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Effect of Adult Education on Parents’ Engagement with Schools

Abstract

Adult education provides learning opportunities that equip adults with knowledge, skills, attitudes, and competencies required to function effectively in their families and communities. Parents’ engagement with schools is important for supporting children’s educational development and strengthening cooperation between parents and educational institutions. However, limited educational opportunities may affect parents’ understanding of school responsibilities and reduce their willingness or ability to engage with schools. This study will examine the effect of adult education on parents’ engagement with schools. Adult education involves organized learning opportunities such as literacy education, continuing education, vocational training, parenting education, community education, and other forms of adult learning. These programmes provide adults with opportunities to develop literacy, communication, problem-solving, and social skills that can be applied to family and educational responsibilities. Through discussions, practical activities, workshops, and collaborative learning, adult education can provide parents with knowledge that may improve their understanding of the importance of maintaining relationships with schools. Parents’ engagement with schools refers to the active involvement of parents in activities, interactions, and responsibilities connected with their children’s schools. It may include attending parent-teacher meetings, communicating with teachers, participating in school events, responding to school information, volunteering, and contributing to school-related activities. Adult education can influence this engagement by improving parents’ knowledge, communication abilities, and understanding of their responsibilities in supporting their children’s education and maintaining productive relationships with schools. The study will adopt a quantitative research design. The population will comprise parents participating in selected adult education programmes and whose children attend selected schools. Data will be collected using a structured questionnaire designed to measure participation in adult education and parents’ engagement with schools. The instrument will be subjected to appropriate validity and reliability procedures before administration. Data collected will be analyzed using descriptive and inferential statistical techniques, while the relevant hypothesis will be tested at a 0.05 level of significance. The study is expected to establish that adult education has a positive effect on parents’ engagement with schools. It is anticipated that parents who participate in adult education programmes will demonstrate greater involvement in school meetings, communication with teachers, school events, and other school-related activities. The study may also establish that adult education provides parents with knowledge and practical communication skills that encourage more active engagement with schools. The findings will have implications for teaching and learning in adult education by emphasizing the importance of connecting adult learning with parents’ family and educational responsibilities. Adult educators may incorporate topics related to parenting, school-family relationships, communication, educational responsibilities, and practical school-related activities into adult education programmes. Such approaches can make adult learning more relevant to parents and help them apply acquired knowledge to their interactions with schools. The study will be significant to adult educators, parents, teachers, school administrators, educational institutions, parent organizations, community leaders, and policymakers. Adult educators may use the findings to develop programmes that address the educational and family responsibilities of parents. Schools and teachers may benefit from improved parental engagement, while policymakers and community organizations may use the findings to strengthen adult education initiatives that encourage constructive relationships between families and schools. The study will recommend that adult education programmes should include practical learning activities that improve parents’ understanding of school responsibilities, communication, and school-family relationships. Adult educators should provide opportunities for parents to practise effective communication, participate in educational discussions, and understand information relating to their children’s schooling. It will also recommend stronger collaboration between adult education providers and schools in supporting parental engagement. The study concludes that effective adult education can contribute to increased parents’ engagement with schools and strengthen cooperation between families and educational institutions.

Keywords: Adult Education, Parents’ Engagement, Schools, Parental Involvement, Adult Learning, Parent Education, School-Family Relations, Educational Participation, Parent-Teacher Interaction, Family Education, Adult Literacy, Educational Support, School Participation, Parent Engagement, Community Education