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Submitted by Helen Abadzi on
The Bank often promotes parental preference and involvement strategties: ommittees, empowered authorities, innovation. But multiple studies have shown that parents of limited education may respond to the wrong signals and have very limited understanding about how their children learn best. Overall surveys from very poor communities quality show that parents are satisfied with the schools, despite abysmal quality. One sign is the resistance towards local languages, particularly in Africa. Also poorer parents may not always take care of school affairs satisfactorily. Studies from Indonesia, India Nepal, and elsewhere have given ambivalent results. An indonesian study in particular showed that parents could not stem financing irregularities. Besides overwork and distance from schools, it is possible that proceedings are too complex for many. Often one sees the better educated community members appointed in school committees. To fulfil the 2020 education strategy there is a need to be more realistic and explicitly deal with the difficulties poor parents have in understanding how to educate their children and how to manage schools.