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Impact of Adult Literacy Programmes on Parents’ Participation in Children’s Education

Abstract

Adult literacy programmes provide adults with opportunities to develop reading, writing, comprehension, and other functional literacy skills needed for effective participation in family and community life. Parents’ participation in children’s education is important because parental involvement can support learning, improve educational guidance, and strengthen the home environment for children’s academic development. However, limited literacy skills may make it difficult for some parents to understand school information, assist with learning activities, monitor schoolwork, and communicate effectively about their children’s education. This study will examine the impact of adult literacy programmes on parents’ participation in children’s education. Adult literacy programmes involve organized learning activities designed to improve adults’ ability to read, write, understand information, and apply literacy skills to everyday situations. Programme activities may include reading exercises, writing practice, comprehension tasks, vocabulary development, numeracy activities, and the interpretation of practical written information. Through these learning experiences, parents can develop functional skills that can be applied to educational responsibilities, including reading school materials, understanding instructions, assisting with basic learning tasks, and managing information relating to their children’s education. Parents’ participation in children’s education refers to the involvement of parents in activities that support their children’s learning and educational development. Such participation may include helping with homework, monitoring school attendance and academic work, reading with children, providing learning materials, attending school meetings, communicating with teachers, and participating in school-related activities. Adult literacy programmes can influence parents’ participation by improving their ability to understand educational information and perform literacy-related activities that support their children’s learning. The study will adopt a quantitative research design. The population will comprise parents participating in selected adult literacy programmes and parents with school-age children in selected communities. Data will be collected using a structured questionnaire and literacy-based assessment designed to measure participation in adult literacy programmes and parents’ participation in children’s education. The instruments 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 literacy programmes have a positive impact on parents’ participation in children’s education. It is anticipated that parents who participate in adult literacy programmes will demonstrate greater involvement in supporting homework, reading activities, school communication, educational monitoring, and other learning-related responsibilities. The study may also establish that improved literacy skills enable parents to understand educational information more effectively and provide more meaningful support for their children’s learning. The findings will have implications for teaching and learning in adult literacy education by emphasizing the importance of connecting literacy instruction with parents’ educational responsibilities. Adult literacy educators may incorporate school notices, homework-related materials, children's reading materials, educational forms, and practical family-learning activities into programme delivery. These approaches can make literacy education more functional and provide parents with opportunities to apply acquired skills directly to supporting their children’s education. The study will be significant to adult educators, literacy facilitators, parents, teachers, school administrators, educational institutions, policymakers, and community organizations. Adult educators may use the findings to design literacy programmes that respond to parents’ educational needs. Teachers and schools may also benefit from increased parental involvement in children’s learning, while policymakers and community organizations may use the findings to strengthen adult literacy initiatives that support family participation in education. The study will recommend that adult literacy programmes should incorporate practical literacy activities that prepare parents to support their children’s educational development. Literacy educators should provide opportunities for parents to practise reading school materials, assisting with learning tasks, interpreting educational information, and communicating with teachers. It will also recommend stronger collaboration between adult literacy centres, schools, and families in developing relevant learning activities. The study concludes that effective adult literacy programmes can contribute to increased parents’ participation in children’s education and strengthen family support for learning.

Keywords: Adult Literacy Programmes, Parents’ Participation, Children’s Education, Adult Literacy, Parental Involvement, Family Literacy, Educational Support, Adult Learning, Parent Education, Homework Support, Reading Skills, Educational Participation, Family Learning, School Support, Literacy Education