Home-School Partnership for Accelerating Malaysian B40 Pupils’ Literacy and Numeracy Skills

Madhubala Bava Harji; Geetha Subramaniam; Sheiladevi Sukumaran; WengJing

doi:10.21834/e-bpj.v11i35.7589

Authors

Madhubala Bava Harji Faculty of Education, Languages, Psychology and Music, SEGi University, Malaysia
Geetha Subramaniam School of Business, University of Wollongong, Malaysia
Sheiladevi Sukumaran Faculty of Education, Languages, Psychology and Music, SEGi University, Malaysia
WengJing School of Music, Hanshan Normal University, Guangdong, China

DOI:

https://doi.org/10.21834/e-bpj.v11i35.7589

Keywords:

Home-School Partnership Model, Parental Involvement, Multilingual Literacy and Numeracy skills, SDGs 4 and 10

Abstract

Although studies found that low-income (B40) pupils struggle to master multilingual literacy and numeracy (ML&N) skills and that establishing Home School Partnerships (HSP) is viable, there is no HSP model to restore and accelerate B40 Stage 1 (Years 1-3) pupils’ ML&N skills. This study aimed to develop an HSP model. Semi-structured interviews with 24 principals, 28 teachers, and 24 B40 parents from four primary national, indigenous, Tamil, and Chinese suburban schools in Malaysia revealed 12 drivers for a sustainable home-like school, school-like home, and school-and-home-like community ecosystem aligned with SDGs 4 and 10, where parents and teachers work as partners.

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