en
gage
s in
relig
ious
ac
tiviti
es at
ho
me.
plac
es o
f wor
ship
. ed
ucat
ion
curr
iculu
m
supp
ort m
ater
ials
Pare
nts
3.5
Pro
vide
adeq
uate
reso
urce
s and
en
ablin
g en
viro
nmen
t for
child
ren
to
grow
and
lear
n in
.
PA an
d Sc
hool
m
anag
emen
t Co
ntin
uous
ly
Reso
urce
s pro
vide
d to
ad
equa
tely
supp
ort
lear
ning
PA T
rain
ing
Man
ual
Pare
nts
3.6 T
rain
the c
hild
in ag
e- ap
prop
riate
self-
care
skill
s e.g
. toi
let t
rain
ing,
dre
ssin
g,
pers
onal
hyg
iene
and
groo
min
g am
ong
othe
rs.
PA an
d Sc
hool
m
anag
emen
t Co
ntin
uous
ly
Num
ber o
f lea
rner
s de
mon
strat
ing
grow
th in
th
is ar
ea
PA T
rain
ing
Man
ual
Hea
lth an
d H
ygie
ne
curr
iculu
m su
ppor
t m
ater
ials
Li
fe sk
ills e
duca
tion
curr
iculu
m su
ppor
t m
ater
ials
Pa
rent
s an
d Te
ache
rs
3.7 In
volv
emen
t in
safe
and
age
appr
opria
te fa
mily
and
com
mun
ity
activ
ities
that
enha
nce l
earn
ing.
Scho
ol
Man
agem
ent
and
PA
Cont
inuo
usly
N
umbe
r of c
hild
ren
repo
rting
bei
ng en
gage
d in
fam
ily an
d co
mm
unity
ac
tiviti
es th
roug
h en
tries
in
thei
r por
tfolio
s
PA T
rain
ing
Man
ual
Guid
eline
s on
Com
mun
ity S
ervi
ce
Lear
ning
(CSL
) Pa
rent
s an
d 3.8
Sup
porti
ng ch
ildre
n to
acqu
ire
esse
ntia
l life
skill
s suc
h as
dec
ision
Sc
hool
M
anag
emen
t and
Co
ntin
uous
ly
Num
ber o
f chi
ldre
n w
ho
exhi
bit t
he li
fe sk
ills
PA T
rain
ing
Man
ual
33
Stra
tegy
3: L
earn
ing
and
Dev
elop
men
t Pro
cess
Ta
rget
Sp
ecifi
c Act
iviti
es
Resp
onsi
ble s
take
ho
lder
s/ K
ey ac
tor
Prop
osed
du
ratio
n Pe
rfor
man
ce in
dica
tors
Pr
opos
ed re
sour
ces
Teac
hers
m
akin
g, p
robl
em so
lvin
g, in
terp
erso
nal
rela
tions
hips
, frie
ndsh
ip fo
rmat
ion
and
mai
nten
ance
, em
path
y an
d go
al-s
ettin
g fo
r bot
h ac
adem
ic an
d no
n-ac
adem
ic ar
eas.
PA
acqu
ired
Life
skill
s edu
catio
n cu
rricu
lum
supp
ort
mat
eria
ls
Pare
nts
and
Teac
hers
3.9
Supp
ort t
he ch
ild in
doi
ng h
omew
ork
and
othe
r sch
ool a
ctiv
ities
as m
ay b
e ap
prop
riate
.
Scho
ol
Man
agem
ent a
nd
PA
Cont
inuo
usly
N
umbe
r of c
hild
ren
who
ha
ve d
one a
ssig
nmen
ts
with
par
enta
l sup
port
PA T
rain
ing
Man
ual
Lear
ners
dia
ries
32
33
Stra
tegy
3: L
earn
ing
and
Dev
elop
men
t Pro
cess
Ta
rget
Sp
ecifi
c Act
iviti
es
Resp
onsi
ble s
take
ho
lder
s/ K
ey ac
tor
Prop
osed
du
ratio
n Pe
rfor
man
ce in
dica
tors
Pr
opos
ed re
sour
ces
Teac
hers
m
akin
g, p
robl
em so
lvin
g, in
terp
erso
nal
rela
tions
hips
, frie
ndsh
ip fo
rmat
ion
and
mai
nten
ance
, em
path
y an
d go
al-s
ettin
g fo
r bot
h ac
adem
ic an
d no
n-ac
adem
ic ar
eas.
