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