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Concept of school and community partnership
Definition
Families take initiative to actively support their children's development and
learning through family-school-community partnerships, which are a shared
responsibility and reciprocal process in which schools and other community
agencies and organizations engage families in meaningful and culturally
appropriate ways. Schools and community organizations also make an
effort to listen to parents, support them, and provide them with the
resources they need to be active participants in their children's education.

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Teacher and Parents (Hornby, 2011)

Parents and family factors:
1. Parents’ beliefs about PI
-Parents who believe their duty is limited to getting their children to
school, which then assumes responsibility for their education, will be
unwilling to participate actively in either school-based or home-based
programmes. P
-Clark discovered that parents of high-achieving students believed
they could assist their children achieve better in school more
successfully than other parents.
-Parents who feel that their children's intelligence is fixed and that
school accomplishment is primarily due to their children's luck in
having high ability will not see the need in becoming overly active in
their children's education.
-Parents who believe that how they raise their children will have a
significant impact on their development are far more optimistic.

2. Parents’ perceptions of invitation for involvement
-Parents' assessments of the level of explicit and tacit invites for
involvement are another potential barrier to PI. Parents are less likely
to get involved if they believe PI is not appreciated by instructors or
schools (Hoover-Dempsey and Sandler1997)
-Teachers who have a good, facilitative attitude toward involving
parents encourage more parents to participate in PI, increasing its
efficacy (Eccles and Harold 1993).
-When parents believe that teachers are unwilling to involve parents,
it creates a significant barrier to PI.
-Schools that welcome parents and make it evident that they value PI
create more effective PI than schools that do not appear to be
hospitable.

3. Parents’ current life contexts
-A parent's level of education will influence whether they believe they
have the necessary skills and expertise to participate in various
elements of PI (Green et al. 2007)

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-Parents who did not finish high school may be hesitant to help their
children with homework once they enter secondary school -parents
without university degrees may feel in some ways inferior to teachers
who they know are better qualified than them and thus be hesitant to
work closely with teachers -parents who are unemployed money may
be an issue because they may not be able to afford a car or to pay
babysitters in order to get to school meetings -parents'
overabundance of children may be an issue Parents with bad
physical or mental health will have less engagement in schools

4. Class, ethnicity and gender
-Class, race, and gender may all have a factor in how concerned
parents are with their children's education (OECD 1997)
-Reay (1998) concludes that home-school ties are about
separateness for working-class families, but interconnectivity for
middle-class families, and this difference impacts their perspectives
toward PI.
-Minorities are less involved, represented, and informed, and are less
likely to have access to resources. They are also more likely to have
language, transportation, communication, and child care issues.
-By contrast, white middle-class parents encounter no such barriers
to getting their children interested in school. They have the wealth
and influence to continue seeking advantages for their own children,
such as hiring home-help to free up time.

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Activities that the school can carry out with the parents
1. Sports Day
- Schools can organize a sports day where both parents and
students will have to involve themselves in every game. This
activity will need the cooperation of the PIBG and teachers to
make it go smoothly and effectively. For example, parents from
each class will need to take part in any game to contribute to
their children’s class marks to snatch the first place during the
sports day.
2. General Knowledge Quiz
- This activity can be planned and conducted by the government
of education department and school administration. For this
activity, schools need to send off a number of representatives
consisting of students and parents to join the quiz session.
There are some general questions that they will need to work
on together and answer them accordingly. Winners of every
school’s representatives will proceed to the next level of the
competition in which may also reach the national level.

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Activities that the school can carry out with other schools

1. Sports day
- Schools can hold a sports day between two or more schools. It
can be schools that are under the same organisation such
under Majlis Amanah Rakyat (MARA) or Malaysia Ministry of
Education (MOE) or maybe the nearest school. Make it an
event to remember with lots of activities to enjoy that are
suitable for students’ age. For example, games such as limbo,
relay race, sprint race, javelin and many more.

2. Scouting
- Help students be adventurous, like being outdoors, enjoy
challenging activities and want to make a positive change in
their communities. Scouting changes lives and helps children
and young adults around the country reach their full potential
through exciting programmes combined with solid values and
fun. Members gain leadership and practical life skills, learn to
work in teams and become more confident whilst ‘learning by
doing’. The programmes’ outcomes provide members with skills
that prepare them for success in their personal and professional
lives.

3. Performing arts
- The students are encouraged to further extend their knowledge
and skills and develop new skills through investigation,
analysis, observation, experimentation and teamwork. They will
dance, learn music, sing, learn drama, perform for an audience
and create short films. They will experiment further with
composition.

