The way schools care about children is reflected in the way they care about their families. If teachers regard children as mere pupils, as often happens, they may consider the family to be separate from the school. But if I look at them as children, it is possible to see both the family and the community as partners of the school in the development and education of children. It is necessary to create new functional relationships and quality services that support the family and help them to realize their potential. But the realization of this ideal cannot be conceived without a close connection between the three pillars: the school, the family, the community, which are the basis of quality, lifelong education.
It is true, more and more parents are placing the problems related to the good education of children among the most important concerns. In turn, the school offers these parents, through their leaders, psychologist, administration, valuable advice on how to solve age-specific educational problems. But, unfortunately, there is another type of parent, who believes that in all cases it is not necessary to maintain a permanent connection with the school. No less important is the collaboration with the community, which represents the cultural, spiritual and geographical framework of student development.
Among the main issues in the field of reference are the low interest of parents for the quality of education offered in the school, manifested also by the low participation rate in the actions organized at school, at meetings with parents, in promoting the image of the school unit. As well as the relatively high percentage of students who are disinterested in the school and extracurricular activities of participating in the decision-making process in the secondary school, the need to restore in society the image and status of the teacher appropriate to its importance and role.
In order to solve these problems it would be appropriate to carry out in each institution some opinion polls among students, teachers and parents in order to identify educational priorities and make educational activities more efficient.
