18 Building Partnership with Families and Communities Student’s Name Institutional Affiliations Instructor Course Date Building Partnership with Families and Communities Introduction Professional partnerships or collaboration revolved around individuals who are professionals in certain filed who want to conduct their activities together. It was established by partners for the primary objective of practicing professional collaboration for a given common objective. It has been established that developmental and learning outcomes for young children are enhanced strongly when effective and robust partnerships are developed between families and professionals (Hornby, 2011). There is a shared decision, and the development of common objectives is accepted and valued. The premise of professional partnership in school is based on the foundation that families and the community play a crucial role in including a child’s development and learning. Professionals are also responsible for advancing the progress of children in schools since they tend to engage- in family centered-collaboration by adhering to the instrumental role of families in the lives of children. The current societal state and the learning institutions compels individuals to continually leverage how people equip their students, especially those who may reap advantages from extra support and resources, to realize their daily objectives and assist them in performing admirably in their education (Dearing, Sibley, & Nguyen, 2015). Connecting communities, school, and family are ancillary or helpful for school counselors working with children who are currently struggling with their academic life. Nonetheless, the complexity and the challenges schools experience and families in the contemporary world indicate that identifying successful responsibilities and obligations taken by counselors in schools in establish community-school partnerships is essential (Hornby, 2011). Learning institutions are situated effectively in addressing the barriers to teaching and learning and positively leverage growth among learners whenever they form an instrumental part of the community. The current government has indicated that all children should access high-quality education to ensure that they are successful in the contemporary world regardless of their social status. Some Regulatory frameworks and Acts were established to help foster this advancement and help children realize their objectives (Epstein, & Jansorn, 2004). For instance, the No Child Left Behind Act has been vital in ensuring that all children, regardless of their social-economic status, age, race, disability, and spoken language, are legible to high-quality education. Based on the findings of some research studies such as Dearing, Sibley, & Nguyen (2015), professional partnerships such as family-school-community partnerships have been in the previous year’s been shown to be one of the most effective ventures that many learn ...

1. 18
Building Partnership with Families and Communities
Student’s Name
Institutional Affiliations
Instructor
Course
Date
Building Partnership with Families and Communities
Introduction
Professional partnerships or collaboration revolved around
individuals who are professionals in certain filed who want to
conduct their activities together. It was established by partners
for the primary objective of practicing professional
collaboration for a given common objective. It has been
established that developmental and learning outcomes for young

2. children are enhanced strongly when effective and robust
partnerships are developed between families and professionals
(Hornby, 2011). There is a shared decision, and the
development of common objectives is accepted and valued. The
premise of professional partnership in school is based on the
foundation that families and the community play a crucial role
in including a child’s development and learning. Professionals
are also responsible for advancing the progress of children in
schools since they tend to engage- in family centered-
collaboration by adhering to the instrumental role of families in
the lives of children.
The current societal state and the learning institutions
compels individuals to continually leverage how people equip
their students, especially those who may reap advantages from
extra support and resources, to realize their daily objectives and
assist them in performing admirably in their education (Dearing,
Sibley, & Nguyen, 2015). Connecting communities, school, and
family are ancillary or helpful for school counselors working
with children who are currently struggling with their academic
life. Nonetheless, the complexity and the challenges schools
experience and families in the contemporary world indicate that
identifying successful responsibilities and obligations taken by
counselors in schools in establish community-school
partnerships is essential (Hornby, 2011). Learning institutions
are situated effectively in addressing the barriers to teaching
and learning and positively leverage growth among learners
whenever they form an instrumental part of the community.
The current government has indicated that all children
should access high-quality education to ensure that they are
successful in the contemporary world regardless of their social
status. Some Regulatory frameworks and Acts were established
to help foster this advancement and help children realize their
objectives (Epstein, & Jansorn, 2004). For instance, the No
Child Left Behind Act has been vital in ensuring that all
children, regardless of their social-economic status, age, race,
disability, and spoken language, are legible to high-quality

