It is hoped that this study will proffer a better understanding of how PI is currently evidenced in the three Nigerian schools representing three different socio-economic backgrounds in Ile-Ife, Nigeria. Given that PI is viewed as conducive to children’s education, the recommendations, based on the conclusions drawn from the study, primarily focus on how parents of different SES backgrounds can effectively impact their children’s schooling through their involvement in their education.
The research evidenced that PI constitutes a variety of dimensions. Across the three SES backgrounds, parents evidence both planned and spontaneous PI. The relevance of each dimension could possibly be viewed and assessed in terms of the value and meaning each community attaches to the particular dimension since PI might reflect, in part, culturally and socially relative factors (Anderson & Minke, 2007; Desimone, 1999; Fan & Chen, 2001; Garcia et al., 2002; Hong & Ho, 2005; Muller, 1993; and Suichu & Williams, 1996; also see (Chapter 2 section 1.2 and Chapter 4 section 4.2.3.6).
5.3.1 Recommendation in relation to parents’ view on education and schooling. It is imperative that parents should view their children’s schooling as a primary assignment and should dedicate time and effort to being involved in their children’s schooling. There are several
ways by which this can be achieved as evidenced in this study. Responsible, good parenting such as ensuring that children’s basic needs are well met is essential. Apart from that, planned PI should be undertaken. Parents should not only undertake involvement that is convenient to them, but should also plan to become involved in the various dimensions of involvement that the school expects of them. Irrespective of their SES, parents should balance their job demands with involvement in their children’s education. Furthermore, it is recommended that parents should make an effort to engage with other parents at the school as the establishment of such relationships has the potential to build social capital which can contribute to being better able to support one’s children at school. Such relationships have the potential to manifest into intergenerational closure among the parents and their children. Through their interaction, parents share and exchange ideas and information on how to get things right for their children, gain knowledge from one another and complement one another intellectually and materially. It could thus be recommended that the school should also promote social events where parents of children attending the school could meet and interact and establish friendships which would promote a collective engagement with their children’s schooling.
It is evident that children learn from both their peers and their parents. Through this network, each member benefits. In addition, it is highly recommended that the relationship can be strengthened further when parents see it as a duty to visit the school voluntarily and be involved in classroom activities and non-curricular school events such that PI is enhanced on the school front as well. Thus, PI should not be viewed as home involvement alone.
5.3.2 Recommendations in relation to parents’ views on the importance, nature and scope of PI
It is recommended that the awareness among parents about the importance of PI should be increased. The reasons for low involvement must be dealt with at the school by the teachers. It was evident that the parents are willing to get involved in their children’s schooling but required due and timeous notification of how to be involved by the school. School authorities should explore ways for involving parents in their children’s school work as well as in how the school is administered. Proper notification of ways to be involved should be undertaken so that parents do not have the excuse that they were not informed about significant opportunities to be involved to time. To improve attendance at the school’s PTA meetings, the date for the meeting could be fixed
on weekends so as to afford most parents, especially the working-class parents, the opportunity to be able to plan to attend the meeting.
At state level, the government should consider improving PI in schools by passing legislation which provides specifically for PI. This recommendation arises from the precedent which has been established for the state taking an interest in schooling and legislating that parents who do not enroll their children at a school according to the UBE Act of 2004, are liable for prosecution. Furthermore, it is recommended that the government mandate all schools to have written policy documents on PI activities at the school. This will ensure that all parents have first-hand information about the school and their roles as parents would be stated clearly from the start when their children are first enrolled at the school. It is further recommended that the parent should be encouraged and supported to spend quality time with their children and be committed financially towards their schooling. Such support could include information sessions on financial planning and also programs on child developmental needs.
5.3.3 Recommendations in relation to teachers’ views on PI
The teachers need to facilitate effective communication between the school and the parents. In order to establish educational partnerships, there should be substantial exchange of information between the parents and the teachers. Therefore, it is recommended that teachers should make a concerted effort to knowing the parents of the pupils in their class. They should give feedback to parents at all available opportunities. Teachers should also assist in communicating school programs to parents at the earliest time to enhance parents’ ability to plan their programs so that they are able to attend the school events. Parents’ schedules should be considered, and it should be remembered that if the school expects parents to be involved, it is important to give them adequate notice of events or activities in which their involvement is sought to enable them to make the necessary plans ahead of time. This provision of adequate notice could be done by sending SMSs to the parents, providing written notifications, through making verbal invitations, WhatsApp group messages and even through home visits especially in instances where parental intervention is crucial. It is recommended that the school authorities take a lead to assist parents by encouraging them towards effective participation in school programs. The school authority should maintain and facilitate enhanced communication between the parents at all times. This can be achieved through inter alia official school newsletters, the official website, workshops, seminars, conference, and
fund-raising projects. The notifications of the various events should be sent at a good time and always backed with reminders.
5.3.4 Recommendations in relation to parents’ view on the effect of SES on PI
There is a correlation between the SES of parents and the level of education and income. The level of education does not seem to influence PI to the extent that some research (see Chapter 2 section 2.4 and Chapter 4 section 4.2.1.7) has evidenced since all parents, regardless of SES appear to understand and recognize the importance of PI. However, the level of income has a more evident influence on PI since parents of lower income are unable to afford educational resources, taking children on educational excursions or paying school fees. Therefore, it is recommended that parents need to be conscious of their resource management to improve financial commitment towards the education of their children. Schools could play a role in providing suggestions to all parents on how to budget for their children’s educational needs so that the finances are available when required. Furthermore, owing to the economic instability prevalent in the country, the Federal Government has a role to play and should design a policy to regulate educational standards in public and private schools in Nigeria. The LSES pupils should have equal educational opportunities in public schools as HSES pupils have in private schools. This can be achieved by improving the infrastructure in the public schools, improving the staff strength, re-training existing teaching and non-teaching staff to enhance their delivery capability and to be knowledgeable about how to best provide for the needs of children from LSES backgrounds. This will go a long way in facilitating equality in the educational sector across the SES strata in the country. It is highly recommended that the Federal Government should provide soft educational loans with no interest to LSES parents to ensure ease of their financial predicament towards their children’s education. 5.3.5 Recommendations in relation to teachers’ views on the effect of SES on PI
It is recommended that teachers should assist families (in collaboration with the school authority) to raise funds for indigent pupils in their school. In addition, the Federal Ministry of Education should improve teachers’ practice and education relating to PI through training programs that could include workshops, seminars and conferences to equip and update the teachers on the latest and best teaching pedagogy that relates to PI. During the course of the research no evidence could be found of such interventions currently. It is recommended that teachers should be recognized and
awarded for their effort in involving parents in the education of their children. This will motivate the teachers to encourage parents towards reaching sustainable PI practices in Nigerian schools.