Parent-School-Community Partnerships in Indonesian, Kyrgyz and Tanzanian Schools: An Analysis of Trends (2021 – 2022)

Abstract

Parent-school-community partnerships are widely recognized as critical for enhancing student outcomes and fostering holistic development. However, little comparative research exists on these partnerships across different cultural contexts in developing countries. This study explores parental engagement and perceptions of school life quality in NAMA Foundation-supported schools across Indonesia, Kyrgyzstan, and Tanzania during 2021–2022. Using a longitudinal survey approach, data were collected from 3,870 parents across 63 schools, alongside school documentation and assessor evaluations. Key indicators included communication, community involvement, and support for holistic child development. Findings show increased parental awareness and positive attitudes toward schools’ roles, especially in Kyrgyzstan and Indonesia. However, challenges remain in structured engagement, digital access (notably in Tanzania), and understanding of holistic development frameworks. Variations across countries reflect differing cultural, infrastructural, and policy environments. Despite generally favorable perceptions, evidence of sustainable platforms for engagement was limited. Strengthening school leadership, improving communication infrastructure, and contextualizing engagement strategies are essential. Sustainable, culturally relevant partnerships are necessary for educational equity and improved outcomes in developing contexts.