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Activities that the school can carry out with other organizations
1. Field trip and field trip based learning
- Along with the engagement of concepts that is required by
these experiences, the student bonding that occurs on field trips
enhances the learning experience and creates a learning
community as students continue onward in a discipline.
Teaching in the field also gives organisatiopn the opportunity to
get to know the students in greater depth in terms of how the
students see the world differently than the instructor of the
organisation. This insight into student world-views can help the
instructor to better communicate the concepts of the course.
2. Study abroad
- There are several models for study-abroad programs. In some,
participants enroll in foreign universities as visiting, non-matriculated
students. In other programs, the sending institution retains more
control over the curriculum, duration, faculty selection, and
experience. Increasingly, schools are internationalizing their
curriculum by offering short-term, faculty-led, study abroad programs.
Vanderbilt’s Global Education Office administers many programs
available for students to study abroad. Such as, AFS program.

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Activities that the school can carry out with the community

1. Volunteering/ Community improvement
- Allow students to choose a long-term community service project that

they believe will make their community a better place. The goal of this
project is for students to lead the way in order for them to grasp the
idea that they are already community members who can make a
difference.

2. Create a mentorship program between community members and
students.
- On a designated day during the week, students can meet with their
mentors in the first 20-25 minutes after students arrive in the morning.
They can meet in the library to read a book or play a board game, in
the gym to shoot baskets, in the school garden to water plants, or
even in the hallway for a walk. Invite community leaders, business
owners, grandparents, parents of teenagers, or even high school
students to apply to be a mentor. Encourage the mentors to not only
learn about the students’ lives but to share about their own
experiences as students and what they do now as adults.

3. Interns for a day

- Find local businesses that are willing to accept students as interns for
a day. If you are within walking distance of several businesses, this
may be more manageable as you can split students up between
businesses. Exposing students to community businesses and
community members’ roles can expand their worldview and plant
seeds for college and career dreams.

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The importance of school and community partnerships for the
development of the students

1. Support students outcome by improving students’ homework
completion, homework effort, positive behavior and initiative

2. Students will be able to improve their interpersonal skills that will help
them in real life situations and build real connections.

3. Improve students’ attendance rate. According to a research by
Sheldon (2007), there is a positive correlation between school and
community partnership and students’ attendance

4. Students will be able to apply classroom knowledge to meaningful
projects.

5. Receive a myriad of opportunities such as social, cultural and
vocational opportunities.

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The importance of school and community partnerships in other
aspects

1. Support transitions across the school years, especially middle to high
school transition

2. Gain access to various in-school resources that can help improve
teaching and learning in the classroom

3. Accompany academic curriculum with wide range of activities that are
not available during school days

4. Upgrade school culture and community image through exhibition and
performance that enables students to make use of their talents

5. Maximize use of resources and more efficient use of resources
6. Improve programme’s quality
7. Receive family and community members’ support
8. Improve school staff’s morale
9. School will be able to receive financial support and furnishments from

communities that are crucial for the survival and success in the
contemporary society

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References

1. National Center on safe supportive learning environment (2022).
Family-school-community partnerships. Retrieved from:
https://safesupportivelearning.ed.gov/training-technical-assistance/ed
ucation-level/early-learning/family-school-community-partnerships#:~:
text=Family%2Dschool%2Dcommunity%20partnerships%20are,their
%20children's%20development%20and%20learning.

2. https://www.expandinglearning.org/expandingminds/article/school-co
mmunity-learning-partnerships-essential-expanded-learning-success
#:~:text=The%20Benefits%20of%20School%2DCommunity%20Partn
erships,-When%20schools%20and&text=Partnerships%20can%20se
rve%20to%20strengthen,Family%20Research%20Project%2C%2020
10).

3. https://www.michigan.gov/-/media/Project/Websites/mde/Year/2006/0
4/19/The_Importance_of_School_and_Community_Collaboration.pdf
?rev=0eabb11040d24fe7934ea3f6dc5af676

4. https://socialsci.libretexts.org/Courses/Fresno_City_College/Educatio
n_30%3A_Introduction_to_Education_(Perez)/08%3A_Effective_Sch
ools/8.04%3A_What_are_the_benefits_of_school_and_community_p
artnerships

5. https://www.counselorkeri.com/2017/08/29/5-ideas-for-building-school
-community-engagement/

6. Teaching-outside-the-classroom
7. https://www.verywellfamily.com/types-of-extracurricular-activities-260

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8. Hornby, Garry & Lafaele, Rayleen. (2011). Barriers to parental

involvement in education: An explanatory model. Educational Review
- EDUC REV. 63. 37-52. 10.1080/00131911.2010.488049.
9. https://www.yearbeyond.org/scouting-in-schools
10. https://www.killaraps.vic.edu.au/page/68/Performing-Arts

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