Learning Families Intergenerational Approaches to Literacy Teaching and Learning Learning Families – Intergenerational Literacy Learning Families – Intergenerational Approaches to Literacy Teaching and Learning Learning Families Intergenerational Approaches to Literacy Teaching and Learning

Selected case studies from http://www.unesco.org/uil/litbase Published in 2015 by UNESCO Institute for Lifelong Learning Feldbrunnenstraße 58 20148 Hamburg Germany

© UIL 2015

This publication is available in Open Access under the Attribution-ShareAlike 3.0 IGO (CC-BY-SA 3.0 IGO) licence (http://creativecommons.org/licenses/by-sa/3.0/ igo/). By using the content of this publication, the users accept to be bound by the terms of use of the UNESCO Open Access Repository (http://en.unesco.org/ open-access/terms-use-ccbysa-en).

The UNESCO Institute for Lifelong Learning (UIL) is a non-profit international institute of UNESCO. The Institute undertakes research, capacity-building, net- working and publication on lifelong learning with a focus on adult and continuing education, literacy and non-formal basic education. Its publications are a valuable resource for educational researchers, planners, policymakers and practitioners.

While the programmes of the UIL are established along the lines laid down by the General Conference of UNESCO, the publications of the Institute are issued under its sole responsibility. UNESCO is not responsible for their contents.

The points of view, selection of facts and opinions expressed are those of the authors and do not necessarily coincide with official positions of UNESCO or UIL. The designations employed and the presentation of material in this publication do not imply the expression of any opinion whatsoever on the part of UNESCO or UIL concerning the legal status of any country or territory, or its authorities, or concerning the delimitations of the frontiers of any country or territory.

Front cover image: UNESCO Nepal, 2015

We would like to thank the following people for their support in developing case studies during their internships at UIL: Alena Oberlerchner, Andrea Díaz Hernández, Anne Darmer, Ayda Hagh Talab, Bo Zhao, Julian Kosh, Justin Jimenez, Kwaku Gyening Owusu, Laura Fox, Lingwei Shao, Mahmoud Elsayed, Mariana Simoes, Medaldo Runhare, Michelle Viljoen, Mihika Shah-Wundenberg, Mika Hama, Moussa Gadio, Nisrine Mussaileb, Rouven Adomat, Ruth Zannis, Sarah Marshall, Seara Moon, Shaima Muhammad, Stephanie Harvey, Thomas Day, Ulrike Schmidt, Unai Arteaga Taberna.

Edited by Ulrike Hanemann

Graphic design by Jan Kairies

ISBN 978-92-820-1199-7 Table of Contents

Introduction Asia and the Pacific Page 7 Australia Reading Together Africa Page 47 Namibia Nepal National Literacy Programme Family Literacy Programme Page 11 Page 49

Nigeria New Zealand Mother and Child Education The Manukau Family Literacy Project Programme (MCEP) Page 54 Page 14 Vanuatu South Africa Vanuatu Literacy Education Programme The Family Literacy Project (VANLEP) Page 19 Page 57

South Africa Run Home to Read Europe and North Page 24 America Uganda Canada Family Basic Education (FABE) Family Literacy Programmes, Training, Page 28 and Services Page 61 Uganda Integrated Intergenerational Literacy Germany Project (IILP) Family Literacy Project (FLY) Page 34 Page 65 Ireland Arab States Clare Family Learning Page 70 Bahrain The Mother-Child Home Education Malta Programme (MOCEP) Hilti Family Literacy Programme Page 38 Page 75 Palestine Netherlands The Early Childhood, Family and VoorleesExpress Community Education Programme Page 80 Page 42 Romania Parent Empowerment for Family Literacy Project (PEFaL) Page 84 Turkey Family Literacy Programmes (FLPs) Page 89

United Kingdom Of Great Britain and Northern Ireland Bookstart Educational Programme Page 95

United Kingdom Of Great Britain and Northern Ireland Prison Family Learning Programme Page 99