3. education. Based on the findings of some research studies such
as Dearing, Sibley, & Nguyen (2015), professional partnerships
such as family-school-community partnerships have been in the
previous year’s been shown to be one of the most effective
ventures that many learning institutions personnel can adapt to
eradicate or rescue academic deficits prevalent in schools. The
primary facet of leveraging the student’s performance in
schools and guaranteeing equitable resources is to leverage the
community and parent involvement. Some research works such
as Hornby (2011) argue otherwise by indicating that some
counselors in the contemporary era still view other counseling
responsibilities as more instrumental relative to partnerships
and collaboration. For instance, in research revolving around
secondary and elementary school counselors' perspectives on
education initiatives, counselors opined that schools should
emphasize course content relative to partnerships and
collaboration. There have been mixed reactions on the
significance of school, community-family collaborations. There
is a need for further assessment on the importance of
partnerships in learning institutions.
Main Discussion
Underlying Theories and Models
Epstein’s Theory of 6 Types of Involvement
Epstein's model was developed initially in the 1990s. In
some instances, the model is known as the School-Family-
Community Partnership framework. Since its inception, the
model has gone through various readjustments in subsequent
periods, although primary tit baselines have been consistent
throughout the year (Epstein, & Jansorn, 2004). The model is
one of the most prominent in family, school, and community
partnership and engagement. The model argues that how
learning institutions care about children is shown in how they
look at their families. If the instruction sees children as only
learners, there is a high chance that they will view their families
as just another segment away from the school (Epstein, &
Jansorn, 2004). As such, if the students are viewed as children,

4. there is a high possibility that the school will also see the
community and parents are partners in the learning,
development, and education of children. In essence, partners or
collaborators acknowledge the common want in and
responsibilities for children. In doing so, they collaborate to
establish outstanding opportunities and programs.
The Frameworks of the Six Types of involvement revolves
around the overlapping series of influences postulated by
Epstein. It plays a crucial role in separating an interdependent
vision of school-family-community influences from wan advent
that could be seen as a different influence view (Epstein, &
Jansorn, 2004). In essence, the most prominent and essential
school–family–community collaborations such that the ones that
pose better influence on the emotional, educational, cognitive,
and social wellbeing and development of children acknowledge
the three significant facets of influence may not conduct their
activities away from each other. However, they work together
mutually, or they may undermine each other mutually (Epstein,
& Jansorn, 2004). The model revolves around extensive years of
practice and research in school-family-community collaboration
and educational engagement.
When exploring Epstein’s framework, its proponents
discuss that each collaboration is a two-way collaboration and a
co-developed relationship by families and educators partnering
effectively. It should not be happening from a one-way chance
that has been determined unilaterally by learning institutions.
He mentioned the six types of involved as follows. The first is
parenting. It is the first phase of collaboration when home
environments and family practice provide reasonable support to
the development of students as children (Epstein, & Jansorn,
2004). The role of the school in this phase e is to comprehend
the families. Second is Communication which is the second
phase of involvement that happens when families, students, and
educators establish good home-to-school communications and
school-to-homer interactions. The third is the Volunteering
type, which happens when students, families, and educators

5. organize and recruit parent support and help and sees parents as
an essential audience for students' activities. Fourth is learning
at home, which is the collaboration that happens when ideas,
information, or development are offered to enlighten families
regarding how they can assist the development and learning of
their children at home with curriculum-related decisions,
planning, and activities homework (Epstein, & Jansorn, 2004).
The fifth framework is decision-making since it happens when
the learning institutions include the parents in developing
parent representatives and leaders and school decisions. The
sixth framework in collaboration with the community happens
when the community partners, resources, and community
services are integrated into the educational process to
strengthen family practices, school programs, and student
development and learning.
The primary distinguishing element of Epstein’s
framework is the many examples that it offers to showcase how
each form of involvement works practically. As opposed to a
symbolic presentation describing the framework, Epstein used a
collection of three comprehensive tables.
Clarke and Denton’s SpICE Model
Spice Model is a collaboration model of a community
collaboration that adopts students in consultations and
collaboration with the society or the community members to
develop the competency and skills of the domestic workforce to
curb the unfair and unnecessary disadvantage faced by remote,
rural, and indigenous families (Clarke, & Denton, 2013). The
student placement model focuses on developing the knowledge
and skills present in its exemplary citizenship and playing a
crucial role in leveraging the community and connect the
development of such attributes to discipline-specific learning
from various school activities.
The model concentrates on building the community
capacity concerned by developing collaboration between
outreach specialist services and government services, university
sectors, and the non-government sectors, aiming to collaborate