PA
acqu
ired
Life
skill
s edu
catio
n cu
rricu
lum
supp
ort
mat
eria
ls
Pare
nts
and
Teac
hers
3.9
Supp
ort t
he ch
ild in
doi
ng h
omew
ork
and
othe
r sch
ool a
ctiv
ities
as m
ay b
e ap
prop
riate
.
Scho
ol
Man
agem
ent a
nd
PA
Cont
inuo
usly
N
umbe
r of c
hild
ren
who
ha
ve d
one a
ssig
nmen
ts
with
par
enta
l sup
port
PA T
rain
ing
Man
ual
Lear
ners
dia
ries
33
34
2.2.2.4 Resourcing, Volunteering and Linkages
Schools require various kinds of resources to function effectively and efficiently. These resources include human, physical and financial. Parents are an important resource that the school should tap into to improve the wellbeing of the school community. They can support school activities and development through volunteerism, provision of own resources, relevant linkages and networking for the school.
Immediate Outcome Cost effective access to goods and services through enhanced linkages with parents and other service and resource providers
Activities to be undertaken to realize immediate outcome 1. Participate in identifying, quantifying and prioritizing the
resource needs of the school both in cash and in kind. 2. Encourage and facilitate their children to volunteer their services
in planned school activities if the activities are age, gender and culturally appropriate.
3. Provide opportunities for parents to volunteer their services and resources to the schools.
4. Create useful linkages with relevant government and non-government agencies to provide resources as may be required.
5. Participate in fundraising to improve the school facilities and services.
6. Provide their children with simple classroom aids or materials as requested by the teachers
35
St
rate
gy 4
: R
esou
rcin
g, V
olun
teer
ing
and
Link
ages
Targ
et
Spec
ific A
ctiv
ities
Re
spon
sibl
e st
ake
hold
ers/
Key
act
or
Prop
osed
du
ratio
n Pe
rfor
man
ce
indi
cato
rs
Prop
osed
reso
urce
s
Pare
nts,
teac
hers
and
stu
dent
s
4.1
Parti
cipat
e in
iden
tifyi
ng,
quan
tifyi
ng, p
riorit
izin
g an
d ap
prov
ing
the r
esou
rce n
eeds
of
scho
ols b
oth
in ca
sh a
nd in
kin
d.
Scho
ol m
anag
emen
t, pa
rent
s and
co
mm
unity
lead
ers
Whe
neve
r nee
d ar
ises
Incr
ease
in ac
cess
to
good
s and
serv
ices
in a
cost
effe
ctiv
e m
anne
r.
PA T
rain
ing
Man
ual
Scho
ol M
anag
emen
t cu
rricu
lum
supp
ort
mat
eria
ls
Pare
nts a
nd
lear
ners
4.
2 En
cour
age a
nd fa
cilita
te le
arne
rs to
vo
lunt
eer t
heir
serv
ices i
n pl
anne
d sc
hool
activ
ities
pro
vide
d th
at th
e ac
tiviti
es ar
e age
, gen
der a
nd
cultu
rally
appr
opria
te. F
or
exam
ple,
inste
ad o
f spe
ndin
g m
oney
on
clean
ing
serv
ices,
lear
ners
clea
n th
eir s
choo
ls as
a le
arni
ng p
roce
ss ra
ther
than
a pu
nitiv
e mea
sure
.
Scho
ol m
anag
emen
t an
d PA
Co
ntin
uous
ly
Enha
nced
link
ages
th
at in
crea
se th
e ab
ility
of a
scho
ol to
ad
dres
s its
reso
urce
ne
eds.
Evid
ence
of
activ
ities
un
derta
ken
thro
ugh
lear
ners
’ vo
lunt
eeris
m
PA T
rain
ing
Man
ual
34
35
St
rate
gy 4
: R
esou
rcin
g, V
olun
teer
ing
and
Link
ages
Targ
et
Spec
ific A
ctiv
ities
Re
spon
sibl
e st
ake
hold
ers/
Key
act
or
Prop
osed
du
ratio
n Pe
rfor
man
ce
indi
cato
rs
Prop
osed
reso
urce
s
Pare
nts,
teac
hers
and
stu
dent
s
4.1
Parti
cipat
e in
iden
tifyi
ng,
quan
tifyi
ng, p
riorit
izin
g an
d ap
prov
ing
the r
esou
rce n
eeds
of
scho
ols b
oth
in ca
sh a
nd in
kin
d.
