Making Do in Remote Learning: Implications for Parental Involvement Policy Reforms in the Philippines.

In the wake of the global shift to home-based learning during the COVID-19 pandemic, the significance of parental involvement (PI) in public education became increasingly evident. This study investigates PI in the Philippines, a developing country that experienced the longest period of school closure. Employing an ecological perspective on PI, this research analyzes responses from parents nationwide, as captured in a survey conducted by the Movement for Safe, Equitable, Quality, and Relevant Education at the end of 2020. The findings underscore the impact of the country's disadvantaged PI at the exosystem and macrosystem levels and the fragility of family-school connections at the mesosystem level. Despite the lack of adequate preparation and resources, parents strained to make do with whatever they had. While acknowledging the myriad difficulties, Filipino parents expressed confidence and hope that their children would make it. Notably, no widespread school dropouts were reported throughout the period of the pandemic. This study supports the relevance of employing an ecological framework for understanding PI in a developing country where the primary emphasis is ensuring fundamental access to education rather than solely narrowing the achievement gap (PI framework for developed countries). This article recommends the development of appropriate policies and programs that build on the Filipino hopeful kind of PI and strengthen collective effort at the mesolevel. Additionally, it emphasizes the need to integrate PI topics into teacher education curricula, recognizing parents' potential to fill gaps in the absence of strong government support and limited resources. [ABSTRACT FROM AUTHOR]