6. with family and community members (Clarke, & Denton, 2013).
By engaging in certain activities with the primary
concentration, a segment of enlightened learners in the
community may emerge. In doing so, the group of learners will
play a crucial role in creating solutions to the domestic
community's problems. SPICE adopted students from various
disciplines to benefit the community regarding certain concepts
identified y the community members.
Dunst, & Trivette, (2009) Capacity Building Model
Dunst & Trivette (2009) encompass an explanation of a
family-systems framework for implementing family support and
early childhood assessment and intervention initiatives. The
framework involves functional, operational, and theoretical
frameworks that link empirical work, theoretical foundations,
and practice. The lessons obtained from over two decades of
practice and research have been adopted to update and revise
the model that now comprises a primary concentration on family
capacity building as a mediator of the intervention benefits. The
article indicates that current interest in issues revolving around
early childhood intervention with special needs children and
children who experience poor development outcomes can be
traced to various experiential research works between 1940 and
1970. the primary objective of the reviewed assessments
coupled with the intervention research works that followed was
to curb the implications of a disability or curb negative
implications associated with poor environmental conditions.
The research was realized in the immense majority of research
works by professionals intervening and interacting with children
or those teaching or informing guardians or parents how to
supplement their children's experiences to leverage their overall
functioning in the society.
The assumption that guides most early childhood
interventions during the 1960s and 1970s relied on the baseline
that children, the environment, or their parents are in some
manner deficit most of them went ahead to recommend some
remedial measures. The studies also assumed that the

7. interventions stipulated in the studies towards children would
reduce or alleviate the consequences of the presumed deficits
(Dearing, Sibley, & Nguyen, 2015). Various scholars also
challenged the assumptions determining the foundations of
these interventions, and in the process, the critiques formed the
new foundations of conceptualizing early childhood
interventions. For instance, Dunst & Trivette (2009) mentioned
that the chances of this successful initiative are dependent on
some supporting parents. They would possess the energy and
time to promote the development of the young children.
Victorian Early Years Learning And Development Model
The framework acts as a baseline for early childhood
professional guidance. Flottman, McKernan, & Tayler (2011)
indicate that the model framework is set in Victoria. The model
is essential in identifying eight practice principles required for
development and learning. The practiced principles are als o
focused on the P-12 ripples of teaching and earning. The
practice principles are also designed and interrelated to inform
each other, and most of them are classified as effective,
collaborative, and reflective. The model indicates that family-
centered techniques are instrumental for leveraging learning
outcomes. Studies such as Flottman, McKernan, & Tayler
(2011) indicate that parents' involvement in their child’s
education is linked with improved learning outcomes for their
young ones. Engaging in a family-centered practice makes it
possible to foster continuity for children's care in early
childhood environments. By respecting and comprehending
family relationships and routines, many professionals can offer
children an extensive level of continuity and secure connections
(Flottman, McKernan & Tayler,2011). In the process, they can
develop responsive learning initiatives based on the prior
children's learning. The influential family-centered practice
comprises diversity, sensitivity, and flexibility.
The implications for research extracted from this model's
research are that early childhood professionals must be
accountable for developing and initiating family-centered

8. practice. Besides, maintaining and starting family-centered
practice may also be challenging. This, there is a growing
demand for professional partnerships to evaluate their life and
cultural values. Families also possess an essential role in
children's development, and they will need to be respected at all
costs, which makes communication an essential facet in family-
centered practice.
The Victorian framework acknowledges the significance of
family-centered practice in leveraging children's outcomes
(McKernan & Tayler (2011). The framework also postulates that
children learn based on the context of their families since they
are the primary source of inspiration and influence. Therefore,
professionals should rely on their children's understanding to
support the decision-making process regarding children's
development and learning progress (Cohrssen, Church, &
Tayler, 2009). The professionals may also use this model to
establish a culturally inclusive and welcoming environment
where all families are encouraged to engage and contribute to
developing and learning experiences.
Approaches
Community-Based Approach
The initiative relied on the community-based approach
since it is vital in conveying a much more human, intimate, and
self-defined space. It relies on validating its explanations. the
project focuses on creating a relationship with the general
public over a certain period due to another primary school
initiative (Knoche et al., 2010). However, the project chose to
focus heavily on community collaboration, following cultural
protocols and adhering to the community's rules and regulations
since it formed its basis on the community and not the learning
institution.
Community-based approaches are primary service delivery
initiatives in early childhood initiatives, especially n developing
and under-resourced contexts. They offer scope for analyzing
and identifying specific community issues for designing,m
prioritizing, and managing activities at the domestic level

