Abstract
The educational innovation of promoting home-school cooperation has commenced since 1991, the year where the policy document, “The School Management Initiative”, suggested inviting parents to participate in governing the school. Since then, parents’ roles in children’s schooling process have been recognized. Parents are not only encouraged to supervise their children’s learning at home but also invited to offer assistance in school operation. With reference to the governmental policy documents and academic studies, this article attempts to portray the evolving roles of parents in children’s education in times of reforms. Four stages of development of home-school relationships are conceptualized: quiescence and acquiescence, wakefulness of parents’ rights, communication and participation. These stages reflect how parents’ roles have gradually become significant and important in the movement of school-based management implemented in the 90s.
| Keywords: | home-school cooperation; roles of parents; school-based management |
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