Abstract
Guided by the ecological systems theory, this chapter examines the basis, themes, and implications of the child-friendly school (CFS) initiative to family-school-community partnerships in Kenya. The CFS initiative is a joint venture between UNICEF and the government that was rolled out in schools two decades ago. The CFS has five themes that are meant to sustain the crucial reforms in the classrooms and the schools to enhance student achievement. It is imperative, however, to note that understanding as well as implementing the concept requires strong family-school-community partnerships.
TopIntroduction
It is widely acknowledged that the development of strong bonds between the school, family and community yields great benefits for the children, their parents as well as teachers (Erlendsdottir, 2010; Epstein & Salinas, 2004; Koros, 2006). This approach reiterates the school’s responsibility in providing an environment to transform learning into a child-centred endeavor (UNICEF, 2003; ROK, 2010a; Florez, 2011). It emphasizes the need for children to interact with their classmates, teachers, families and the community in order to enhance the achievement of learning outcomes. Among others, the idea that the school belongs to the community fosters a sense of belonging as decisions are made jointly by the learners, teachers, parents and other local entities (Getswicki, 2010).
Both Sirvani (2007) and the National Association of School Psychologists (NASP, 2005) hold that school- home- community collaboration increases the parents’ capacity to learn with their children. Accordingly, such parents are attracted to school to learn and also help the teachers. It is also known to develop parent-teacher partnerships as the parents help the teachers to successfully execute their responsibilities (Epstein & Sheldon, 2006). Furthermore, such collaboration helps parents to change their perceptions of their children, hence giving them more time to study rather than to shoulder, say, household and farm chores (Florez, 2011). But, so as to get everyone involved in such a venture, respect for each individual and different opinions, cultures and beliefs should be ensured (Epstein, 2001). Such a democratic climate is said to enable especially the rural communities to cultivate new hope about their children’s school and education.
Epstein (2000) and Richardson (2009) assert that families and communities, for instance, offer a wealth of information and practical knowledge that can be used to improve teaching and the children’s learning. According to Florez (2011), the importance of parent participation in the educational process implies developing new social and political meanings that will contribute to the poor, rural schools increasingly becoming places for dialogue and an opportunity for a meeting of the minds and experiences among children and adults. It also implies them becoming institutions for appreciation of their worth as a group with all that a community thinks, knows and aspires to, in an effort to meet their needs within a new meaning of rurality. It is worthwhile to note that as opposed to parent involvement activities which support the passive roles of the parents, home-school- community collaboration involves the families, educators and community actively working together to develop shared goals and plans that enhance the success of learners (E-Lead, 2008; Epstein & Sheldon, 2006).
Key Terms in this Chapter
Student Achievement: The level of academic performance a learner attains in the set educational goals.
Family: It means the people that most immediately and directly shape a child’s development. Thus, this involves the entire range of key people with whom the child has a direct, face-to-face relationship. This includes the parents, siblings, guardian, and peers. Others are the grandparents, uncles, and aunts.
Bolster: In this context, it means to support or enhance student achievement.
Parent: It is broadly used to mean fathers, mothers and all the adults who play a significant role in a child’s family life and education. Such adults include the grandparents, siblings, aunts, uncles, stepparents, and guardians.
Child-Friendly School (CFS): It refers to a school that encourages the participation of the parents, community, and learners in its activities, as well as upholding the rights of all children, irrespective of any differences or characteristics. Thus, in a CFS the environment is conducive to learning, the staff members are friendly, and the health and the safety needs of the children are adequately met.
Partnership: It refers to families, communities, individuals, groups of people or organizations working as partners with the schools to foster the ideals of the parents’ involvement.
Community: This refers to such groups as businesses or corporations, service agencies, sports clubs as well as cultural and civic organizations that have interest in the provision of sound education to learners. It also includes the municipality as well as philanthropists.