Abstract
This study investigated parental understanding of the concept “Parental Involvement in Education” of their children (PIE) in three inclusive secondary schools in the Maseru District of Lesotho. It also investigated the extent to which parents make contributions to the education of their children. The study was quantitative, exploratory in nature and used a 5-point Likert scale questionnaire to collect data. 700 parents in these schools were randomly selected to fill the questionnaires and the data were analysed using Statistical Package for the Social Sciences (SPSS) software. The results revealed that most parents understand PIE and its implications, but do not do much to assist teachers in schools. Mothers appeared to support the teaching of their children more than fathers. Prominent barriers in their efforts to help teachers included work-related commitments and a lower level of education. The study proposed formation of support groups involving all stakeholders for the purpose of raising awareness about PIE, educating parents about their roles in the education of their children, and improving communication among all stakeholders.
Highlights
Inclusive education cannot survive without direct involvement of external agencies, such as parents
This article reports on the findings of a study in which parents of learners in three inclusive secondary schools within the Maseru District of Lesotho were assessed for their knowledge and views about parental involvement in (secondary) education (PIE), and their contributions to the education of their children
This study has revealed that most parents understand the importance of PIE, but they are operating in isolation from the teachers – probably because of poor communication between the two groups, and because of the perception that PIE has to do with parents’ education levels
Summary
Inclusive education cannot survive without direct involvement of external agencies, such as parents. The elderly (mostly women) are responsible for the evening teachings, and they alternately teach individually or in teams As they reach adolescence, Basotho children are expected to attend an initiation school in order to be circumcised and to receive training on skills such as sewing for shields and clothing, agriculture, hunting, respect, patriotism and livestock farming – if they are boys. Basotho children are expected to attend an initiation school in order to be circumcised and to receive training on skills such as sewing for shields and clothing, agriculture, hunting, respect, patriotism and livestock farming – if they are boys It is at this stage that adult males are actively involved. The introduction of modern schooling by the Christian missionaries in around 1833 (Paris Missionary Society) and 1862 (French Oblate Missionaries), resulted in traditional education losing value within Basotho society
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