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THE SCHOOL & THE

HOME PARTNERSHIP

KROMUEL P. ALCANTARA
APPRIL REMEL CORPUZ
The Aims of the World Education
Fellowship and the Example of Honora
Deane
The balance of personal growth of individuals
and their social responsibility to the community is
one of the highest goals of education at all levels,
and by encouraging a wider vision of social
purposes encourages as to work constructively
towards improving the human and environmental
condition at the national and international level.
The Aims of the World Education
Fellowship and the Example of Honora
Deane
The need to strive for social justice
and for equality and access in
education (as stated in 10 National
Goals for Education) is another aim of
the World Education Fellowship.
The Hobart Declaration on
Schooling
The Agreed National Goals for(1989)
Schooling include the
following aims:

To provide an excellent education

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for all young people, being one which
develops their talents and capacities
to full potential, and is relevant to the
social, cultural and economic needs
of the nation.
The Hobart Declaration on
Schooling
The Agreed National Goals for(1989)
Schooling include the
following aims:

To enable all students to achieve

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high standards of learning and to
develop self-confidence, optimism,
high self-esteem, respect for
others and achievement of
personal excellence.
The Hobart Declaration on
Schooling
The Agreed National Goals for(1989)
Schooling include the
following aims:

To promote equality of

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education opportunities, and to
provide for groups with special
learning requirements.
The Hobart Declaration on
Schooling
The Agreed National Goals for(1989)
Schooling include the
following aims:

To respond to the current and

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emerging economic and social
needs of the nation, and to provide
those skills which will allow students
maximum flexibility and adaptability
in their future employment and
other aspects of life.
The Hobart Declaration on
Schooling
The Agreed National Goals for(1989)
Schooling include the
following aims:

To provide a foundation for

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further education and training,
in terms of knowledge and
skills, respect for learning and
positive attitudes for life-long
education.
6 To develop in students:

the skills of English literacy, including skills in listening,


speaking, reading and writing;
skills of numeracy, and other mathematical skills;
skills of analysis and problem solving;
skills of information processing and computing;
an understanding of the role of science and technology in
society, together with scientific and technological skills;
a knowledge and appreciation of Australias historical and
geographic context;
6 To develop in students:

a knowledge of languages other than English;


an appreciation and understanding of, and
confidence to participate in, the creative arts;
an understanding of, and concern for, balanced
development and the global environment; and
a capacity to exercise judgement in matters of
morality, ethics and social justice
The Hobart Declaration on
Schooling
The Agreed National Goals for(1989)
Schooling include the
following aims:

To develop knowledge, skills,

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attitudes and values which will
enable students to participate as
active and informed citizens in
our democratic Australian society
within an international context.
The Hobart Declaration on
Schooling
The Agreed National Goals for(1989)
Schooling include the
following aims:

To provide students with an

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understanding and respect for
our cultural heritage including
the particular cultural
background of Aboriginal and
ethnic groups.
The Hobart Declaration on
Schooling
The Agreed National Goals for(1989)
Schooling include the
following aims:

To provide for the physical

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development and personal
health and fitness of students,
and for the creative use of
leisure time.
The Hobart Declaration on
Schooling
The Agreed National Goals for(1989)
Schooling include the
following aims:

To provide appropriate career

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education and knowledge of
the world of work, including an
understanding of the nature
and place of work in our
society.
Parental Influence upon Education
The Tasmanian Retention Analysis, a longitudinal cohort, study conducted within the
Youth Education Studies Centre since 1984 highlighted:

The highly significant role which parental


values and preferences have in the
encouragement of educational participation and
the link with the student motivations to study"

Researchers also found the particularly significant


role played by mother's encouragement
Parental Influence upon Education
Williams and colleagues at the Australian Council for Educational
Research in Melbourne have found similar associations.

The impact of family background is not


just through financial and material
advantage or disadvantage but by
"parental valuing of education and the
encouragement which accompanies this"
Parental Influence upon Education
Most recent work from A.C.E.R. on Year 12 completion and higher education entry
emphasizes the way in which parental educational experiences and attainments
influence the educational decisions of their children, especially at the post-compulsory
level.

"Parents are models for such decisions, a knowledge


resource, and a source of encouragement and advice for
adolescents. As parents vary in their education, so too
will the models to which children are exposed, their
knowledge of education and the kind of encouragement
and active and advice provided (Williams et al 1993 pp.
41,42).
Parental Influence upon Education
analysis of national cohort data of the Australian Youth Survey
reveals that:

Parental education is far more influential on


post-school career choices and destinations than
is parental occupation (as a socio-economic
measure).
Parental Influence upon Education

The implications for change of these findings with


respect to increasing equality of educational
opportunity are long term and short term. In the long
term as intergenerational educational experience of
participation and attainment increases, especially for
girls, so will educational mobility and access. In the
short term these inequalities in family background are
resistant to change.
Parental Influence upon Education

Government social justice strategies, including the


provision of public financial support like AUSTUDY
and ABSTUDY do work towards greater equity in
educational participation and research has shown
this. But differences in patterns of attrition at post-
compulsory level in terms of background still remain
especially for the most grossly disadvantaged groups.
Parental Influence upon Education

These would include students disadvantaged


by low socio-economic background, rurality and
isolation, aboriginality, ethnicity (especially those
from non-English speaking backgrounds) and
physical and sensory disability (A.E.C. 1991).
Sometimes students suffer from multiple
disadvantage (Abbott-Chapman, Hughes and
Wyld 1991).
Parental Influence upon Education