Scho
ol m
anag
emen
t, pa
rent
s and
co
mm
unity
lead
ers
Whe
neve
r nee
d ar
ises
Incr
ease
in ac
cess
to
good
s and
serv
ices
in a
cost
effe
ctiv
e m
anne
r.
PA T
rain
ing
Man
ual
Scho
ol M
anag
emen
t cu
rricu
lum
supp
ort
mat
eria
ls
Pare
nts a
nd
lear
ners
4.
2 En
cour
age a
nd fa
cilita
te le
arne
rs to
vo
lunt
eer t
heir
serv
ices i
n pl
anne
d sc
hool
activ
ities
pro
vide
d th
at th
e ac
tiviti
es ar
e age
, gen
der a
nd
cultu
rally
appr
opria
te. F
or
exam
ple,
inste
ad o
f spe
ndin
g m
oney
on
clean
ing
serv
ices,
lear
ners
clea
n th
eir s
choo
ls as
a le
arni
ng p
roce
ss ra
ther
than
a pu
nitiv
e mea
sure
.
Scho
ol m
anag
emen
t an
d PA
Co
ntin
uous
ly
Enha
nced
link
ages
th
at in
crea
se th
e ab
ility
of a
scho
ol to
ad
dres
s its
reso
urce
ne
eds.
Evid
ence
of
activ
ities
un
derta
ken
thro
ugh
lear
ners
’ vo
lunt
eeris
m
PA T
rain
ing
Man
ual
35
36
Stra
tegy
4: R
esou
rcin
g, Vo
lunt
eerin
g and
Lin
kage
s Ta
rget
Sp
ecifi
c Acti
vitie
s Re
spon
sible
stak
e ho
lder
s/ Ke
y acto
r Pr
opos
ed
dura
tion
Perfo
rman
ce
indi
cato
rs
Prop
osed
reso
urce
s
Pare
nts a
nd
Scho
ol
Man
agem
ent
4.3 P
rovi
de op
portu
nitie
s for
par
ents
to vo
lunt
eer t
heir
skill
s, se
rvice
s an
d re
sour
ces.
For e
xam
ple,
scho
ols c
ould
enco
urag
e par
ents
with
teac
hing
quali
ficat
ions
to
volu
ntar
ily s
uppl
emen
t the
es
tabl
ished
teac
hing
staf
f. O
ther
pr
ofes
siona
ls co
uld
also p
rovi
de
care
er, t
opica
l and
mot
ivat
iona
l ta
lks a
s well
as jo
b sha
dow
ing
oppo
rtuni
ties f
or th
e lea
rner
s.
PA an
d Bo
ard
of
Man
agem
ent
Cont
inuo
usly
N
umbe
r of s
choo
l se
rvice
s pro
vide
d vo
lunt
arily
by
pare
nts
PA T
rain
ing M
anua
l Sc
hool
Man
agem
ent
Guid
es
37
Pare
nts,
teac
hers
and
Sc
hool
M
anag
emen
t
4.4
Crea
te re
leva
nt li
nkag
es w
ith
rele
vant
gov
ernm
ent a
nd n
on-
gove
rnm
ent a
genc
ies t
o pr
ovid
e re
sour
ces a
s may
be r
equi
red.
A
genc
ies s
uch
as N
G-C
DF,
LA
TF,
Coun
ty g
over
nmen
t, Pe
rson
s with
D
isabi
lity
Fund
, Con
stitu
ency
Bu
rsar
y Fu
nd a
nd p
rivat
e fo
unda
tions
and
dono
rs co
uld
help
addr
ess c
halle
nges
affe
ctin
g th
e wel
fare
and
lear
ning
pro
cess
of
child
ren
e.g. s
choo
l inf
rastr
uctu
re,
food
, uni
form
s and
lear
ning
m
ater
ials.
