Background The roles of teachers and parents are shifting due to the changing socio-economic conditions that force parents to spend more time at work, making the roles of teachers look more like those of parents. At the same time, parents have to perform the duties of educators at home and take an active part in educational activities in terms of academic curriculum in case a student is not able to perceive the material effectively. As such, the role of parents in school administration is very important as is allows all stakeholders to benefit, especially students who are proven to perform better in the framework of academic curriculum when their parents are actively involved in school administration. Aims and objectives The aims of this dissertation proposal include identifying potential benefits of parental involvement in school administration for students’ performance and the roles of other stakeholders in this case with regard to the emerging need for such measures and likelihood of parents to partake in management activities. The objectives of this proposal include the following:   * Identify the current roles of stakeholders;   * Trace the tendencies in academic administration;   * Suggest possible ways for combining the roles of parents with educating activities;   * Analyse the experience of student management in schools by parents;   * Evaluate theoretical frameworks available on the issue;   * Apply theoretical models to the current situation. It is necessary to identify the roles of parents in student management and possible benefits in students’ academic performance. Literature Review Historic role of education. The necessity of developing intellectual skills have been analysed by many researchers that also emphasised education as means for reaching outstanding results. Chambers and Chambers (1854) explain that “The instincts and mental peculiarities of the brute creation, notwithstanding their immeasurable inferiority to the mind of man have hitherto presented very high difficulties in the way of their rational explanation” (p. 1). As claimed by Friedman (1955), special treatment of education in society has long been discussed: Education is today largely paid for, and almost entirely administered by governmental bodies or non-profit institutions. This has developed gradually and is now taken so much for granted that little explicit attention is any longer directed to the reasons for the special treatment of education even in countries that are predominantly free enterprise in organization and philosophy (par. 2). As such, education should be perceived not merely as the formal activity that enables a student to obtain a diploma but as a process that enables people to attain their goals in life, obtain higher positions in terms of professional development, and play active role in the social changes. International experience. International experience in terms of academic curriculum and administration should be taken into account while special attention should be given to the ways students from other countries are treated with regard to the parent involvement in school administration. For instance, “ … as Islam expanded to other regions and came into contact with other indigenous traditions and languages, it became necessary to create a cadre of Musli