Interdisciplinary Journal of Education, Vol. 4, No.

1, May 2021

Parents’ Attendance of School Meetings and Pupils’ Academic

Performance in Selected Primary Schools in Kyotera Town Council

Ibrahim Ssenkasi
Islamic University in Uganda
PhD Candidate, Department of Educational Management and Administration,
Faculty of Education
Email: [email protected]
Amina Hassan
Islamic University in Uganda
Senior Lecturer, Department of Foundations of Education,
Faculty of Education
Email: [email protected]; [email protected]
Abstract
The purpose of this study was to establish the relationship between parents’
attendance of school meetings and pupils’ academic performance in selected
primary schools in Kyotera Town Council. The researchers adopted a cross-
sectional survey design where both qualitative and quantitative approaches
were used. Census and purposive sampling technique were used to select a
sample of 71 teachers, 8 Members of the PTA, and 8 SMC members of the
selected schools. The major instruments used in the study were a Likert scale
type questionnaire which was filled by teachers as well as an interview guide
for head teachers, PTA executives and SMC members. Validity of the research
instruments was computed and results were found to be .86 while the
reliabilityobtained was .948. The research utilized descriptive statistics to
analyze data was which presented in form of tables with frequencies and
percentages. Equally, a Pearson Product Moment correlation was used to
establish the relationship between variables. From the findings, the correlation
between attendance of meetings and academic performance was found to be
moderate (r = .433, p< 0.01). Thus, the study recommends that the parents and
teachers associations (PTA) should ensure that parents attend school meetings
regularly, parents should also be sensitized about their role as guidance and
counselling providers to their children and government should set in motion
adequate measures and policies to enable the parents provide their children
with basic school requirements.
Keywords: meetings, academic performance, parent, primary school
Academic performance of learners occupies virtually the largest and
most critical place in academic institutions. Schools all over the world strive to
make sure that their learners perform to the best of their abilities and potential.
This is reflected in learners’ practices like regular attendance of lessons,
participation during teaching and learning processes and performance in
assignments or tasks given. Indeed, the success of any educational institution in
SCHOOL MEETINGS AND PUPILS’ ACADEMIC PERFORMANCE 34

the contemporary world depends on the quality of academic performance

produced. In many African countries, learners’ performance is used as a
yardstick for effectiveness and efficiency of schools. Not being an exception,
academic performance is the voice of school performance in Uganda and
indeed, Uganda National Examinations Board (UNEB) results are the indicators
of effective school performance (NAPE report, 2015).
Parental involvement in pupils’ learning has been recognized as a
crucial factor in the education systems of various countries like Latin America,
Uganda, South Africa, and Ghana. According to the World Bank report (2007),
collaborative efforts among parents, teachers and other stakeholders are needed
for the improvement of quality of education. In the USA, evidence of parental
involvement in education exists both at home and within the school. This is
emphasized in The No Child Left Behind Act of 2001. Monte and Lifrieri
(1973) assert that learners may have the desire to achieve academically and the
ability to accomplish the tasks, but feel that the accomplishment has little or no
value and feel doing it is not worth the effort or time and others may feel that
they are not able to complete the required tasks. This means that children need a
lot of support from the various stakeholders.
One of such key stakeholders, is the legal structure in a country. In most
African countries, policies and by-laws that support parental involvement in
education have been formulated and implemented though the magnitude of their
success may vary. Notable among others, in South Africa, the schools Act 84 of
1996 requires all public schools to have elected school governing bodies
comprising of the head teachers, teachers, parents, non-teaching staff and
students (Dubbeldan, 2000). In Kenya, the basic education Act of Kenya (2013)
requires the school boards of management to assess school needs with full
participation of the parents (Manasi, Judah, Anthony & Epari, 2014).
In Uganda, free and mandatory Universal Primary Education Policy of
1997 stipulates the role of parents at home and school in support of children’s
learning. This can be reflected in the Education Act 13 for pre-primary and post
primary Act 2008 which clearly define the roles of parents and guardians in
promotion of education in the Ugandan child. This shows the relevance of
parental involvement in children’s learning. The Education Act (2008)
stipulates that parents are supposed to be involved in school activities such as
supervising and monitoring pupils’ homework, discussing and providing
guidance to children, attending school meetings, providing children with the
basic needs among others.
Many related studies have been done on parental involvement in their
children’s education. Vanvoorhis and Simon (2001) revealed that regardless of
children’s family background, involving parents in various ways has a positive
effect on achievement, attendance, behavior and tasks completed. Adeyeni
(2005) stated that good parental involvement in school-related programs and
conducive home environment is beneficial in boosting the intellectual ability of
the child and the parents’ failure to actively get involved in these activities
SCHOOL MEETINGS AND PUPILS’ ACADEMIC PERFORMANCE 35

