NCFSE References

1.2.2 Development of Values and Dispositions (page 518)

b) Values and dispositions articulated as goals in NEP 2020

1.3.1.1 Mutual Trust and Respect (Page 522 / 523)

1.3.3.6 Engaging with Parents, Family, and the Community (page 529)

The culture of a school is reflected in the way it welcomes and engages with parents/family, the community, and other visitors. Irrespective of the parents’/family backgrounds, attitudes, and dispositions, schools need to make them feel welcome and comfortable. There should be clear communication with parents/family about when they can visit the school. They should be warmly treated and attended to. Parents/families want to know what their children are learning, so the sharing from the Teachers’ side cannot be just about the academic challenges and struggles, but a much more holistic report about students’ overall education at school. The reception area or the school premises should have displays that reflect the kind of work happening in the school.

Educational and fun activities and games designed for the active engagement of parents will ensure they have a memorable time visiting the school. They can also be invited to share their experience and knowledge with students as part of the curricular plan. Regular home visits by Teachers would go a long way in building this parent-Teacher relationship.

Schools cannot limit themselves to engaging with the parents of their students only. The larger community from which students come needs to be engaged through invitations to the annual day and other school functions. Members of the school, must also participate in the local events of the neighbouring community as much as possible.

The following Chapter is entirely dedicated to Community and Family Engagement

Chapter 4 (Page 566)—Community and Family Engagement

Section 4.1—Enabling the Involvement of Parents and Families and Community

4.1.1 Inviting Parents/Families and Community to School

4.1.2 Orientation Meetings

4.1.3 Parent Teachers Meetings 

4.1.4 Building Perspectives among Parents and Families and Community

4.1.5 Parents and Families and the Community as Resource Persons

Section 4.2 School Management Committees