This being the case solutions have to be found within


the educational system itself, which will help break
down the barriers to full participation, raise students'
educational expectations for themselves and enable
them to meet them (Abbott-Chapman , Easthope and
O'Connor 1994). This is a very tall order but many of
our effective schools and inspirational teachers are
doing just that and we should not underestimate their
contribution.
The Influence of the Teacher
and the School
Teachers can do make a difference to their
students' participation and achievement.
Within the effective school it appears to be the
quality of the teachers above all which
establishes the climate for student learning.
The Influence of the Teacher
and the School
As a recent national study has community members
and teachers sampled cited aspects of professional
staff as the key elements in school effectiveness.
Respondents believed that effective staff set high but
realistic expectations, positive attitude towards
learning and encourage students, and are themselves
willing to nominate their teaching and to monitor new
ways of working" (McGaw et al 1992 p.67).
The Influence of the Teacher and
the School
What are the qualities and characteristics of
effective teachers?

An enthusiasm for and knowledge of subject, an ability to


communicate well, and a responsiveness to student learning
needs within a relationship of mutual respect" (Abbott-Chapman,
Hughes, Holloway and Wyld 1990). Such teachers offer their
students a "vision of learning" which enables them to transcend
barriers and problems and enhances their self esteem.
The Influence of the Teacher
and the School
Some schools also appear to be better than
others in providing an encouraging educational
climate and hence a greater "holding power"
over their students even after allowing for
students' family background characteristics
(Ainley and Sheret 1992 p. 171).
The Influence of the Teacher and
the School
Curriculum content, structure and delivery and the
leadership provided by Principal and Senior staff all
play their part. But it appears that the quality and
dedication of classroom teachers are at the heart of
school retentiveness and an achieving school climate.
This is also true for alienated and marginalized
students persistently truant, or are school refusers- as
investigation of alternative school arrangement testifies
(Youth Studies Australia Vol. 12, No.4, 1993)
The Influence of the Teacher and
the School
"These research findings along with others
from a wide array of studies that students'
positive expectations for themselves, and an
encouraging educational climate which enables
them to overcome obstacles to learning, are
powerful agents for educational participation and
achievement" (Abbott-Chapman 1994a p. 17).
Contemporary trends in society which impact
upon the home and school partnership

Rapid change, change which seems "out of control" tends to


bring about feelings of helplessness and negativism, a state of
what has been called 'future shock" (Toffier 1971). Young
people suffer most of all and are the most vulnerable
"casualties of change" (Eckersley, 1988 and 1992).
Contemporary trends in society which impact
upon the home and school partnership

Young people in consequence tend to suffer in these ways:


1. Economically in terms of reduced opportunities for
employment and financial independence.
2. Socially in terms of community and family breakdown which
tears away essential emotional support and impairs
development of values of self esteem and social responsibility.
3. Psychologically and emotionally because positive aspirations
and expectations for the future seem pointless and goal
formation is impaired or absent.
Contemporary trends in society which impact
upon the home and school partnership

Not surprisingly more and more young people at a time of life


when they should be most hopeful and most most purposeful are
dispirited and depressed, alienated and aimless. Sometimes, they
take out their anger and frustration on themselves in the form of
risky or destructive behaviour - alcohol and drug abuse, sexual
promiscuity, reckless driving and self injury (including eating
disorders). Sometimes they take out their anger and frustration on
others - muggings, bashings, street gang fights, violent theft.
Classroom violence and attacks on teachers are also on the
increase as recent medical reports reveal.
Contemporary trends in society which impact
upon the home and school partnership

It seems that in future more teachers and principals


will seek redress under the law in dealing with classroom
violence and with groups of -undesirable" youth loitering
near school gates, harassing students and teachers, and
pushing drugs (Abbott-Chapman 1994)
Contemporary trends in society which impact
upon the home and school partnership

It is not surprising that within this climate growing


numbers of teachers are beginning to ask where the line
between teacher and social worker is drawn.
The changing relationship between the home
and the school

Even in dealing with the day to day social and


emotional problems of children and adolescents
teachers find they need to become more skilled in
pastoral care and counselling. In some instances where
children only eat take-away food at home teachers are
even faced with teaching basic table manners and the
use of the knife and fork.
The changing relationship between the home
and the school

The demand for the setting up of counselling courses


for teachers and trainee teachers is increasing and more
teachers are suffering stress and "burnout" (Abbott-
Chapman 1993).
The changing relationship between the home
and the school

We need all the political and practical help possible to


reinforce the strength of the extended family, and to
enhance the communication and the partnership
between family and teachers in the very important job of
bringing up the next generation.
Supporting the home/school partnership

"The impact implementation of, and responsibility for


effective implementation of all these changes falls
mainly on teachers' (Beazeley 1993 p. 4).
It seems clear therefore that if we are also making
more demands upon teachers in areas other than
teaching, and if we are to aim needed. These include:
Supporting the home/school partnership
1. Smaller classes are important in giving individual
students more attention.
2. More teachers are needed to share the load.
3. More "counselling" training is needed to assist
teachers in "early warning" of student problems.
4. More specialist counselors, school nurses and other
ancillary support staff are needed to enable teachers
to find time to teach .
5. More "time out" for teachers in stressful situations is
essential.
6. Stronger legal backing for teachers and principals
coping with violent students is needed.
Supporting the home/school partnership

Above all we need to lobby our politicians for more


resourcing for education. Even in times of economic
scarcity if there is strong political will resources can be
found. Teachers are doing all they can to help families -
now is the time for families publicly to back our teachers.

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