9. (Cohrssen, Church, & Tayler, 2009). For this reason, they are
heavily linked with grassroots efficiency, accountability,
empowerment, community participation, and sustainability.
Nonetheless, there are also future challenges. The dependency
on voluntary engagement can sometimes result in the exclusion
of the marginalized population and skewed representation. In
other words, the program may also incur challenges in
establishing capacity, which in the process may cause
overreliance on imported technical help (Rouse, 2012). In some
instances, there is also a danger that the organizations
representing the program may misrepresent the actual demands
of the community or curb issues to fit their references.
Strength-Based Approach
The strengths-based practice revolves around a
collaborative process between an individual’s support by the
program and the support that fosters a good partnership. The
approach has its roots in social work, and it primarily
concentrates on aw3ork-practice theory, whose primary focus is
strength and determination. It bases its argument on the
strengths by viewing clients are resilient and resourceful when
facing adverse environments (Hornby, 2011). Another distinct
attribute of the strengths-based approach is that most of its
analysis and baselines revolve around the client and the future
outcomes of individuals' collection of solid points.
The strengths-based approach is essential because the
client is the agent or the actor of the change by offering the
right setting for managing change (Hornby, 2011). The
methodology is highly resilient on the emotional and
individuals thought process. It also permits for open interacti on
and through the process of individuals to assemble or identify
their capacities and strengths in the change process (Griffin, &
Steen, 2010). It also establishes an environment where
individuals may view themselves at their most memorable
moment to see their value to society and the community.
Actions
Family-School Consultations

10. Family school collaborations are partnership interactions
and activities revolving around parents, the school staff, and
other family members. The partnerships will revolve around
respect, trust, and shared responsibility for the children's
education and young individuals who attend school. Families
are seen as the first people to pump knowledge in children, and
they continue to play an influential role in their development
and learning during school years and even in their future life.
Learning institutions possess an instrumental responsibility in
ensuring that the children are nurtured and enlighten future
generations (Grace et al., 2017). On the other hand, families
will also entrust instructors and teachers to offer an educational
baseline to guarantee future success. Simultaneously, learning
institutions will also need to acknowledge the role of the family
in education. For these reasons, it is instrumental for schools
and families to collaborate in partnerships.
Research postulates that schools that perform exemplarily
involve the community and parents in their endeavors. The
interaction and involvement are robustly associated with
improved performance in school, behavior, and attendance
(Grace et al., 2017). Family involvement can play a crucial role
in student learning and development regardless of their ethnic,
cultural, or social background. Thus, family involvement will
ensure high-quality education hence forming an essential facet
in learning institutions.
The school consultations' primary objective is to establish
sustainable and effective partnerships between the community,
such as students, families, and teachers. The partnership will
focus on viewing each partner in the relationship as contributing
equally to the development and learning while respecting each
other's ideas (Grace, Hayes, & Wise, 2017). The partnership
will also respect the preferences and needs of every student.
The school consultation will also address any hindrances and
barriers to involvement in families, especially indigenous
families, and ensure that the communities or families that have
failed to get involved in the partnership initially find a way to

11. participate.
Developing school consultations as an action plan may
sometimes be challenging. It needs time and commitment
because of circumstances and pressures. Many families will
require additional support and special arrangements to become
actively involved in their activities and learning modules and
their children’s lives (Hornby, 2011). The findings of such
efforts will be vital and significant. Families that comprehend
the education structure while simulates acknowledge the
challenges learning institutions incur are valuable sources of
support that learning institutions cannot afford to underestimate
(Rouse, 2012). Learning institutions that engage communities
and families in some of the activities their children do in school
are tapping into a rich source of knowledge and skills, which is
vital in building communities.
School consultations are different from what already exists
in learning institutions. Learning institutions are different based
on the family-school, partnerships, and the skills and energy
they apply. As such, moving towards school consultations as an
action plan needs an extensive level of change in behavior by
some families and schools to establish relationships where they
view each other as colleagues (Rouse, 2012). The school -
consultations framework will involve a vision for improved
collaborations between schools and families. It will also
encompass a collection of principles that offer schools and
families guidance in developing partnerships (Hornby, 2011).
The school consultations will also explore strategies for
providing practical guidance to learning institutions systems
and communities in fostering and implementing school-
community-family partnerships.
Possible Challenges That May Be Faced And Strategies In
Addressing Those Challenges
Shortage of time is one of the challenging issues facing
parental involvement in school. Some parents must engage
indifferent occupational responsibilities to maintain their
financial stability and standing in the community. Some of them

