This exercise (of what government schools are doing) was conceived to counterbalance the mainstream dream of education that parents in rural areas have for their children. These parents want a school where their children learn to speak and read in English, where teachers give enough attention to their children, and where the children are exposed to useful opportunities, and develop confidence and competence. Above all, they want a school that gives them a positive social image, a school that tells the community that they are not being frugal about their children’s education.

Can schools succeed in isolation?

Though there are widespread opinions on the involvement of parents and the wider community in school development, on the ground, stakeholders welcome it in so far as it helps increase enrollment and student attendance. Any further involvement in making development plans for the school, getting into administration, quality check and resource use, remains at the surface level. The school is also hesitant to involve the community into its workings because there are anxieties about the gap in parents’ understanding of the goal of education and how the school wishes to reach that goal. For instance, parents might not understand the value of hands-on learning and might demand more writing work. However, interestingly, many studies indicate that when parents and the community are engaged with the school it can significantly enhance students’ academic achievement and overall wellbeing. A study based on the data from India Human Development Survey found that a lack of parental involvement in early education stages can lead to higher dropout rates as children grow older, suggesting that early and sustained engagement from parents is crucial for ongoing educational success.

Finding ‘meaning’ in parent and community involvement

In an effort to improve parent engagement, Mera Gaon Meri Duniya decided to facilitate Parent Teacher Meetings (PTMs) for the government schools we were working with at the time. With dedicated efforts, we managed to bring the community together to work for the schools in their villages. In the village of Azmabad, a mother, Angoori Devi (name changed), doesn’t miss a single PTM now. She even gathers fellow parents and openly and honestly shares what needs to improve with regard to the school’s functioning. Parents actively participate in identifying the needs of the school and developing a plan to fulfil those needs. From setting up dedicated learning spaces at home to fencing the school boundary, they take up responsibilities to ensure that their children have a safe and secure earning environment.

In most government schools, a collective group PTM does not happen, and where it does, it is superficial, organized just for the attendance and for sharing information. Creating a meaningful dialogue, where parents are seen as people who can add value to the school is needed. There is also a need for more substantial, action-based contribution from the parents. This can lead to improving the quality of our public schools.

Here are a few practices that have worked well in our context and can be employed in other schools too.

Driving change bottom-up

The science of ownership

If parents gain a sense of belonging and ownership with the school, it is more likely to increase local investment and commitment in educational programs. When parents get to volunteer in their capacity by mending the roof of the school kitchen, making library display bags, painting the boundary wall or setting up the school boundary fence, they develop a sense of attachment with the school. This is more likely to increase their meaningful contribution in the future.