affects the child’s learning negatively. Mbiti (2007) states that when parents
attend school functions, they make; suggestions give advice and performance
plus support which can help the school to progress. The progress and academic
performance of pupils depend largely on how much support the head teacher
gets from the parents through their monitoring of their children because the
success of any school administration as far as performance of pupils is
concerned depends on the ability to lobby the support of parents.
Furthermore, Ahmad (2013) asserted that parental participation in
education has positive effects upon the quality of education as it leads to
students’ better academic achievement and the overall success of the school.
According to the European Union Monitoring Report (2013), parents influence
standards in schools through providing scholastic materials to their children,
scrutinizing their exercise books after school, providing them with the necessary
guidance or even employing private teachers to attend to them after school.
Despite efforts like increased funding and supervision of schools toward
improvement of the academic performance of pupils, including a call for
parental involvement, there are still issues regarding grades posted by learners
in final examinations. The situation in Kyotera Town Council is even more
alarming as pupils barely pass their final exams.
Indeed, the National Assessment in Primary Education report (NAPE,
2006) revealed that whereas schools in Uganda had improved, the learners had
not benefited academically because of the inadequate parental and community
involvement in schools. It is thus not surprising that the performance of pupils
at Primary Leaving Examinations (PLE) often indicates poor performance while
a few perform better but several just obtain pass to which primary schools in
Kyotera Town Council have not been an exception.
The Education Act (2008) stipulates that parents are supposed to be
seen in regular attendance of meetings. Indeed, many stakeholders like the
district education officers, the inspector of schools as well as education officers
have always emphasized the need for parents to be involved in the overall
running of schools as well as their children’s academic processes. Nevertheless,
the effect of this highly craved parental involvement remains largely unknown.
Baffled by such a state of affairs involving poor academic performance of
pupils in primary schools and the serious call and trust in parental involvement,
the study sought to establish the relationship between parent involvement and
academic performance of primary school pupils in selected schools in Kyotera
Town council.
Problem Statement
Ideally, primary schools are expected to put across a telling academic
performance reflected within the grades or scores of learners. However, in
Kyotera Town Council, the academic performance of pupils in the 3 years has
been varying. This is evidenced by the grades achieved by schools in the town
council. According to the Kyotera District Education Sector Report (2017),
there are strong claims that the academic performance of pupils may not only
SCHOOL MEETINGS AND PUPILS’ ACADEMIC PERFORMANCE 36

depend on the nature of the home, school community, government policy,

school governance, home environment and teachers’ attitude but rather the
extent to which parental involvement is evident in the school system. Whether
parental involvement ushers in a strong academic performance or not remains a
matter of research, intrigued by the attention and focus directed toward parents’
attendance of meetings in the wake of poor academic performance of primary
school pupils, the researcher sought to conduct this study to establish the
relationship between parents’ attendance of meetings and academic performance
of primary school pupils in Kyotera Town Council. This is intended to stop the
rot which would otherwise affect the general education system, worsen the
academic futures of learners and affect the town council’s place in the district
rankings based on performance. Kyotera being a Town Council with possibility
of having better facilities and human resources. It is alarming and portraying the
bad image compared to rural areas if parents continue to dodge school meetings
the academic performance of their children is at risk to worsen in future if not
addressed shortly.
Objective
To establish the relationship between parents’ attendance of school
meetings and pupils’ academic performance in Kyotera Town Council.
Research Hypotheses
There is no statistically significant relationship between parent’s
attendance of school meetings and pupils’ academic performance in Kyotera
Town Council.
Literature Review
The concept of attendance of school meetings by parents forms a basis
of parental involvement in their children’s academic processes. Accordingly,
many authors have paid attention to the nature of school meetings attended by
parents, timing of the meetings and the intensity of parental involvement during
meetings (Marshall, 2006; Mbiti, 2007; Nancy & Lorraine, 2004). The key
views in relation to parents’ attendance of meetings and academic performance
of pupils are presented here below.
Parents are not actively participating in the education of their children.
There is a need to sensitize parents about their roles in the education of their
children through the provision of learning support both at home and school
(Action Aid Uganda, 2009). In most instances, parents tend to visit schools
when they are invited to attend and discuss specific issues. Much as several
scholars (Marshall, 2006; Nancy & Lorraine, 2004) have cited and reviewed
different literature on the parents’ attendance of school meetings and academic
performance of pupils, the problem has continued to affect the system of
education to date and this is what provoked the researcher to investigate the
relationship between parents’ attendance of school meetings and pupils’
academic performance.
SCHOOL MEETINGS AND PUPILS’ ACADEMIC PERFORMANCE 37

