The Impact of Parental Partnership in School Evaluation as a Base for Diagnosis and Improvement – An Experience from Durres High Schools Contexts

Abstract

Parental participation in school has become a demand of both national and international policies. Different studies show that
despite the efforts of education policies for reformation, democratisation and opening the school to function as a open centre the parent’s
partnership in education in general and school evaluation in particular is low in Albania. The aim of this paper is to discuss parents’
considerations on parental partnership in school evaluation. It tries to answer questions such as: What is the parental partnership? How
much feel involved parents in school evaluation? Which parents feel more involved? Why? How can be encouraged parents`
involvement in school evaluation? The paper is attentive to the psychological factors, while recognizes also the importance of the
sociological factors that contribute to involvement of parents at school evaluation. The arguments are based on empirical evidences
coming from three public high schools of Durres city. The intervention programs aiming to strengthen the partnership with parents in
school evaluation should consider time, resources and the capacities in the specific contexts.