article · African Quarterly Social Science Review
This research explores how partnerships between families, schools, and communities can foster sustainable basic education outcomes in Kenya. Using document analysis of contemporary scholarly literature, guided by Epstein’s Overlapping Spheres of Influence Theory, the study analysed seven articles. The findings indicate that reciprocal, structured, and inclusive partnerships significantly enhance learner participation, academic support, retention, attendance, and early-childhood engagement. They also improve school-community alignment and learning focused on sustainable development. In Kenya, factors such as parent education, income, and headteacher involvement influence learners. The study suggests that schools should recognise families and communities as co-producers of sustainable development in basic education, recommending structured communication, headteacher-led planning, and targeted support for low-income households.
This research is important because it identifies practical ways to improve basic education outcomes by strengthening the connections between homes, schools, and local communities. By fostering these partnerships, children can receive better support, stay in school longer, and engage more effectively with learning, contributing to a more sustainable educational system for everyone.
The abstract does not indicate a direct commercialisation pathway. However, its findings could inform the development of educational programmes or policy frameworks aimed at improving school-community engagement. Organisations involved in educational development, community outreach, or policy-making could utilise these insights to design more effective interventions and support systems for basic education, particularly in contexts like Kenya. This is early-stage research informing practice and policy.
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The article explores the potential for family-school-community partnerships to drive sustainable basic education outcomes in Kenya. It uses document analysis of a purposively delimited collection of contemporary scholarly literature relevant to the four areas of parental engagement, school-community partnership, learner support, and sustainable basic education. The analysis was anchored in Epstein’s Overlapping Spheres of Influence Theory, which explains learner outcomes as emerging from the interaction of family, school, and community influences. A systematic source-identification process located 58 records and retained seven article documents for analysis. The evidence indicates that reciprocal, structured, and inclusive partnerships enhance learner participation, academic support, retention, attendance, early-childhood engagement, school-community alignment, and sustainable-development-oriented learning. In Kenya, evidence shows that parent education, income, provision for academic resources, headteacher-led involvement, and family-based truancy impact learners. Institutional partnership routines and culturally responsive engagement in particular are additionally shown by regional and international evidence to enhance the standard of parent-school-community relationships. The article suggests that schools should recognise families and communities as co-producers of sustainable development in basic education, as being producers of learning, welfare, inclusion, and relevance. It suggests structured communication, partnership planning by the headteacher, educating parents, community-related learning initiatives, partnership indicators, and focused support to low-income households.
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DOI: 10.51867/aqssr.3.3.37
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