Increasing Participation through Renovating School-Parent Partnership Agreements

Abstract

This study evaluates the implementation and effectiveness of the “Tripartite Agreement” aimed at improving school parent community through collaboration within the circles of educational reform. Based on legal documents, the agreement materials of public and private schools were compared. It's revealed that parental involvement is largely concentrated on material support and participation in events, while support for the learning process and engagement in decision making remain limited. According to Epstein’s terms, Parenting, Communicating, and Volunteering showed moderate levels of success, whereas "learning at home" demonstrated the lowest performance at 40 хувь. When merging the triangulate, it indicated a lack of deficit, relevance, and feedback of information. Through the PDSA cycle, strategies aimed at shifting involvement from material support toward enhancing children’s development needs were provn effective. The study concludes that it is necessary to clarify accountability within the agreement, strengthen the home learning environment, and increase parents’ active participation in decision making process.