Potentially Working Elements of Approaches to Promote Parental Involvement in Ugandan and Ethiopian Primary Education

Abstract

In the Ugandan Kamuli district and the Ethiopian Shabee Sombo district, primary schools struggle to improve their quality of education (Cordaid, 2022a; 2022b). Parental involvement (PI) is an important aspect of quality of education. Academic evidence shows that PI has a positive effect on children ánd schools (Menheere & Hooge, 2010; Dumont et al., 2012). Therefore, potentially working elements of approaches to improve parental involvement (PI) were explored. A synthesized list of such potentially working elements was the output of a systematic literature search and six interviews held at three Dutch primary schools in disadvantaged areas, who actively conduct activities and policies to improve PI. These potentially working elements were contextualized towards the context of primary education in the Ugandan Kamuli district and the Ethiopian Shabee Sombo district, by interviewing experts involved in the Cordaid programs that support the primary schools in these districts. Based on these interviews, implications were formulated to define which indicators could be added to the Cordaid projects to improve quality of education in these primary schools. In both districts, it is suggested that parents could feasibly get involved by organizing informative (thematic) meetings for all parents, e.g. to communicate mutual expectations. Also, informal meetings for parents could be organized to practically contribute to the children’s learning environment, or to enhance low-threshold contact between teachers and parents. These and other elements can be further explored and translated into indicators for Cordaid’s programs. Future research is needed to explore the relation between working elements and conditions related to PI.