In a study carried out by Marshall (2006) among Latino students in

Chicago, it was discovered that parental school involvement increases parent
skills and information which equip them to assist their children in school related
activities when they come back home. Nancy and Lorraine (2004) show that
parental school involvement consists of activities like volunteering at school,
communicating with teachers and other school personnel, assisting in academic
activities at home and attending school events.
Being stakeholders in education, parents qualify to be participants in
policy making and implementers in schools. This is because they have direct
responsibility over the learners that might be affected by those policies,
meaning who they form part of the relevant public policy implementation in
each system or institution (Owolabi, 2006). It is believed that when some
stakeholders don’t participate in implementation in each system or institution,
those policies may fail (Birkland, 2001). The views of Owolabi (2006) are only
theoretical and may lack credibility in a practical setting.
According to Sanders and Epstein an (2000) families and schools have
worked together in striving to give learners quality education since the
beginning of formal schooling. Families were responsible for preparing their
children with the necessary skills in the early years and schools took over from
there with little input from families. However, today in the context of greater
accountability and demands for children to achieve peak academic performance,
schools and parents have formed partnerships and share responsibilities for
children’s education in more structured ways.
Lareau (1996) adds that when parents are involved in their children’s
schooling, they meet other parents who provide them with information on
school policies, and practices. Besides that, when parents and teachers interact,
teachers learn about the parents’ expectations for their children and their
children’s teachers.
The Government white paper (1992) did not legalize parent
participation in school management; it does not contradict it either but simply
recommends parents’ role in education. This suggests that parental participation
in school management is desirable and could lead to improved academic
performance among other benefits.
Furthermore, MOES (2004) stated that involvement of parents,
communication with local leaders is crucial for children’s academic
performance. But supervision and monitoring by these stakeholders has been
weak; parents tend to lack confidence and capacities to challenge the head
teachers about the use of funds and performance of their children. The study
sought to establish the status of parents regarding their involvement in the
academic programs of their children.
Sekiwu and Kaggwa (2019) examined the relationship between parental
involvement and academic performance in denominational secondary schools in
Tororo District. The study used comparative design with a sample of 360
students. Eight denomination schools were considered for the study. The
SCHOOL MEETINGS AND PUPILS’ ACADEMIC PERFORMANCE 38

findings revealed parental involvement positively influences academic

performance of learners. Furthermore, the study revealed that there was
difference in performance among the denomination schools. The Moslems were
the last in performance with low parental involvement. The current study was
on parents’ attendance of meetings.
Gada and Hassan (2018) conducted a study on the influence of meetings
on academic staff performance in Islamic University in Uganda. The study
examined the influence of staff meetings on improving staff regularity and staff
teamwork. The study was quantitative and used cross sectional survey design.
The study found that meetings had weak influence on staff regularity and
moderate significant influence on improving staff teamwork. Gada and Amina
(2018) study was on influence meetings of meetings on staff performance and
university level yet the current study is on influence of meeting on students’
academic performance at primary level. Hence content and educational level.
Muhuro and Hungi (2016) studied the contribution of parents’
involvement and parent’s communication on improving learners’ academic
achievement in Mayuge-Iganga in Uganda. The study used cross sectional
survey design. The study was guided by Epstein parental involvement
framework. The study revealed that both parental participation and parental
communication significantly improved learners’ academic grades.
Arzika (2015) studied the influence of family background on students’
academic performance in Government secondary schools in Sironko district in
Uganda. The variables considered were parental income, family size, and
parental education level and their influence on learners’ academic performance.
Whereas this study particularly looked at parents’ attendance of meetings and
academic performance of learners.
Mugumya (2014) examined the relation between parental involvement
and student academic performance in Rwakasinga centre for higher education in
Sheema District in Uganda. The variables considered were parenting, studying
at home and volunteering and how they are related to academic performance. In
contrast this study was on parent’s attendance of meetings and academic
performance.
Methodology
The researcher adopted a cross-sectional survey design where both
qualitative and quantitative approaches were used to obtain the data needed for
the study. The population of study comprised of Head teachers, teachers, SMC
and PTA executive members. The population included 71 teachers, 4 head
teachers, 52 PTA Executive members and 44 SMC members in the four primary
schools. Accordingly, 71 teachers, 4 head teachers, eight (8) Members of the
PTA Executive and eight (8) SMC members were selected. Census inquiry
technique was adopted because the population of teachers and head teachers
were manageable. Members of the PTA Executive and members of the SMC
were selected purposively. Questionnaires and interview guide were the main
instruments for data collection and documentary analysis was also useful for
SCHOOL MEETINGS AND PUPILS’ ACADEMIC PERFORMANCE 39

