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: info@kicd.ac.ke

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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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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 : info@kicd.ac.ke, Website : www.kicd.ac.ke

REPUBLIC OF KENYA