n Tydskrif vir Geesteswetenskappe - Armoedeverligting deur die ontwikkeling van sosiale kapitaal : ouerbetrokkenheid in die onderwys

Volume 44, Issue 2_3
  • ISSN : 0041-4751


The issue of development is far more complex than initially defined and people are increasingly reluctant to accept strict economic factors such as gross national product (GDP) as indicators of a country's development. Of increasing importance is the realisation that the ultimate goal of development is people's enhanced welfare, in which education plays a key role. However, in spite of improved enrolments, the school alone is unable to improve educational retention and achievement significantly. The norms, social networks and relationships (social capital) of the home and community are required to realise these goals. This paper focuses on the role of the family in providing the social capital needed by schools to optimise learners' school achievements. Data were collected by means of questionnaires, followed by in-depth interviews with educators and parents. Findings suggest that educators do not involve parents in any meaningful way in the education of their children, although most parents would like to be taught how to support learning at home. Educators are also uncertain of the ways in which parents should be involved in academic work and have not been trained to work or communicate with parents. Although the role of parents is acknowledged in providing significant inputs in the education of children, both educators and parents do not know how to achieve this.

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