United States of America Students and Parents In Cooperative Education (SPICE) Family Literacy Programme Page 103 United States of America The Family and Child Education Programme (FACE) Page 107

Latin America and the Caribbean Colombia Integral School Literacy Programme Page 112

Guatemala Integral Family Literacy Page 115

Mexico Aprendizajes en Familia (Family Literacy Programme) Page 121 7 Introduction

Lifelong learning is a key principle experience in family literacy. More Literacy Agency, 2004). The term of the post-2015 education agenda, recent family literacy programmes ‘literacy’ does not refer just to the ac- or ‘Education 2030’. It is founded were developed and/ or piloted in quisition of reading and writing skills in the integration of learning and Belgium, Bulgaria, France, Germany, but also to language, culture and living, covering learning activities for Greece, Italy, Lithuania and Romania. orality. It is considered a social (inter-) people of all ages, in all life contexts At the same time, the family literacy action that is developed between and through formal, non-formal and and learning approach can be found people in different contexts and as a informal modalities which together in many countries around the world, continuous process. The term ‘family meet a wide range of learning needs including Australia, Bahrain, Canada, learning’ involves broader learning and demands (UNESCO, 2014a, p. 2). Colombia, Cuba, Guatemala, Mali, activities beyond literacy in the family While ‘family literacy’ is a relatively Mexico, Namibia, New Zealand, and in community contexts. Therefore recent approach to promoting literacy Nigeria, Palestine, Senegal, South family literacy and learning is an and a culture of learning, particularly Africa, Uganda and Vanuatu. A approach to learning that focuses on in disadvantaged families; the term number of examples from these intergenerational interactions within ‘family literacy’ was first used by countries of promising programmes the family and community which the US educator Denny Taylor in using intergenerational approaches promote the development of literacy 1983 to describe literacy learning to literacy teaching and learning are and related life skills. The term ‘family activities involving both children and showcased in this compilation. literacy and learning’ can be used to their parents. Yet family literacy is refer to literacy and learning practices in fact based on the most ancient What all of these examples have within (extended) families as well of educational traditions: intergen- in common is that they combine as to describe an intergenerational erational learning. Intergenerational elements of adult and community educational programme with a focus learning practices are rooted in education with preschool or primary on literacy and learning. all cultures, and educational pro- education to enhance the literacy, grammes with literacy components numeracy and language skills of The intergenerational approach to involving families are found in all both adults and children, and to help literacy is supported by the view that world regions, although these are teachers and parents prevent school the acquisition and development not always referred to as ‘family failure and drop-out. If children of literacy is an age-independent literacy’. Family literacy and learning experience no culture of literacy activity. This means that it is never presents adults and children with an in their families, if no one in the too early or too late to start literacy opportunity to become independent, family ever reads a book to them, learning, and so the development proactive lifelong learners. and if they never see how their family of literacy skills is not limited to and members use reading and writing completed with formal schooling. As long ago as 1994, at a time of in everyday life, literacy will not be Ideally, it starts before school, contin- growing interest in family literacy meaningful to them. As a result, it is ues during and after primary school, as a field of specialization, UNESCO highly probable that these children and carries on beyond secondary and organized a World Symposium on will fail at school and struggle with higher education. Many studies over Family Literacy. The symposium’s aim reading and writing. the past decade have shown that the was to review the theory and practice early years from birth to age two are of family literacy in both industrialized crucial for setting strong foundations and developing countries, as well as Why family literacy for learning. Family literacy pro- to consider its potential for promoting and intergenerational grammes actually encourage parents family education and strengthening approaches to learning? to start cultivating their children’s family ties in a variety of economic, ‘pre-literacy’ skills as early as possible. social and cultural settings (see There is no single and officially This involves reading books to UNESCO, 1995). The idea of devel- accepted definition of the term children, building their vocabulary oping family literacy programmes by ‘family literacy’. Nevertheless, inter- and language skills, and developing bringing together two components generational approaches to literacy their letter knowledge and phonolog- of the education system – early and learning share certain aims: they ical awareness as preparatory steps childhood and/or primary education support the learning that happens in towards learning to read and write. and adult and community education the home and in communities; they – spread from the United States seek to break down barriers between However, supporting children’s early to Europe in the 1990s, becoming learning in different contexts; they cognitive, linguistic and pre-literacy particularly influential in the United provide vital support to parents development can be challenging Kingdom over the past decade. A whose own education has been lim- for parents and caregivers who few other European countries, such ited for various reasons; and they aim themselves experience difficulties as Ireland, Malta and, most notably, to develop both children’s and adults’ with reading and writing. While Turkey, also have long-standing literacy learning (National Adult many people never make it to 8 Learning Families – Intergenerational Approaches to Literacy Teaching and Learning