n South African Journal of Education - Black parental involvement in education




The South African Schools Act of 1996 (SASA) provides formal power in education to parents as well as communities. SASA creates theexpectation for parents to be meaningful partners in school governance. It envisages a system where school-based educators wouldcollaborate with the parents to ensure quality education, including curriculum matters such as outcomes-based education (OBE). Anethnographic study was conducted in historically disadvantaged black secondary schools. The study focused on the effects of black parentalinvolvement on the success of their children. For a period of twelve months spread over two years (2002/2003), 24 parents with learnersin eight different historically disadvantaged secondary schools (HDSS) were investigated. The findings of the study revealed that the blackparents' role is crucial in the enhancement of learner success. Parents who played little or no role in their children's homework and studyprogrammes contributed to the poor performance of their children in the classroom. Also, the extremely limited success thus far in theimplementation of OBE in historically black communities was significantly due to the absence of co-operation between the school and thehome. This study affirms the view that community input is crucial in the development of curriculum in schools. Without proactive blackcommunity involvement, HDSS are less likely to succeed in their efforts to improve education.


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