Home learning environment and positive parenting on children’s learning outcomes in Afghanistan

This study assesses whether home learning environment and positive parenting are associated with children’s literacy and numeracy. This study used cross-section quantitative data from 2152 school children aged 7–16 years from seven provinces in Afghanistan. Principal component analysis was used to compute home learning environment and positive parenting dimensions. Children literacy and numeracy were captured as ordered levels. Multivariate ordered logistic regressions were used for analysis. Results showed that children with conducive home learning environment were 1.6% and 1.8% more likely to have highest literacy and numeracy levels, respectively. Children who experienced positive parenting were 1.9% and 1.0% more likely to have highest literacy and numeracy levels, respectively. Home learning environment and positive parenting were positively associated with children literacy and numeracy. Home learning environment and positive parenting had a significant relationship with the attainment of highest literacy and numeracy among boys. For girls the association was significant for literacy and not numeracy. There is scope for the public sector and development partners to promote interventions aimed at improving home learning environment and positive parenting to improve children’s education. Policymakers and development practitioners should train parents and caregivers on home learning environment and positive parenting.