The Role Performance of Grandparents in the Educational Development of Children: A Mixed-Methods Study from Tokha Municipality, Nepal

Abstract

In many developing societies, rapid economic migration and the increasing trend of dual income families have led grandparents to be at the forefront of child care and educational care in many cases. The study tries to explore the role and challenges of the grandparents (N=50) in Ward No. 3, Tokha Municipality in the context of mixed methods approach based on the Ecological Systems Theory (Bronfenbrenner) and Social Learning Theory (Bandura) in Nepal. Data obtained from structured surveys was analyzed with SPSS, and the data obtained from interviews and observations was used as a means of enriching the data. Results indicate that grandparents have important roles to play: 54% assist with homework on a daily basis, 100% encourage good study habits, and 44% provide emotional support on a daily basis. But there are challenges – for example, limited formal education (58% have only primary schooling or less) and financial constraints (51.3% of respondents find it difficult to afford extracurricular activities). The main actors are the grandmother (76%). The study findings are that grandparents are invaluable learning resources and that a set of specific social work interventions, including digital literacy training, intergenerational mediation, and support for financial resources are in dire need to empower grandparents. The study adds a cultural perspective to intergenerational education in a semi-urban context in Nepal.