Integrating Family Resources into Community Development Strategies to Enhance Learning Outcomes for Marginalized Students in Eswatini

Samuel Bhekinhlanhla Dlamini

doi:10.53103/cjess.v5i3.358

Authors

Samuel Bhekinhlanhla Dlamini University of Eswatini, Kingdom of Eswatini

DOI:

https://doi.org/10.53103/cjess.v5i3.358

Keywords:

Family Resources, Community Development Strategies, Learning Outcomes and Marginalized Students

Abstract

This research looks at the integration of family resources into community strategies to enhance educational outcomes for marginalized students in Eswatini. Utilizing a mixed-methods descriptive design, data were collected through interviews, focus groups, and surveys targeting key stakeholders. Findings reveal low family engagement (0-20%) and contributions primarily emotional (64%) and cultural (84%), with minimal financial support (24%). Barriers identified include socio-economic constraints (70%), funding limitations (64%), and coordination issues (56%). These challenges hinder sustained academic improvements, despite integration's potential to enhance performance and attendance. Bronfenbrenner’s ecological theory provides a foundation for tailored, culturally responsive approaches that align with Eswatini's unique socio-economic and cultural context. These recommendations significantly enhance education outcomes for the underprivileged by addressing systemic barriers and fostering inclusivity. Subsidized programs improve access to education by reducing financial obstacles, enabling more underprivileged children to attend school. Collaborative decision-making among stakeholders ensures that local voices, including those of families and educators, guide resource allocation and policy implementation, creating solutions tailored to specific needs. Promoting cultural inclusivity through storytelling fosters a sense of belonging, encouraging students to engage actively in learning. By addressing gaps in coordination, resource allocation, and monitoring, education systems become more efficient and equitable, ensuring long-term success and sustainable improvements for marginalized communities. This research underscores the transformative potential of integrated family-community efforts, bridging educational gaps while fostering equity, resilience, and sustainable academic progress. Such recommendation just represents a transformative strategy to direct resources and efforts to mitigate the educational disparities experienced by marginalized students through the integration of family resources into the community development plan.

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