school, or leave school too early Carpentieri et al., 2011; Hayes, 2006; Bahrain, the Family Literacy Project in to acquire even basic reading and Tuckett, 2004). South Africa, the Mother-to-Mother writing skills, large-scale national Programme in Palestine, and the and international test-based literacy Mother-Child Education Programme surveys (UIL, 2013, pp. 25–33) have How are family literacy (MOCEP) in Turkey, also involve home shown that even people who have and learning programmes visits. completed compulsory education are structured and implemented? not always equipped with adequate The three-pillar approach – parents’ literacy skills. Many children around Many different forms of family litera- sessions, children’s sessions, and the world attend school but do not cy programmes have been developed joint sessions bringing parents and learn to read, write or calculate. The over the years. There is no universal children together – is used in the Hilti outcome is that while the majority of model; a diverse range of policies, Family Literacy Programme in Malta, young people and adults with literacy strategies and programmes based the Parent Empowerment Literacy problems have attended at least on the intergenerational learning Programme in Romania, and the compulsory schooling, they nonethe- approach exists at the international Mother-Child Education Programme less lack sufficient competencies in level. The extent of this diversity is in (MOCEP) in Turkey, to mention just reading and writing to fully partici- evidence in the different aims and ob- three examples. The Vanuatu Family pate in their society. Many of these jectives of such programmes, as well Literacy Programme focuses on adults experienced such frustration as in the different contexts, target different components: literacy and as children that they deliberately groups, and institutional settings and the home, parental roles and multi- avoid literacy-related activities in capacities. Normally, family literacy lingualism. Its strategy is to involve later life. When they have children programmes target preschool and parents as supporting partners in of their own, they tend to com- primary school children and their par- the classroom and to thereby bridge municate (often non-verbally) their ents, relatives or caregivers, and are the gap between home and school. negative feelings towards literacy based in (pre-)schools or community Other programmes have developed and schooling to their children, and centres. The most common model of more complex programme designs. thus perpetuate an intergenerational such programmes has three pillars: For example, the Manukau Family cycle of illiteracy. There is abundant adults’ sessions; children’s sessions; Literacy Project in New Zealand has research evidence indicating a and joint sessions bringing adults and four components – adult education, strong association between parents’ children together. child education, parenting education education levels and their children’s and parent-and-child-together time level of literacy acquisition. Several Four fundamental types of approach – taking place in an early childhood studies stress the importance of can be identified in family literacy and centre, an elementary school and an involving families in literacy pro- learning programmes and activities: adult education centre. The Family grammes by using intergenerational Basic Education Programme of LABE approaches to literacy learning (see ■■ Programmes that provide broad (Literacy and Adult Basic Education) Brooks et al., 2008; Carpentieri et services directly to parents (mothers in Uganda consists of five major al., 2011). Such approaches should and/or fathers) and children, either components: train-the-trainer (adults address all aspects of childhood (i.e. together or separately only); classroom-based learning be ‘childhood-wide’) and focus on ■■ Programmes that provide services (children only); classroom-based ‘multiple-life-cycles’ education, in directly to parents (mothers and/or family learning (adults and children); which children are guaranteed a right fathers) with the aim of developing home-based family learning (adults to educated and literate parents and their reading and writing skills and and children); and adult basic literacy grandparents (Hanemann, 2014). indirectly those of their children learning (adults only). ■■ Programmes that focus directly Very often the desire to help their on the development of children’s With regard to aims and objectives, children with school motivates reading and writing skills by using the some of the programmes – such as parents to (re-)engage in learning parents (mothers and/or fathers) as Run Home to Read in South Africa, themselves. By encouraging and ‘instruments’ and indirect receptors Reading Together in Australia, the valuing all forms of learning (formal, of change Bookstart Educational Programme non-formal and informal), overcoming ■■ Activities that are developed in the in the UK, and the Voorlees Express artificial barriers between home, community or other spaces without Programme in the Netherlands – school and community, and breaking directly involving the children and focus mainly on nurturing a culture down divisions between generations, adults, but that have an indirect of reading and learning in families. a family literacy and learning ap- impact on both (for example, an Other programmes address a broad proach can support the development awareness-raising media campaign range of family learning needs. An of literacy and other skills for all age about domestic violence) example of such a programme is the groups. Research on the results of Integrated Intergenerational Literacy family-centred literacy programmes The family literacy and learning Project in Uganda, which seeks to shows that there are immediate programmes featured in this compi- empower rural families to engage benefits as well as a longer-term lation are mostly based in schools or in sustainable livelihood activities impact for both children and adults community learning centres. Some by integrating literacy learning with (see for example Brooks et al., 2008; programmes, such as the Mother- livelihood and life skills training. The Child Home Education Programme in Integral School Literacy Programme in Learning Families – Intergenerational Approaches to Literacy Teaching and Learning 9