PA,
Scho
ol M
anag
emen
t an
d BO
M
Whe
neve
r nee
d ar
ises
Am
ount
of
reso
urce
s acc
esse
d th
roug
h es
tabl
ished
lin
kage
s
PA T
rain
ing
Man
ual
Scho
ol M
anag
emen
t G
uide
s Re
sour
ce M
obili
zatio
n an
d M
anag
emen
t G
uide
s
Lear
ners
, Pa
rent
s Te
ache
rs a
nd
Scho
ol
Man
agem
ent
4.5
Parti
cipat
e in
fund
raisi
ng to
im
prov
e the
scho
ol fa
ciliti
es an
d se
rvice
s.
Teac
hers
, PA
, Sch
ool
Man
agem
ent a
nd
BoM
Whe
neve
r nee
d ar
ises
Am
ount
of
reso
urce
s acc
esse
d th
roug
h th
ese
fund
raisi
ng
activ
ities
PA T
rain
ing
Man
ual
Scho
ol M
anag
emen
t G
uide
s Re
sour
ce M
obili
zatio
n an
d M
anag
emen
t G
uide
s
36
37
Pare
nts,
teac
hers
and
Sc
hool
M
anag
emen
t
4.4
Crea
te re
leva
nt li
nkag
es w
ith
rele
vant
gov
ernm
ent a
nd n
on-
gove
rnm
ent a
genc
ies t
o pr
ovid
e re
sour
ces a
s may
be r
equi
red.
A
genc
ies s
uch
as N
G-C
DF,
LA
TF,
Coun
ty g
over
nmen
t, Pe
rson
s with
D
isabi
lity
Fund
, Con
stitu
ency
Bu
rsar
y Fu
nd a
nd p
rivat
e fo
unda
tions
and
dono
rs co
uld
help
addr
ess c
halle
nges
affe
ctin
g th
e wel
fare
and
lear
ning
pro
cess
of
child
ren
e.g. s
choo
l inf
rastr
uctu
re,
food
, uni
form
s and
lear
ning
m
ater
ials.
PA,
Scho
ol M
anag
emen
t an
d BO
M
Whe
neve
r nee
d ar
ises
Am
ount
of
reso
urce
s acc
esse
d th
roug
h es
tabl
ished
lin
kage
s
PA T
rain
ing
Man
ual
Scho
ol M
anag
emen
t G
uide
s Re
sour
ce M
obili
zatio
n an
d M
anag
emen
t G
uide
s
Lear
ners
, Pa
rent
s Te
ache
rs a
nd
Scho
ol
Man
agem
ent
4.5
Parti
cipat
e in
fund
raisi
ng to
im
prov
e the
scho
ol fa
ciliti
es an
d se
rvice
s.
Teac
hers
, PA
, Sch
ool
Man
agem
ent a
nd
BoM
Whe
neve
r nee
d ar
ises
Am
ount
of
reso
urce
s acc
esse
d th
roug
h th
ese
fund
raisi
ng
activ
ities
PA T
rain
ing
Man
ual
Scho
ol M
anag
emen
t G
uide
s Re
sour
ce M
obili
zatio
n an
d M
anag
emen
t G
uide
s
37
38
APPENDICES
Appendix I: List of writers in the Development of Guidelines on PE&E
No Name Organization 1. Darius O. Mogaka MoE 2. Grace Ngugi Maina KICD 3. Emis Njeru MoE 4. Joash Manyi KICD 5. Loice Kimani MoE 6. Jonathan Maranya KICD 7. Dr Peter Kinyua KICD 8. Dr Lydia Mucheru KICD 9. Inderjit Rehal KICD 10. Dr Catherine Kithinji KICD 11. Dr Gladys Mwiti Oasis Africa 12. Phoebe Gachau Faith Ventures 13. Michael Mbaabu Kenya Conference of
Catholic Bishops 14. Augusto Muthigani Kenya Conference of
Catholic Bishops 15. Zuena Anjela Education Training
Consultant 16. Bakary Chemaswet SUPKEM 17. Shadrack Muthama ANPPCAN Regional 18. Dr Reuben Nthamburi KNATCOM 19. Nelly Ndizangu KIMO Wellness Foundation 20. Dennis Odunga KICD 21. Cyril Oyuga KICD 22. Kepha Nyandega Life Skills Promoters 23. Beth Kahuthia KICD 24. Teresia Ohenic FAWE-Kenya 25. Merab Ochieng CUEA
39
No Name Organization 26. Segeja Nicholus CUEA 27. Steve Kiteto TANARI Trust 28. Mercy Gichohi Discover Your Career 29. Eunice Kimani MoE 30. Dar Nyanchoka KESSHA 31. Rosemary Ngatia Joy Town Secondary School 32. Jane Kamau UNESCO 33. Prof Catherine Gachutha KCPA 34. Dr. Tabitha Wangui Kenyatta University 35. Nicholas Maiyo National Parents Association 36. Ann Kioko AUFF/CGO 37. Adrine Mutegi SUK/NCCK 38. Dr. Stanley Mukolwe Raising Future
Parents/Navigators Africa 39. Juliet Kola MEACL&SP 40. Peris Njoroge KICD 41. Jacqueline Kemunto KICD 42. Lucy Maina RELI 43. Joyce Kinyanjui RELI 44. Margaret Waithaka Discover Your Career 45. Eric Moth ICS 46. Caroline Opondo ICS