complementary information. Validity of instruments was established via expert

judgment and a content validity index with a score of .86 while reliability was
established through piloting and computation of a Cronbach alpha coefficient
found to be .948. Data analysis was through use of a statistical package for
social scientists to generate descriptive statistics while Pearson Product Moment
correlation analysis was adopted to establish the relationship between parents’
attendance of meetings and pupils’ academic performance. Qualitative data was
analyzed through thematic and content analysis. The study upheld
confidentiality, anonymity, originality and rights of respondents.
Findings
The presentation of the findings to the research question was preceded by
presentation of demographic information as obtained from the respondents.
Equally, findings regarding academic performance of pupils follow suit. All
questionnaires administered to 71 teachers were returned and all the targeted
interviewees were accessed. Demographic information that was obtained from
the study is presented in Table 1.
Table 1
Demographic Information of Respondents
ITEM Description Frequency Percentage
Respondents
Gender Male 28 39.4
Female 43 60.6
Total 71 100.0
Age 30-34 years 35 49.3
35-39 years 15 21.1
40-44 years 12 16.9
45 and above 9 12.7
Total 71 100.0
Years of Service 1-4 years 19 26.8
5-8 years 11 15.5
9-12 years 18 25.4
13 and above 23 32.4
Total 71 100.0
Interviewees
Gender Male 16 80
Female 4 20
Age 30-34 years 2 10
35-39 years 4 20
40-44 years 8 40
45 and above 6 30
Source: Field Data (2017)
Table 1 shows that majority of the respondents 43 (60.6%) subjected to
a questionnaire were female while 28 (39.4%) were male. Also, the highest
number of respondents 35 (49.3%) subjected to a questionnaire were in the age
bracket of 30-34 years of age while the lowest number 9 (12.7%) were in the
SCHOOL MEETINGS AND PUPILS’ ACADEMIC PERFORMANCE 40