Colombia also integrates literacy with Nigeria, the Family Literacy Project in Institute for Lifelong Learning and life skills training. South Africa and the Family Learning the University of Hamburg in 2009 Programme in Mexico, have included identified the following elements of With regard to the target groups, the learning of a second language in good practice: some programmes, such as the their curricula because their target National Literacy Programme in groups need to master the national ■■ Promoting collaboration between Namibia, focus primarily on adults. language. different institutions and stakeholders The aim here is to enable these ■■ Building on literacy practices and adults to share the knowledge, skills Whether practised in the home, strengths already present in families and educational practices gained neighbourhood libraries, community and communities through the programme with their learning centres or schools, the ■■ Responding to the needs and children and generally to improve impact of the programmes featured interests of participating families their children’s lives. The Integral in this compilation illustrates that ■■ Demonstrating cultural and linguis- Intra-family Literacy Programme, family literacy as a family-centred and tic sensitivity in the use of resources meanwhile, which is run by CONALFA community-based intergenerational and learning strategies (the National Commission for Adult approach to learning offers more ■■ Celebrating and emphasizing the Literacy) in Guatemala, encourages than just educational benefits. joy of learning primary school students in grades High-quality family literacy and ■■ Using sound educational practices four to six to provide literacy teaching learning programmes prepare adults appropriate for the literacy develop- to adult family members (usually to succeed as parents and members ment of children and adults their mothers) at home. The Family of the community; enhance bonds ■■ Employing highly dedicated, quali- Learning Pilot Programme in Mexico and improve relationships between fied and trained staff takes a different approach towards its children, young people and adults; ■■ Providing accessible and welcom- goal of ‘building a literate commu- strengthen connections between ing locations nity’: it mobilizes learning resources families, schools and communi- ■■ Helping learners to overcome and tutoring networks consisting of ty-based institutions; and vitalize barriers to participation volunteers from schools, families and neighbourhood networks, ultimately ■■ Establishing ongoing, manageable communities to improve the literacy leading to social cohesion and monitoring and evaluation process- and numeracy skills of students who community development. es that produce information useful have performed poorly in national for programme improvement and educational achievement tests. accountability Finally, the Prison Family Learning Success factors and challenges Programme in the United Kingdom in family literacy programmes Some of the challenges that family primarily targets imprisoned mothers literacy and learning programmes and their children in order to enhance There is a sound body of evidence face include: their literacy skills, relationships and suggesting that successful family family bonds. literacy programmes respond to the ■■ Motivating disadvantaged families needs and concerns of learners, have to participate and remain in family With regard to the design of the adequate long-term funding, and are literacy programmes various programmes, all are run committed to strong partnerships ■■ Tackling limited or poor literate as partnerships between different (National Adult Literacy Agency, environments institutions and/or organizations 2004). According to the findings ■■ Delivering programmes in and for with the involvement of govern- of a recent study produced for the multilingual contexts mental or local authorities. Some European Commission, four key ■■ Dealing with limited access to of the programmes, such as the factors shape the long-term success resources Turkish MOCEP Programme are very of family literacy programmes: 1) pro- ■■ Overcoming the predominance structured and ‘school-like’, whereas gramme quality; 2) partnerships; 3) of traditional pedagogical (‘deficit’) others, like the Family Literacy project research-based evidence of achieve- approaches in Germany, have very flexible time ment; and 4) funding (Carpentieri et ■■ Improving staff attitudes and pro- frames and curricula. Family literacy al., 2011). Some programmes have fessional development programmes in South Africa, Uganda also cited media support as a fifth ■■ Developing a sense of ownership and Nigeria have prioritized