Parental involvement in learners’ education in secondary schools in the Erongo region of Namibia
| dc.contributor.author | Nghipandulwa, Ndemutekonghedi Penehafo | |
| dc.date.accessioned | 2023-05-15T13:33:18Z | |
| dc.date.available | 2023-05-15T13:33:18Z | |
| dc.date.issued | 2023 | |
| dc.description | A thesis submitted in partial fulfilment of the requirements for the Degree of Master of Education (Leadership, Management and Policy Studies) | en_US |
| dc.description.abstract | This study aimed to investigate parental involvement in learners’ education in secondary schools in the Erongo region of Namibia. The Namibian Education Act, 16 of 2001, was promulgated to ensure, among others, democracy in education through the active involvement of all stakeholders in the decision-making processes in schools. However, the involvement of parents as key stakeholders has been limited. Therefore, this study was conducted to investigate parental involvement in learners’ education at secondary schools in the Erongo region of Namibia. A qualitative case study design was used for this study. The population is comprised of parents, principals and teachers of six secondary schools in the Erongo region. Stratified purposive and purposive random sampling methods were used to select the sample. Interview guides were used as data collection instruments. The overall finding was that the extent of parental involvement in their children's education at secondary school was very minimal due to many factors, such as the poor educational background of parents. Other challenges were inadequate capacity building for parents, language barrier, and lack of understanding of educational matters on the part of the parents. These made it difficult for parents to make valuable contributions to their children's education in secondary schools. There is a need to equip parents with the necessary skills to partake actively in their children's education at the secondary school level. The study further recommends: that the Ministry of Education, Arts and Culture should devise a training policy for school board members to ensure parents are kept abreast of the dynamics of education, and are actively involved in the education of their children and can be held accountable to some extent for the learning outcomes of their children. | en_US |
| dc.identifier.uri | http://hdl.handle.net/11070/3697 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of Namibia | en_US |
| dc.subject | Parental involvement | en_US |
| dc.subject | School board | en_US |
| dc.title | Parental involvement in learners’ education in secondary schools in the Erongo region of Namibia | en_US |
| dc.type | Thesis | en_US |