Authors :
Dr. Nkadimeng Mampuru Philemon
Volume/Issue :
Volume 8 - 2023, Issue 6 - June
Google Scholar :
https://bit.ly/43uxUln
Scribd :
https://tinyurl.com/eu4unb7a
DOI :
https://doi.org/10.5281/zenodo.8137776
Abstract :
The success of learners in reading and
homework depends on the collaboration and
communication between teachers and parents. South
African Schools Act (SASA) (1996) stipulates that school-
based educators need to collaborate with teachers to
ensure quality education. There is a national
dissatisfaction of the status of the ability of learners to
read for meaning lately in South Africa (PIRLS,
2006;2011,2016,2021). Based on this state of affairs, the
Department of Basic Education (DBE), National
Education Collaboration Trust (NECT), United Nations
Children’s Fund (UNICEF) with Performance Solutions
Africa (PSA) established a project called Reading and
Leadership Strengthening in South Africa (REALS) to
strengthen parents’ skills in supporting reading and
homework at home. PSA trained 18 427 (75%) parents in
81 purposively identified schools in Limpopo Province
Districts (24 schools in Sekhukhune East District; 23
schools in Sekhukhune South District; 20 schools in
Mogalakwena District and 14 schools in Waterberg
District). Purposive sampling was used to select the
sample of the study. Parents were trained on how
learners learn to read and on how to support their
children in reading and homework. The study aimed at
investigating the impact REALS SA project made on
strengthening parents’ skills to support their children
with reading and homework, and collaboration and
communication between schools and parents about
learners’ school activities. Data was collected by
document study and interviews from one SGB
Chairperson, Deputy Principal and Departmental Head
in each of the three districts. Content and Narrative
analysis were used to analyse the collected data. The
study revealed that parents’ skills on supporting their
children in reading and homework improved. The total
number of parents trained (75%) suggested that parents
are willing and appreciative to be developed to support
their children. The study further uncovered improved
collaboration and communication between schools and
parents pertaining the children’s reading and
homework. The findings of this study have implications
for the continued parents training in all the primary and
secondary schools in South Africa. To ensure continuity
of the learners’ support, the study also propose that the
CMs monitor and evaluate implementation in schools.
Furthermore, it is recommended that a module on
parent-learner support in learner’s reading and
homework be included in the Teachers’ Training courses;
Keywords :
REALS, Strengthening, Parents’ Skills, Reading, Homework, Experience, Collaboration, Communication, SMT Members
The success of learners in reading and
homework depends on the collaboration and
communication between teachers and parents. South
African Schools Act (SASA) (1996) stipulates that school-
based educators need to collaborate with teachers to
ensure quality education. There is a national
dissatisfaction of the status of the ability of learners to
read for meaning lately in South Africa (PIRLS,
2006;2011,2016,2021). Based on this state of affairs, the
Department of Basic Education (DBE), National
Education Collaboration Trust (NECT), United Nations
Children’s Fund (UNICEF) with Performance Solutions
Africa (PSA) established a project called Reading and
Leadership Strengthening in South Africa (REALS) to
strengthen parents’ skills in supporting reading and
homework at home. PSA trained 18 427 (75%) parents in
81 purposively identified schools in Limpopo Province
Districts (24 schools in Sekhukhune East District; 23
schools in Sekhukhune South District; 20 schools in
Mogalakwena District and 14 schools in Waterberg
District). Purposive sampling was used to select the
sample of the study. Parents were trained on how
learners learn to read and on how to support their
children in reading and homework. The study aimed at
investigating the impact REALS SA project made on
strengthening parents’ skills to support their children
with reading and homework, and collaboration and
communication between schools and parents about
learners’ school activities. Data was collected by
document study and interviews from one SGB
Chairperson, Deputy Principal and Departmental Head
in each of the three districts. Content and Narrative
analysis were used to analyse the collected data. The
study revealed that parents’ skills on supporting their
children in reading and homework improved. The total
number of parents trained (75%) suggested that parents
are willing and appreciative to be developed to support
their children. The study further uncovered improved
collaboration and communication between schools and
parents pertaining the children’s reading and
homework. The findings of this study have implications
for the continued parents training in all the primary and
secondary schools in South Africa. To ensure continuity
of the learners’ support, the study also propose that the
CMs monitor and evaluate implementation in schools.
Furthermore, it is recommended that a module on
parent-learner support in learner’s reading and
homework be included in the Teachers’ Training courses;
Keywords :
REALS, Strengthening, Parents’ Skills, Reading, Homework, Experience, Collaboration, Communication, SMT Members