learning factor for sustainability. According to among communities and target from families, while Grandparents’ this study, reading and learning must groups Stories of READ Nepal is an example be natural and fun, but this requires ■■ Ensuring the sustainability of of a programme that has put the a cultural shift. National programmes interventions wisdom of older generations at the must be flexible enough to meet local core of the learning content. Many and individual family needs. Parents Many kinds of barriers related to programmes work around the need and caregivers have an active role language, distance, gender relations, to build a reading culture into fami- to play in supporting their children’s cultural traditions and rigid power lies’ daily lives, to encourage families learning and development, and the relationships can prevent families to make use of libraries, and to home environment is crucial. from enrolling in programmes and develop literate environments. Other attending them regularly. Such programmes, including the Mother An international seminar on barriers are particularly prevalent in and Child Education Programme in family literacy held by the UNESCO rural areas of countries in the South 10 Learning Families – Intergenerational Approaches to Literacy Teaching and Learning that have high levels of non-literate Research and Development Centre for young people and adults and poorly Adult Literacy and Numeracy (NRDC). developed literate environments. Reading, CfBT Education Trust. Here, action-research methods should ■■ Carpentieri, J., Fairfax-Cholmeley, be used to analyse and pilot possible K., Litster J. and Vorhaus, J. (2011). solutions. Family Literacy in Europe: using pa- rental support initiatives to enhance early literacy development. London, Conclusions NRDC, Institute of Education. ■■ Elfert, M. & Hanemann, U. (2014). All of the literacy programmes The collaboration between FLY and featured in this publication share the UNESCO Institute: the inter- valuable experiences and lessons. national dimension. In: G. Rabkin They reflect a view of effective and S. Roche (eds), Learning to FLY: learning families whereby each child family-oriented literacy education is a member of a family, and within in schools 2004–2014. Hamburg, a learning family every member is Landesinstitut für Lehrerbildung und a lifelong learner. Among disad- Schulentwicklung (LI) and UNESCO vantaged families and communities Institute for Lifelong Learning (UIL), in particular, a family literacy and pp. 66–75. learning approach is more likely to ■■ Hanemann, U. (2014). Early break the intergenerational cycle literacy: a stepping stone for lifelong of low education and literacy skills learning. In J. Maas, S. Ehmig and C. and foster a culture of learning than Seelmann, C. (eds), Prepare for Life! fragmented and isolated measures Raising Awareness for Early Literacy to address low levels of learning Education. Mainz, Stiftung Lesen, pp. achievement and the lack of reading, 254–271. writing and language skills (Elfert ■■ Hayes, A. (2006). High-Quali- and Hanemann, 2014). However, to ty Family Literacy Programs: adult make such an approach successful, outcomes and impacts. Family literacy it is necessary to provide sustained research and statistics. Louisville, KY, teacher training, develop a culture National Center for Family Literacy. of collaboration among institutions, ■■ National Adult Literacy Agency teachers and parents, and secure (2004). Working Together: approach- sustainable funding through longer- es to family literacy. National Adult term policy support. Literacy Agency, Dublin. ■■ Taylor, D. (1983). Family Literacy: More examples of innovative young children learning to read and literacy programmes can be found write. Portsmouth, Heinemann. on UNESCO’s Effective Literacy ■■ Tuckett, A. (2004). Moving family and Numeracy Practices database learning forward. Adult Learning and (LitBase), which is a continuously de- Skills: family learning edition, 4, pp. veloping database of promising adult 4–6. literacy and learning programmes ■■ UIL (2013). 2nd Global Report (http://www.unesco.org/uil/litbase/). on Adult Learning and Education: UNESCO warmly invites providers of rethinking literacy. Hamburg, UIL. innovative programmes not yet fea- ■■ UNESCO (1995). World Symposi- tured in LitBase to contribute material um: family literacy. Final Report. Paris, about their literacy initiatives; please UNESCO. visit the LitBase website for further ■■ Lifelong learning. UNESCO Educa- details. tion Sector Technical Note. ■■ UNESCO (2014b). Teaching and Ulrike Hanemann Learning: achieving quality for all. EFA Global Monitoring Report 2013/4. Paris: UNESCO. References