category of 45 and above years of age. Meanwhile, most of the respondents 23

(32.4%) subjected to a questionnaire had spent more than 13 years in service
followed by 19 (26.8%) and 18 (25.4%) have spent from 1-4 years and 9-12
years respectively and the least being those who had spent 5-8 years. This
showed that all respondents had experience of above five (5) years. According
to Table 1 still, 16 (80%) of the respondents interviewed were male while 4
(20%) were female. Equally, 2 (10%) of the interviewed respondents were aged
between 30 – 34 years, 4 (20%) between 35 – 39 years, 6 (40%) between 40 –
44 years and 4 (30%) between 45 years and above. The study sought to draw on
perspectives of gender, age and years of service in terms of information
regarding parents’ attendance of meetings and pupils’ academic performance.
Responses on Pupils’ Academic Performance
The description of the dependent variable was premised on respondents’
views on pupils’ academic performance. Under this, the researcher sought to
establish a number of aspects. The researcher sought to determine the extent of
pupils’ failure in the end of term examinations by asking the respondents to
comment on the statement that students in my class have high failure rate in the
end of term examinations and their responses are presented in Table2 below;
Table 2
Responses on Pupils’ Academic Performance
ITEM SA A UN SD D %
F % F % F % F % F
Students in my class have 37 52.1 13 18.3 8 11.3 13 18.3
a high failure rate in the
end term examinations
Students get poor scores 36 50.7 12 16.9 1 1.4 5 7.0 17 23.9
in class work
Students in my school 26 36.6 19 26.8 1 1.4 14 19.7 11 15.5
pass PLE with low
grades
Source: Field Data (2017)
According to Table 2, the biggest percentage (52.1%) represented by 37
respondents strongly agreed with the statement that students in my class have
high failure rate in the end of term examinations followed by 13 respondents
(18.3 %) who also agreed with the statement as compared to 13 (18.3%) who
disagreed and the 8 (11.3%) who strongly disagreed with it. The overall results
indicated that there was high failure rate in the end of term examinations in the
respondents’ respective classes. As it can also be seen from Table 2 that
majority of the respondents 36 (50.7%) strongly agreed with this while 12
(16.9%) were in agreement compared to 5 (7%) who strongly disagreed and
only 17 (23.9%) who disagreed showing that most of the students in the study
schools got poor scores in class work. Meanwhile, 1 respondent representing
1.4% was undecided on this particular item. Meanwhile, majority 26
respondents representing 36.6% strongly agreed that the students in their
SCHOOL MEETINGS AND PUPILS’ ACADEMIC PERFORMANCE 41

schools passed PLE followed by 19 respondents reflecting 26.8% who also

agreed as compared to 14 (19.7) who strongly disagreed and 11 (15.5) who
disagreed with the statement. Notably, 1 respondent representing 1.4% was
undecided on the issue.
This showed that majority of students in study schools passed PLE with
low grades. This view is supported by responses from the interviews conducted
to the following effect:
The performance is as it is expected, because teachers do their work but
there are gaps in handling of pupils when they go back home, their
parents leave them to watch movies, these days, pupils are given
phones, cooking food, playing foot/net ball, listening to radios, mention
but a few and yet teachers give them work to do while at home, a pupil
comes to school without breakfast and such a child may find it hard to
pass well.
The same respondent finally requested the parents to keep in touch with
the teachers as this will reduce cases of mismanagement of time as far as home
and school activities are concerned to create a conducive environment for the
academic excellence of pupils.
Responses Regarding Parents’ Attendance of Meetings
The researcher sought to establish whether the parents attend school
meetings. To attain this, the researcher asked the respondents to tell whether the
schools invited the parents to attend school meetings or not and their responses
are presented in the table below:
Table 3
Responses Regarding Parents’ Attendance of Meetings
ITEM SA A UN SD D
F % F % F % F % F %
Schools invite parents to attend 44 62.0 26 36.6 0 0.0 0 00.0 1 1.4
school meetings.
Parents discuss with teachers 34 47.9 33 46.5 0 0.0 4 5.6 0 0.0
during school annual general
meetings
Parents make suggestions for 32 45.1 35 49.3 0 0.0 3 4.2 1 1.4
improvement during school
meetings
Parents lack confidence to 20 28.2 23 32.4 0 0.0 13 18.3 1 18.
challenge the head teacher during 5 3
school meetings
School meetings help parents to 44 62.0 21 29.6 5 7.0 1 1.4
obtain information to assist their
children in academic activities
Source: Field Data (2017)
According to Table 3, more than a half of the respondents 44 (62.0%),
strongly agreed that their schools invited the parents to attend school meetings
SCHOOL MEETINGS AND PUPILS’ ACADEMIC PERFORMANCE 42