38
38
APPENDICES
Appendix I: List of writers in the Development of Guidelines on PE&E
No Name Organization 1. Darius O. Mogaka MoE 2. Grace Ngugi Maina KICD 3. Emis Njeru MoE 4. Joash Manyi KICD 5. Loice Kimani MoE 6. Jonathan Maranya KICD 7. Dr Peter Kinyua KICD 8. Dr Lydia Mucheru KICD 9. Inderjit Rehal KICD 10. Dr Catherine Kithinji KICD 11. Dr Gladys Mwiti Oasis Africa 12. Phoebe Gachau Faith Ventures 13. Michael Mbaabu Kenya Conference of
Catholic Bishops 14. Augusto Muthigani Kenya Conference of
Catholic Bishops 15. Zuena Anjela Education Training
Consultant 16. Bakary Chemaswet SUPKEM 17. Shadrack Muthama ANPPCAN Regional 18. Dr Reuben Nthamburi KNATCOM 19. Nelly Ndizangu KIMO Wellness Foundation 20. Dennis Odunga KICD 21. Cyril Oyuga KICD 22. Kepha Nyandega Life Skills Promoters 23. Beth Kahuthia KICD 24. Teresia Ohenic FAWE-Kenya 25. Merab Ochieng CUEA
39
No Name Organization 26. Segeja Nicholus CUEA 27. Steve Kiteto TANARI Trust 28. Mercy Gichohi Discover Your Career 29. Eunice Kimani MoE 30. Dar Nyanchoka KESSHA 31. Rosemary Ngatia Joy Town Secondary School 32. Jane Kamau UNESCO 33. Prof Catherine Gachutha KCPA 34. Dr. Tabitha Wangui Kenyatta University 35. Nicholas Maiyo National Parents Association 36. Ann Kioko AUFF/CGO 37. Adrine Mutegi SUK/NCCK 38. Dr. Stanley Mukolwe Raising Future
Parents/Navigators Africa 39. Juliet Kola MEACL&SP 40. Peris Njoroge KICD 41. Jacqueline Kemunto KICD 42. Lucy Maina RELI 43. Joyce Kinyanjui RELI 44. Margaret Waithaka Discover Your Career 45. Eric Moth ICS 46. Caroline Opondo ICS
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Appendix 2: Qualities of a Responsible Parent
The following are some of the characteristics of an empowered and responsible parent. Understands the child’s school calendar Visits school on certain occasions Is concerned with the child’s welfare Does follow-ups in the child’s school Provides for the child’s needs Ensures safety and security of the child Is ethical and a good role model Provides career guidance to the child Disciplines the child Spends quality time with the child Supports education activities of the learning institution of his/her child Respects the child Identifies and nurtures the child’s talents
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Appendix 2: Qualities of a Responsible Parent
The following are some of the characteristics of an empowered and responsible parent. Understands the child’s school calendar Visits school on certain occasions Is concerned with the child’s welfare Does follow-ups in the child’s school Provides for the child’s needs Ensures safety and security of the child Is ethical and a good role model Provides career guidance to the child Disciplines the child Spends quality time with the child Supports education activities of the learning institution of his/her child Respects the child Identifies and nurtures the child’s talents
KENYA INSTITUTE OF CURRICULUM DEVELOPMENT
Desai Road, Off Thika Rd.,P.O. Box 30231 - 00100 Nairobi, Kenya.
Telephone : +254 (020) 374 9900 - 9, 374 8204, 374 7994Fax : +254 (020) 363 9130.
Email : [email protected], Website : www.kicd.ac.ke
REPUBLIC OF KENYA