■■ Brooks, G., Pahl, K., Pollard, A. and Rees, F. (2008). Effective and Inclusive Practices in Family Literacy, Language and Numeracy: a review of programmes and practice in the UK and internationally. Research paper. University of Sheffield, National 11

NAMIBIA

National Literacy Programme

Implementing Organization importantly, to the Literacy Campaign ■■ promote literacy and numera- Government of Namibia (SLC) of the South West African cy skills in local (mother-tongue) People’s Organisation (SWAPO), and languages and in English in order to Date on Inception NGOs such as the Namibia Literacy enhance multicultural and multi-reli- 1992 Programme and the Council of gious tolerance and understanding; Churches in Namibia (CCN). All of ■■ promote further learning among these programmes were initiated out-of-school youth and adults with a CONTEXT AND during the struggle for liberation. view to reducing existing educational BACKGROUND inequalities; NLPN targets out-of-school youth as ■■ improve people’s communication The majority of Namibia’s population well as illiterate and disadvantaged capacity and self-confidence in order of 2.1 million (2007 estimate) adults. Its aim is to enable them to to create a well-informed citizenry; depends on agriculture and the participate effectively in national ■■ enhance the participation of all informal sector for subsistence. development. NLPN was initially people in the democratic process, Societal problems mainly arise from funded by the Dutch, Swedish and including the exercising of their rights and are reflected by the disparities in Namibian Governments but is now and responsibilities as citizens; income distribution, unemployment wholly funded and facilitated by the ■■ enhance the capacity of both and poverty. 60% of the population Government of Namibia through youth and adults to become more live below the poverty threshold. the Ministry of Education. However, productive and self-reliant; and The 1991 census revealed that about the ownership of the programme ■■ enable parents to participate in 300,000 – 400,000 people or 35% rests with the community, which is the improvement of their children’s of the entire population was illiterate. expected to participate actively in lives, particularly by exposing the Estimates in recent years also suggest the planning, directing, monitoring, parents to useful health practices and that 19% and 20% of young men recruitment of learners and evaluat- enabling them to share the knowl- and women, respectively, aged 25 ing of all programme related activities edge, skills and educational practices to 29 years old are unemployed. (through its regional and community gained through NLPN with their In rural areas, the average unem- literacy committees). NPLN has expe- children. ployment rate is 40% compared to rienced rapid growth; for example, by 30% in urban areas. Linking literacy 1999, it had enrolled around 46,000 to livelihood skills development, learners distributed across all regions IMPLEMENTATION: particularly in poor rural and of the country. APPROACHES AND peri-urban communities, is therefore METHODS critical for the enhancement of the communal subsistence economy and Programme Aims The Directorate of Adult Education its integration into the mainstream and Objectives (DAE), which is part of the national cash economy as well as for Department of Lifelong Learning the improvement of people’s living NLPN is driven by the broader nation- in the Ministry of Basic Education, standards. al vision, which is to facilitate national Sport and Culture, is responsible for development and transformation. The coordinating the development of the government’s specific and long-term curriculum, developing and distribut- THE NATIONAL LITERACY vision for educational development is ing learning resources / materials and PROGRAMME IN for Namibia to become a fully literate providing learners with literacy and NAMIBIA (NLPN) nation with a literate work force that numeracy skills training. To this end, is capable of driving and sustaining DAE works in close cooperation with national development. In the short the National Institute for Educational Introduction term, however, the programme aims Development (NIED), Regional to achieve a total youth and adult Literacy Officers (RLOs) and District NLPN was officially launched in literacy rate of 90% by 2015. The Literacy Organisers (DLOs). This September 1992, two years after overall qualitative goal is to use NPLN decentralised structure of programme Namibia gained independence. The to promote social, cultural, political development and implementation programme was built on a long tra- and economic development nation- has made it possible for NLPN to dition of literacy and adult education wide in order to improve the quality strike a balance between national, campaign dating back to the early of life for all people. To this end, the regional and / or local interests and activities of the missionaries but most NPLN aims to: needs as well as to develop learning 12 Learning Families – Intergenerational Approaches to Literacy Teaching and Learning materials in the eleven (11) main In addition, Stage 2 also introduces and numeracy. The “language of national languages, as well as in learners to functional literacy and life business” is also an important com- English. In