followed by 26 (36.6%) who also agreed, however only 1 (1.4%) disagreed

which showed in that in most of the respondents’ respective schools, parents
were invited for school meetings. Majority of the respondents 34 (47.9%)
strongly agreed that parents discussed with teachers during school annual
general meetings compared to the 33 (46.5%) who agreed as well as the 4
(5.6%) who strongly disagreed with the view. Conversely, there were no
responses to the category of disagree. As per Table 3, 32 respondents (45.1%)
strongly agreed that parents do make suggestions for improvement during
school meetings, 35 (49.3%) agreed with the view. Only 1 (1.4%) disagreed
with the statement that parents make suggestions for improvement during
school meetings while only 3 (4.2%) strongly disagreed. The research results
also revealed that despite the parents’ participation in meetings, they lacked
confidence to challenge the head teachers during the meetings since majority of
respondents 32.4% agreed with this statement followed by 28% strongly agreed
compared to a few 18.8 and 21.1% who strongly disagreed and disagreed
respectively. Meanwhile, 44 (62%) of the respondents strongly agreed that
meetings help parents obtain information to assist their children in academic
activities while 21 (29.6%) also agreed. Meanwhile, 5 (7%) and 1 (1.4%)
strongly disagreed and disagreed respectively.
One of the Head teachers recommended that the parents ought to be
serious with their early childhood education through attending meetings
organized by the school. He argued that;
Parents don’t want to attend meetings, they don’t even appear even
when invited for other issues concerning their children’s academics,
most of them left teachers to struggle with children and leave them to
decide on any matter concerning academics…
When the researcher reached one of the SMC representatives, she said
that however much the teachers attribute this to the parents, it is the teachers’
irresponsibility and greed for power. The parent lamented thus:
schools ignore parents on various matters concerning the school
especially when the government has given them money for buildings,
they decide alone with government officials without consulting parents,
and they involve parents only when there are conflicts and theft, so
parents also get tired of being called for only settling disputes…
Similarly, on the contrary, when the researcher interviewed one of
the PTA executives on this issue, the respondent made the following
statement;
The head teachers and their fellow teachers keep to themselves when it
comes to decision making, and this renders the parents’ suggestions
useless in that they make suggestions on already decided on things
hence parents’ suggestions in meetings are found not effective since
teachers ignore them.
SCHOOL MEETINGS AND PUPILS’ ACADEMIC PERFORMANCE 43

It is upon this case that the researchers think that it would be very
interesting and constructive if teachers respect the suggestions of PTA
executives basing on the fact that most of them are even more experienced than
some of the heads of schools. According to MOES (2004), involvement of
parents, communication and local leaders is crucial for UPE, but supervision
and monitoring by these stakeholders has been weak. Parents in particular tend
to lack confidence and capacities to challenge the head teachers about the use of
funds and performance of their children. In most cases when children perform
poorly, parents just withdraw their children and transfer them to other schools.
A correlation analysis was also used to determine whether there is a
relationship and the extent to which the relationship exists. In this case the
researchers investigated the correlation between parent’s attendance of school
meetings and learners’ academic performance and the results have been
presented in the table below.
Table 4
Correlation Analysis between Parents’ Attendance of Meetings and Learners’
Academic Performance
Attendance Academic
Attendance Pearson Correlation 1 .433**
Sig. (2-tailed) .000
N 71 70
**
Academic Pearson Correlation .433 1
Sig. (2-tailed) .000
N 70 70
**. Correlation is significant at the 0.01 level (2-tailed).
From Table 4, the correlation between attendance of meetings and
academic performance was (r = .433), (p< 0.01). This showed is 0.43 which is
moderate positive correlation between these two variables denoting that parents’
attendance of school meetings moderately contributed to academic performance
of learners in the study area. Nyarko (2011) in his investigation on the effect of
parental involvement in school on students’ academic performance in Ghana
found a positive and significant correlation between mothers’ school
involvement and academic performance of children. Mbiti (2007) stated that
when parents attend school functions like meetings, they make; suggestions,
give advice and performance plus support which can help the school to
progress.
Conclusions
The investigation of the relationship between parents’ attendance of
meetings and academic performance of primary school pupils in Kyotera town
council, Kyotera district revealed that a lot of parents are not serious with
SCHOOL MEETINGS AND PUPILS’ ACADEMIC PERFORMANCE 44

attending school meetings. Based on records of meetings in schools visited,

some of the parents do not attend school meetings. This has caused them to be
unaware of their children's academic progress and thus results in poor academic
performance. The few parents, who always attend the school meetings, have
their views on children’s learning submitted and can check on the performance
of their children regularly. The study showed that a few of the parents who
attend meetings also get a chance to supervise their children while at school.
This gives them a clear picture and direction of their children’s progress.
Recommendations
The parents should try as much as they can to attend meetings whenever
invited and should also individually meet teachers to discuss their children’s
academics as this can keep them updated. Meanwhile, schools should utilize
more than one mode of communication to invite and remind parents about
meetings. The study recommends other studies with a bigger sample of schools
as well as a comparative analysis between governments aided and privately
funded schools in Kyotera Town Council.
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