This study describes the development of stable partnerships among parents, students and schools to promote literacy skills. It sets out to explore the involvement of a limited number of parents from different walks of life in their children’s academic life, school provisions in this respect and specific community activities which might contribute to the development of this partnership. The research questions are related to the way parents understand their partnership with schools and to the degree of their “involvement in their children school life”. The participants in this study were parents from different social categories with children at different school levels. Purposive sampling was used in collecting the data. Semi-structured interviews were employed in the collection of data. The interviews were recorded and transcribed verbatim and given to open coding. The results show that parents, no matter what their social status is, are keen in getting involved in their children’s school life in ways which can promote partnerships conducting to the acquisition of literacy skills, learning and life-long learning.
parent-school stable partnerships, triarchic relationship, literacy, life-long learning.
