Asian Journal of Education and Social Studies

This study examined the role of parental and community engagement in the development of primary and early childhood education in Plateau Central, Nigeria. The research adopted a descriptive survey design and involved a sample of 1,400 respondents, including parents, teachers, community leaders, and school administrators. Data were collected using a structured questionnaire and analyzed using mean scores and standard deviation. The results revealed that parental involvement in early education is moderate to high, particularly in activities such as homework supervision and participation in school meetings. In contrast, community involvement was found to be low to moderate, with most contributions centered on informal support such as donations and attendance at school events. Nevertheless, both parental and community engagement were shown to have a positive influence on pupils’ academic performance and social development. The study found that while communities do contribute to school programs and infrastructure development, their roles are often informal and lack strategic coordination. The findings underscore the need for more structured, consistent, and inclusive stakeholder participation in education. Based on the findings, the study recommends strengthening parental education initiatives, establishing formal community education committees, promoting structured school-community partnerships, and enhancing infrastructural support through multi-stakeholder collaboration. These measures are essential for improving educational outcomes and building a sustainable early education framework in the region.