addition, DLOs and RLOs skills, incorporating issues related to ponent of this curriculum. Learners are responsible for implementing agriculture, health, small-scale busi- take two subjects per year. There are the programme in their regions and ness entrepreneurship, environmental four compulsory and two optional districts by recruiting and training awareness and civic education. It is courses. The programme endeavours literacy promoters (teachers). hoped that functional activities like to equip adults with knowledge and this will empower learners to improve skills equivalent to Grade 7 in formal Literacy classes are attended by their quality of life and that of their education 15 to 30 learners and are held on communities. a part-time basis, usually meeting three times a week for two hours. Adult Skills Development for The teachers are also employed on a Stage 3: English for Self-Employment (ASDSE) part-time basis and the programme Communication / recruits about 2,400 literacy teachers Communicative English This project was piloted in the annually. Newly recruited promoters Karas and Oshana regions with the go through an initial, three-week Stage 3 is equivalent to Grade 4 in objective of providing adult non-for- pre-service training course in adult the formal primary education system mal training activities at national, literacy. Thereafter, they participate and is the last stage in the Adult Basic regional and district levels. The main in monthly in-service or refresher Literacy Programme. It is dedicated goal of the project is to provide a training courses. A learner-centred to developing basic and functional better service to the community by methodological approach is used for English skills for general communica- harnessing adult education to create literacy teaching and learning. Group tion, and the task of literacy pro- employment and income-generating discussions, simulations, drama, song moters is to create an environment opportunities. It also contributes and dance and story-telling are some conducive to the development of towards national efforts to alleviate of the most commonly used methods. these skills. In addition, an emphasis poverty by affording those who is also placed on reinforcing develop- have acquired basic literacy skills The NLPN programme consists of mental and livelihood activities. the entrepreneurial skills needed for two broad components / stages: 1) self-employment and employment the Adult Basic Literacy Education in both urban and rural areas. Programme and 2) the Post-Basic THE POST-BASIC LITERACY Accordingly, graduates from the liter- Literacy Education Programme. EDUCATION PROGRAMME acy programme are trained in various entrepreneurial skills which eventually Following Stage 3 (equivalent to enable them to acquire finances to ADULT BASIC LITERACY Grade 4 in the formal primary educa- establish small-scale businesses. EDUCATION PROGRAMME tion system), there is a need to bridge Some of the learners go on to study the gap between the level achieved at Community Skills Development The literacy phase of the NLPN adult in Stage 3 and the level required of a Centres (COSDEC), where they basic education programme compris- secondary student. Hence, a fourth learn skills such as plumbing and es three formative one-year training stage has been introduced. This stage bricklaying. Many of these centres are stages, each averaging about 240 (which is not necessarily linked to being established in rural areas where learning / lesson hours: the three years of adult basic literacy there are no libraries for those who learning and is open to anyone who have acquired reading and writing has achieved the required level of skills. The aim is to provide access Stage 1: Basic Mother- literacy) primarily serves to equip to reading material and promote a Tongue Literacy learners with general knowledge, life culture of reading and learning in the and livelihoods skills. Graduates from country. Emphasis during Stage 1 is to foster the basic literacy classes can therefore the development of mother-tongue continue their education by choosing literacy skills among learners. As one of the following options available PROGRAMME IMPACT such, learning is mainly conducted in the NLPN programme’s Post-Basic AND ACHIEVEMENTS in the language of particular re- Literacy Education component: gions / districts. The NLPN employs a continuous assessments and external evaluations Adult Upper Primary in order to determine programme Stage 2: Intermediate Education Programme (AUPE) impact and challenges as well as the Literacy Learning achievements of the learners. To date, This is a three-year course of post-lit- three external evaluations have been In the second year (Stage 2), the eracy / general knowledge training for undertaken, in 1995, 1998 and 2008. medium of instruction is still the those who have completed Stage 3 Learners are also formally examined mother tongue, and the key objective or Grade 4. Unlike the basic literacy at the end of the literacy academic is to enable learners to improve, con- programme, AUPE has its own year. solidate and sustain the literacy skills curriculum which includes general and experiences acquired in Stage 1. knowledge in addition to language Learning Families – Intergenerational Approaches to Literacy Teaching and Learning 13