12. have to engage in reasonably long hours of work from morning
until evening. Mainly, if the parents have been engaged in a
divorce or lost one of their family breadwinners, some would
probably experience difficulty handling their issues financially
(Ewing, 2012). For this reason, some of them lack enough time
to attend to their children in school or get involved in some of
the issues affecting the learning and development of their
children in school.
Bad experiences on the part of parents may also hinder
them from engaging in school-family-community partnerships.
Some of them may feel unwelcomed in places where their
children attend school. They may also experience some nasty
attitude or behavior from the school fraternity or may have bad
memories such as school violence or have performed poorly in
their academic performance while at school (Ewing, 2012). For
this reason, they may lack the required desire and attitude to
return to a place that gives them bad memories or experiences
or sometimes reminds them about their nightmares and failures.
Illiteracy is another essential element since some parents
may not want to attend school consultation meetings because
they assume they cannot read and write. Some of them lack the
courage and confidence to talk or lack words to express
themselves effectively in front of teachers. Others may also not
comprehend how the school system operates. Most parents may
use this as an excuse to ignore their child’s development and
learning experience in school. Besides, some may be unaware of
the importance of learning and education, making them not
bother about their child’s progress (Rouse, 2012). For this
reason, some of them will assume that it’s only the
responsibility of the teachers to ensure that their children are
educated. Thus, if their children fail to perform admirably in
their school performance, they will blame the instructors or
teachers. In other words, such parents may not comprehend their
role and obligation towards the development and learning of
their children.
Lack of sensitiveness on the part of the learning institution

13. may also hinder the school-family and community partnership.
When the learning institution fails to care about parents and the
community's involvement in the children’s education, some of
the parents may not care about the progress. There is a need to
encourage some parents to participate in their children’s
learning (Rose, 2012). The learning institution needs to
comprehend their personal, socioeconomic level, and financial
problems. Additionally, when some parents get interested in
their children's progress, some teachers may assume that they
interfere with the learning.
Strategies in Addressing the Challenges
Creating a parental involvement policy may be crucial in
addressing some of the program's challenges. It is the
responsibility of the school to establish an apparent policy to
smooth the parent's involvement in their children’s learning and
ensure that the parents are encouraged to discuss and talk about
the challenges that their children may be experiencing. The task
is sometimes daunting because of the commitment and
dedication it requires (Grace, Bowes, & Elcombe, 2014). For
this reason, there is a need to engage highly committed teachers
or principles to make this a reality. Besides, the school may
also offer consultation services since it may be crucial in
addressing their financial, personal, and children’s problems.
Suppose most of the community partnership members are less
privileged in society (Rouse, 2012). In that case, it should
attempt to offer short-term development programs and training
about the skill most parents will require to leverage their lives.
Whenever they have a quality life, there is a high chance that
the children will have a reasonable amount of time to focus on
their learning.
Building exemplary communication may also be
instrumental in addressing the challenges. Many individuals
find it easier to communicate or talk to individuals they trust.
Creating trust with such people may be vital in implying that
the school comprehends and cares about their wellbeing and
children’s welfare (Epstein, & Jansorn, 2004). As such, the

14. school should contact the parents about the advancement and
progress of their children’s learning and offer recommendations
of some of the techniques or avenues that the parents could
offer assistance to their children’s progress. The school should
show sympathy and be friendly. By ensuring that they are more
aware of the circumstances of the community and the parents, it
is possible to establish exemplary communication.
In certain situations, the schools should organize
consultation conferences or meetings with the parents to update
the school information and their children’s education. Although
it might not be helpful during the first few moments since the
parents may need a reasonable amount of time to comprehend
the algorithms and some other school information, the school
may involve others later on in their life, especially after
comprehending the functioning of the school system (Epstein, &
Jansorn, 2004). In doing so, they may also create a reasonable
level of courage and confidence to share, share and talk about
some of the children’s affecting their children’s learning and
development (Grace, Bowes, & Elcombe, 2014). Getting
involved in th4e community outreach initiatives is also
important. It will ensure that the school goes directly to
families to discuss and make follow-ups concerning the
challenges and engage in recruiting new students into the
initiative.
Conclusion
Surveys will be instrumental in assessing the success of
this plan. The surveys will be chosen because they are vital in
gauging individuals' representativeness and views. When
conducted effectively, they can offer reliable information on
individual’s behaviors and opinions which are vital in making
instrumental information. The surveys will also be used in
making instrumental benchmarks which will be crucial in
uncovering the why in any trend. The project management
success is mainly established by whether the plan stuck to the
initial schedule. Experienced project managers comprehend how
challenging this task is, but conducting a survey will ensure that

