In the present day scenario the attitude of parents regarding the education of their wards is very discouraging and indifferent. Parents rarely visit the school to know the progress of their ward and sometimes they have no time to spare when called upon by the school administration.
It has been observed that following are the main issues being considered by the parents regarding the education of their ward:
• What involvement parents have with their child’s education and how they feel about communication with the school?
• The improvements that parents would like to see in their child’s school.
• The key drivers that influence parents ‘decisions to choose one school over others.
• Parents’ view on core skills.
• How well the school deals with issues such as bullying, drug use, manners and attendance.
• Whether issues of consistency (e.g. school starting and leaving ages, national curriculum, national school qualifications, uniform tertiary entrance requirements) are important to parents of school-aged children.
• Parents’ post-school expectations.
• Participation rates for vocational education training in school.
• The views of parents’ on school reports and
• Parents’ knowledge of the curriculum at their eldest child’s school.
The desire of the parents for the educational success of their children is profound and it has a huge impact on their actual behaviour towards their children. Although there was a contrast between what parents should want and the underlying preoccupying concern, all of the parents place great importance on their children’s academic achievement as a means to acquire personal advancement, higher social status, and wealth. The children’s developmental needs for leisure, pleasure, and sleeping are overlooked. Their psychological and emotional well-being tends to be ignored. Focusing on the best interests of children is going too far for some in the society. The idea of well-being of children and fulfilling each child’s potential must lie fundamental values concerning the needs, interests and welfare of children.
Parents attitude is based on specific aspects of the school programme including (a) the teachers, (b) the curriculum, (C) school policies, and (d) rankings of the various types of educational systems.
Parents believe that the teacher is the most important single factor affecting a successful educational programme. It is interesting to note that while most of the parents desire to know their child’s teacher better, less than half did know their child’s teacher. Majority of the parents would enjoy having their child’s teacher visit them at home.
The parents believe that the primary purpose of all education should be to prepare their child to earn a living. In pursuit of this, parents favour a vocational or career educational programme beginning after the class X level. Neither such a programme need be mutually exclusive from a college preparatory programme nor that there would need be an inherent distinction between academic and vocational education. Contrariwise, they tended the two as blending with one another.
Parents attitude towards continuing education beyond high school is very encouraging. Most of the parents desire their child to continue education beyond high school, and while the majority preferred the technical education college for their child, some prefer for vocational schooling.
School Policies :Parents support the principle of compulsory school attendance and believe that the grading policy of the school helped the child to learn.
Ranking of Educational System
The ranking of school be done by the respective Boards/Education authorities to facilitate the parents in selecting the school for the wards.
Quality education for their children. The majority of the parents evidenced tremendous support for school education and believes that it is the key to a better life for their children.
Personal and cultural identity. Parents desire a curriculum in which the local language, people, history, culture and traditions play a central respected role.
Involvement. The parents desire to be included, consulted, and respected as equals in the educational process, but are reluctant to come to school and depend upon school personnel to initiate the process of involvement by communicating/visiting their houses.
Vocational-career education .The parents believe that the primary purpose of all education should be to prepare their child to earn a living. They support a career education concept as the focal point for the school programme and see this approach as applicable to all students, both college and non-college bound.