Parents’ Participation In The Family Literacy Programme In The Kavango East Region Of Namibia.

ABSTRACT

The establishment of Family Literacy Programmes is a worldwide trend as it is an educational method that promotes the notion of the parent being the child’s first teacher. A Family Literacy Programme (FLP) was implemented in the Kavango East Region of Namibia through the Directorate of Adult and Lifelong Learning. However, there is a high drop-out rate and low participation among parents. This study therefore sought to investigate parents’ participation in the FLP in the Kavango East Region of Namibia.

The study used a qualitative research design because the researcher developed a holistic analysis of FLP in the Kavango East Region of Namibia using words, reports and detailed views of informants in natural settings. The study employed a case study design in that it focused on four schools from four constituencies of the Kavango East Region, namely Rundu Rural, Mashare, Ndonga-linena and Ndiyona. The study employed purposive sampling. The participants with specific characteristics were those parents who participated in the FLP, school principals, grade one teachers, promoters and adult educators from the four constituencies. The research instrument used to collect the data was the interview guide.

The findings of the study reveal that the tendencies or prevalence of parents participation in the FLP in the Kavango East Region of Namibia is not homogenous but stems from a variety of understandings and is supported by a variety of reasons. First, it seems that there is a confusion regarding parents’ understanding of the FLP concept. The parents’ reasons for entering the FLP are related to the lack of pre-primary and primary schools, understanding the importance of education, improving academic performance of learners and reducing absenteeism and parents’

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hope to acquire the basic skills of reading and writing. The reasons that force parents to drop out of the FLP in the Kavango East Region of Namibia include the following: the FLP is offered at the wrong time, lack of awareness about FLP policies and programmes, irregular visits, pedagogical approaches used by facilitators regarding lesson preparation and presentation, lack of funds and transport, laziness and ignorance among participants, pressure in the families, parents not valuing education for their children, salary delays, poor training for promoters and poor working relationships between ministry and school. The reasons that force parents out of the FLP therefore are situational and socio-economic. The parents suggested measures that could be put in place to improve participation in the FLP in the Kavango East Region of Namibia. These measures support the need to improve the curriculum, improve the relationship among stakeholders, improve the salary and qualification levels of promoters and ensure constant evaluation of the FLP.

It is recommended that the division of adult education and lifelong learning to provide funding for the FLP campaign mobilize and create awareness in parents, especially those with a low level of education, provide adequate training to facilitators, extension of the programme duration and evaluation of the curriculum provide more intervention. The University of Namibia is called upon to provide learning opportunities for facilitators to further their education in the field of adult education in a form of two- to three-year diploma qualifications for teachers. The education officers in the Kavango East region must build a rapport with the school principals, Grade 1 teachers and promoters to ensure the schools succeed and improve participation of parents in the FLP.

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The promoters are called upon to advance and motivate parents to establish class committees to assist with the mobilization of other parents in the community. The parents who understand the importance of and benefits of FLP could be called upon to assist in motivating fellow parents by sharing their experience derived from the FLP. However, further research is still needed to assess the relevance of the FLP, the changes necessary and the extent to which the FLP objectives are being achieved.

Key words: Lifelong Learning, Lifelong Education, Adult education, Community education, Family literacy