15. it’s a bit easier to assess the progress of the project.
Quality ranks among the most crucial things that
determines the performance and success of any project. The
completion of a plan welcomes an opportunity for review.
Individuals can assess both the project management practiced
quality and some of the issues that revolve around it, such as
the change management process. The quality evaluation is vital
in determining if the initiative or plan will realize its
objectives.
The primary objectives of the plan are to assess the
efficacy of the family-school-community partnerships and how
they can be used to leverage quality education. Research has
shown that professional partnership programs play a crucial role
in leveraging student performance and quality of education.
However, there is a need for more research in these areas since
the field is still struggling to create empirical models that may
completely capture the mechanis ms of professional
partnerships. The research should also specify some of the
system components instrumental for making family-school and
community partnerships effective.
References
Clarke, K., & Denton, M. (2013). Red Dirt Thinking on Child

16. Wellbeing in Indigenous, Rural and Remote Australian
Communities: The SpICE Model “I just don't want my kid to
struggle like I did at school”. The Australian Journal of
Indigenous Education, 42(2), 136-144.
Cohrssen, C., Church, A., & Tayler, C. (2009). Victorian early
years learning and development framework: Evidence paper.
Dearing, E., Sibley, E., & Nguyen, H. N. (2015). Achievement
mediators of family engagement in children’s education: A
family–school–community systems model. In Processes and
pathways of family-school partnerships across development (pp.
17-39). Springer, Cham.
Dunst, C. J., & Trivette, C. M. (2009). Capacity-building
family-systems intervention practices. Journal of Family Social
Work, 12(2), 119-143.
Epstein, J. L., & Jansorn, N. R. (2004). School, family and
community partnerships link the plan. The Education
Digest, 69(6), 19.
Ewing, B. (2012). Mathematics funds of
knowledge:'Sotmaute'and'Sermaute'fish in a Torres Strait
Islander community. Australian Journal of Adult
Learning, 52(1), 134-152.
Flottman, R., McKernan, A., & Tayler, C. (2011). Victorian
Early Years Learning and Development Framework Evidence
Paper. Practice Principal 2: Partnerships with Professionals, 24.
Grace, R., Bowes, J., & Elcombe, E. (2014). Child participation
and family engagement with early childhood education and care
services in disadvantaged Australian communities. International
Journal of Early Childhood, 46(2), 271-298.
Grace, R., Cashmore, J., Scott, D., & Hayes, A. (2017).
Effective policy to support children, families and
communities. Children, families and communities, 358-382.
Grace, R., Hayes, A., & Wise, S. (2017). Child development in
context. R. Grace, K. Hodge.
Griffin, D., & Steen, S. (2010). School-family-community
partnerships: Applying Epstein's theory of the six types of
involvement to school counselor practice. Professional School

17. Counseling, 13(4), 2156759X1001300402.
Hornby, G. (2011). Guidelines for Implementing Parent
Involvement Activities. In Parental Involvement in Childhood
Education (pp. 79-98). Springer, New York, NY.
Hornby, G. (2011). Parental involvement in childhood
education: Building effective school-family partnerships.
Springer Science & Business Media.
Knoche, L. L., Sheridan, S. M., Edwards, C. P., & Osborn, A.
Q. (2010). Implementation of a relationship-based school
readiness intervention: A multidimensional approach to fidelity
measurement for early childhood. Early Childhood Research
Quarterly, 25(3), 299-313.
Rouse, L. (2012). Family-centred practice: Empowerment, self-
efficacy, and challenges for practitioners in early childhood
education and care. Contemporary issues in early
childhood, 13(1), 17-26.
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Cases During the Covid-19 pandemic (and based on its nature),
a great deal of businesses has been impacted by it. Also, due to
its rapid outbreak, working from home and the limitation of
travel become vital and critical to limit the spread of Covid-19
as well as the safety of the people. Thus, digital transformation
and E-management show its importance and great value in this
kind of situation. This pandemic has forced companies and
corporations to highly depends on digital technology, and E-
management practices as millions of people are working
remotely from homes.
Requirements: Based on your understanding, you are required to
provide Five Factors that are considered the most advantageous
and beneficial to the company. In other words, what are the top
5 factors that a company should have taken during the pandemic
that kept its business alive?