Parental participation and meaningful access in South African schools.
Abstract
This policy brief analyses parental involvement in their children’s education in two districts of the Eastern Cape and Gauteng provinces of South Africa. The research explores the relationships between parents’ socio-economic circumstances, the extent to which they support their children’s access to and learning in school, and their perceptions of the nature and quality of the education their children are receiving. After discussing the findings the brief recommends ways in which education policy, by encouraging parental involvement, can overcome obstacles such as poverty and illiteracy and promote meaningful access to education in South Africa.
Citation
CREATE South Africa Policy Brief 4, 4 pp.
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Published 1 January 2011