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1 | School Improvement | Environment | Child experience | Definition of SI | Problem statement/Challenge | Alignment with child experience | Impact/Visibility | Scale of Impact | Time reqd to implement | Effort | Resources reqd | Sustainability | NEP (Reference) | NCFSE (Reference) | NCFFS (Reference) | SQAAF (Reference) | Other Insights from Secondary research | Insights from Primary research | SLDP Areas of capacity building (Reference) | Flow of Implementation | Intended outcomes | Solutions | Other resources | Status | Associated SIs |
2 | (qualitative) | (how many students can you reach) | (low<month,a month to 3 - med, more than 3- high) | (knowledge, skills reqd) | (people, infra, materials, budget, time for prep) | (Policy, Budget, other research, experts) | |||||||||||||||||||
3 | Parent Engagement Strategies | Community | Children feel supported at home by parents (Parents spending some quality time with children regularly, etc.) | The involvement of parents and caregivers in the child's education enables the child to prosper better in school. In this regard, continuous collaboration of parents to act as partners of schools can create a conducive environment for the child to learn and grow holistically. The Parent Engagement Strategies SI addresses one of the constantly prevailing concerns of schools: Parents participate scarcely in school activities for their child's well-being. The solutions in this SI would broadly include plans for frequent community visits, WhatsApp engagement strategies, activities and multiple other projects for parents. Parent Engagement in this SI is considered under three aspects: 1. School Connect, which looks at the strategies that can be used to get the parents to attend the PTMs and school events more often 2. Home Connect, which looks at the engagement done with the parents outside the school premises, like community visits and WhatsApp Engagement, among many others 3. Lasting Connect looks at ways to consistently engage the parents who participate and engage with the schools regularly and add more value to their engagement with the school through recognition and appreciation. | Schools face low and inconsistent levels of parental participation, often influenced by factors such as a lack of meaningful connection between the school and home. This challenge is further compounded when addressing the needs of parents from marginalised communities, such as those in the labour class, those with limited access to technology, or those living far from the school. Additionally, current engagement efforts predominantly focus on academic progress, neglecting the child's holistic development and the need to build a stronger, collaborative relationship between schools and parents. | High | High | High | High | Medium | Low | High | The National Education Policy emphasizes the importance of collaboration between both teachers and parents to recognize and foster the unique capabilities of each student. This involves promoting holistic development in both academic and non-academic areas. The policy envisions a collaborative approach where children, parents, and teachers are actively involved in school and school complex programs. This two-way interaction is seen as crucial for creating a supportive environment that enhances the overall educational experience and outcomes for students. By involving parents in the educational process, the policy aims to create a more inclusive and participatory education system that caters to the diverse needs of students. | Section 2.2 Curriculum-Associated Processes 2.2.2 Engaging with Parents Families and Communities [Envisioned Functions of PTM/Parental Engagement] a. Opening a platform for meaning discussion regarding child's performance and well being [Student Progress Portfolio] b. Organizing activities for students during PTMs where they can come with parents and build togetherness amongst parents-teachers-students c. Inviting parents to school events and celebrations, observing school functioning as per times of their convenience. For example - 'bagless' day is such a window where parental engagement can be planned. d. Teachers should also visit parents/communities to understand the home-environment to provide individualised support to them. e. Organizing exhibitions of work by students, Baal Mela, Book fairs, film festivals, health camps, cleanliness drives and campaigning for other social awareness causes with larger communities f. There needs to have a specific time alloted to having consistent PTMs in school calendar | NCFFS emphasises leveraging technology to enable cohesive parent-teacher communities. It also mentions creating a separate time window for having PTMs as part of the Annual School Calendar. A third important function NCFFS emphasizes is discussing a Holistic Progress Card [HPC] with parents to let them know about their child's strengths, weaknesses, performance, and well-being. | Domain 3: Human Resources The involvement of stakeholders and family and community partnerships with schools are instrumental in ensuring that students attain their specific and targeted goals. Sub Domain 3.2: Parents 3.2.1 Parents are partners in the qualitative growth of the school. Sub Domain 3.5: Community 3.5.1 The school is committed to fostering effective school community partnership for providing enriching opportunities to enhance students’ achievement and wellbeing and facilitates Volunteerism through Vidyanjali Domain 5: Management and Governance Sub Domain 5.5: Relationship Management 5.5.1 The School Relationship Management System nurtures and sustains meaningful