Abstract
The objective of this paper is to examine the perceptions of community elders and parents on their roles regarding support to their children’s education. Data come from the qualitative component of a baseline survey conducted in Korogocho and Viwandani, two urban informal settlements in Nairobi, Kenya. Data were collected in April-May 2016 through in-depth interviews, key informant interviews and focus group discussions. Results demonstrated that community elders internalized their role as the face of government in their respective communities, and enforced the implementation of education policies on behalf of all children. The community leaders also saw as part of their role the need to encourage parents to be active participants in their children’s education. Female parents with boys in the program perceived that parental monitoring and follow-up was important to ensure that their children attended school, and completed work assigned by the teachers, more so in Korogocho. Overall, parents recognized the importance of the role they played in their children’s education. This is a good entry point as parental support will ensure the success and sustainability of the intervention to improve educational outcomes for children, which in turn will help their children navigate the challenging period that adolescence presents.
Highlights
El Apoyo a la Educación de Niños en los Barrios Marginales Urbanos de Nairobi: Percepciones de la Comunidad y los Padres con una Fase Expandida de un Programa de Intervención Educativa (Recibido: 30 de enero de 2018; Aceptado: 23 de junio de 2018; Publicado: 28 de junio de 2018)
This included explaining to the parents the government policy requiring children to remain in school; engaging with parents to ensure that children are taken to school; and creating partnerships within and outside the community in support of school attendance by children
The objective of the paper was to examine the perceptions of community and parents on their roles regarding the education of their children, and highlight whether there were differences by gender of the child
Summary
El Apoyo a la Educación de Niños en los Barrios Marginales Urbanos de Nairobi: Percepciones de la Comunidad y los Padres con una Fase Expandida de un Programa de Intervención Educativa (Recibido: 30 de enero de 2018; Aceptado: 23 de junio de 2018; Publicado: 28 de junio de 2018). S chool, family, and community partnerships have been lauded as being very important in bridging the achievement gap between children in low socioeconomic status (SES) neighborhoods and their counterparts in the high SES neighborhoods (Bryan, 2005) Critical is this partnership between schools, parents, families, and community members that in contexts like the USA, this belief has been the driving force behind the No Child Left Behind (NCLB) education reform (Bryan, 2005). Research has established that children born among parents whose expectations are dissimilar with what schools expect
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