Collaborative Stakeholder Engagement as a Strategy for Bridging the Learning Gaps
DOI:
https://doi.org/10.5281/zenodo.20423247Keywords:
Learning Gaps, Literacy, Numeracy, Science Process Skills, stakeholder engagementAbstract
This study investigates the perceptions and involvement of key stakeholders, school leaders, teachers, and parents regarding learning gaps in literacy, numeracy, and science process skills in elementary education. Findings reveal significant differences in perceptions across stakeholder groups. School leaders expressed serious concerns, rating learning gaps as "Not Evident," whereas teachers and parents rated them as "Somewhat Evident" or "Moderately Evident." Despite these differences, all groups demonstrated strong commitments to addressing these gaps, with active engagement in literacy, numeracy, and science process skills activities. Correlations between stakeholders' descriptions of learning gaps and their involvement in addressing them were significant, particularly in literacy and numeracy. Additionally, the study identified minimal differences in the levels of involvement among school leaders, teachers, and parents, suggesting a collaborative approach to addressing educational challenges. Based on these findings, an action plan was developed to enhance stakeholder engagement through unified training programs, improved communication strategies, and increased parental involvement. Recommendations include regular meetings for stakeholders, effective communication channels, and monitoring systems for evaluating the action plan's effectiveness. This comprehensive approach aims to foster a unified strategy to improve educational outcomes in literacy, numeracy, and science process skills.
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