relationships with its stakeholders to foster increased student achievement. Sub Domain 5.8: Oral/Virtual/Online and Written Communication 5.8.1 The School Communication System facilitates the school staff to stay connected with its stakeholders and community anytime, anywhere. Domain 7: Beneficiary Satisfaction Sub Domain 7.4: Satisfaction of Parents and Alumni 7.4.1 The school maintains a healthy relationship with parents and alumni and assesses their satisfaction through connection, engagement and interaction. Sub Domain 7.5: Satisfaction of Community 7.5.1 The school ensures the satisfaction of the community by establishing a culture of meaningful and sustainable community engagement in school programmes. | Extracurricular Activities Activities like sports, health camps, and community work enhance parental involvement. Open discussions help create awareness and safe spaces at home. Family Engagement Practices like parent-teacher meetings, capacity-building, community visits, and creative outreach (e.g., offering snacks or childcare) foster stronger connections. SMC Participation Parents in SMCs contribute by attending meetings, addressing dropouts, managing finances, and monitoring teacher regularity. Community Awareness Village programs, democratic SMC elections, and encouraging participation in school activities improve engagement. PTMs Impact Monthly PTMs increase participation significantly, and flexible timings further encourage involvement. Engagement thrives on regular communication, active participation, and cultural sensitivity. | 1. PTM Importance and Turnout - Parent-Teacher Meetings (PTMs) are regarded as essential for enhancing communication between parents, teachers, and students. On average, parent turnout across schools is approximately 30% to 50%, with variations based on location, event format, and scheduling. Pre-primary sections tend to have higher attendance. - Schools note that while PTMs are seen as beneficial, some parents attend out of obligation rather than a genuine understanding of their value. Turnout tends to be higher when the meetings are event-based or held in accessible areas. 2. Scheduling and Structure of PTMs - PTMs typically last from 45 minutes to 2 hours and focus on topics such as student progress, academic challenges, and behavioral concerns. Schools sometimes prefer scheduling PTMs after major assessments (FA/SA) to allow for more in-depth discussions. - Various strategies are employed to increase attendance, including: (i) Scheduling on weekends or before 10 AM. (ii) Sending WhatsApp or personalized invitations. (iii) Holding PTMs in community spaces (e.g., temples) or during children’s festivals. (iv) Engaging parents through games and activities during the meeting. 3. Engagement Strategies and Barriers - Schools focus on building rapport with parents by greeting them during drop-offs, treating them with respect, and keeping communication transparent. Multilingual communication is used to overcome language barriers, though such challenges persist in some regions. - In cases where parents are daily wage workers, their turnout is limited, highlighting the need for accessible scheduling. Low participation, especially in remote areas, is often due to student absenteeism, which creates a disconnect between the school and the home. 4. Community Visits and SMC Involvement - Community visits are rare but recognized as valuable, especially in addressing student absenteeism and motivating parents of dropouts. When conducted, they are often linked to enrollment drives or specific outreach activities. - School Management Committees (SMCs) show varying levels of engagement. While meetings are held quarterly or monthly, their impact on parent engagement remains limited. Some SMC members participate in celebrations and problem-solving but do not contribute significantly to day-to-day parental involvement. 5. Challenges and Opportunities - Despite the efforts to engage parents, challenges such as time constraints, language barriers, and limited resources for PTMs remain. Schools rely heavily on verbal communication during meetings, and more structured strategies could be developed to boost turnout and participation. - Schools could explore further community-driven initiatives and continue leveraging SMCs to foster deeper parental involvement and school support. | Leading Improvement Achieved through the resources Treasure Trove of Strategies for Parent Engagement and Flow of Implementation of the SI Package Developing Self Achieved through the resource Treasure Trove of Strategies for Parent Engagement, which provides various strategies and resources for implementation in the school Engaging Community Focusing more on increasing the participation and engagement of parents with the school, this SI would engage the parent community through the many strategies listed in the Treasure Trove and the other MIPs, which also gives an overview of how this SI can be successfully implemented. It focuses on strengthening the capacities of the SL, teachers, Students, Parents and SMC members Developing the Organization Bringing in major changes in the culture, knowledge and mindset of the parents, teachers, and students can be majorly done through the resources mentioned in the Flow of Implementation. The other supporting resources in the SI Package also addresses this. Structures and Processes - Regular and Effective Staff Meetings - Community Visits - Timely and Purposeful PTMs - Periodic and Productive SMC meetings | Flow of Implementation | Intended outcomes | Solutions | Primary Research Secondary Reseach TEC Parent Engagement Research | Researched and Designed |