英语论文网

r the improvement and success of the Jamaica education system which is crucial to student’s academic achievement. Roopnarine and Johnson (1993) stated definitively that the home and school environment must have a continuous and close link, as the love and support found at home will lay the foundation for learning. Cotton and Wikelund (2001) recommended that parents support their children’s schooling by attending school functions and responding to schools’ obligations. United Nations Children Education Fund (UNICEF) has stated that there have also been numerous debates and discussions about the sub-standard educational system that exist in Jamaica. Despite a great deal of public investment in education, it will not yield the intended result without stronger support by more parents. Hence, the MOE has embarked on a number of different programmes, in an effort to strengthen parental involvement in schools.

In an article published in the Daily Gleaner dated May 26, 2008, Sylvester Anderson, president of the National Parent Teacher’s Association of Jamaica stressed that there is a greater need for better parental involvement in school activities and student’s educational development. He stated that some progress was made, but, there was still room for improvement as attendance at PTA meetings was pretty low with attendance rate of about 20 to 30 per cent. This he emphasize, was not good enough for a partnership.

Background to the Problem

In Jamaica, especially in the inner-city community, the high fertility rate resulting from teenage pregnancies has shown a marked difference between adolescent parenting versus adult parenting, as teenaged parents lack the resources and maturity to care for their children adequately. However, the problem of poor parental involvement is not only seen in adolescent parents but adult parents too. This is oftentimes manifested in the interest shown in the activities at schools. Many parents have lost interest or have little or no time to be involved in school activities which have affected both the school and their children’s performance. Some, however, are illiterate, lack training or skill and have not completed secondary education, hence their inability to secure jobs to care for their children or assist them in their school activities.

Despite being unemployed, some parents still do not go to meetings unless refreshment is provided or they can gain tangible rewards. In addition, some mothers are oftentimes busy caring for younger children which results in their absence from all activities conducted at their children’s school. In many of the homes fathers are absent leaving the responsibility of parenting on the mothers. Furthermore, some fathers are involved in gangs and show little inclination to participate in school activities although they are unemployed. Allen and Daly (2002) posit that although fathers may not be recognized as being important to early childhood development in some culture, their involvement does have significant impact. As a result of fathers’ involvement, children demonstrate better cognitive, emotional and social development outcomes. Furthermore, anecdotal evidence suggests that many parents do not seem to have their children’s education as priority, but, instead are more interested in partying, fun and fashion than in the education of their children. There is also a sense of hopelessness amongst parents in