Impact difficult task in view of the limited SOURCES funds available for the programme. The programme has expanded rapidly In order to ensure the sustainability ■■ Bhola, H. S. (1998), Program Eval- since its inception in 1992. Crucially, of the programme, there is a need uation for Program Renewal: A Study most of the learners are literate (i.e. for sector-wide and cross-sectoral of the National Literacy Program in are able to read and write) after support, including support from Namibia (NLPN) completing the adult basic learning political leaders at all levels, em- ■■ ILO: National Literacy Programme programme. Between 1992 and ployers in the private and public ■■ Beans U. Ngatjizeko, The Nation- 1995, for example, the number of sectors, government ministries at al Literacy Programme in Namibia, learners increased from about 15,000 the central and regional levels, trade (Research Report in Linking Literacy to 36,000, while the number of unions, churches, youth and women’s Programmes in Developing Countries promoters (trainers) grew from 700 organizations, donors and the media. and the UK). to 2,000. By 1999, about 46,000 Furthermore, the programme needs ■■ Sabo A. Indabawa University Adult learners had enrolled in and benefited to forge working partnerships with Education Development in Namibia from the programme. Around 40,000 international organizations to ensure ■■ Walter Naftalie Kahivere A “Fresh learners benefit from the programme a constant flow of technical and fi- Look” at Adult Literacy and the Role each year. In addition, by 2007, nancial assistance for the programme. It Can Play in Poverty Reduction, 23,323 adult learners had enrolled University of Namibia in all the three stages of the NLPN A lack of formal employment ■■ Dr M. Ramarumo & Prof. V. Mckay, of which 13,352 (57%) were tested opportunities has discouraged some (Sep. 2008): Evaluation of the Nation- and 12,919 (55%) had successfully learners, as most still prefer to be al Literacy Programme in Namibia, acquired basic literacy competencies. employees rather than support Final Report (report prepared on themselves through self-employment behalf of the Ministry of Education, The programme’s literacy achieve- and income-generating activities. Republic of Namibia) ments are equally impressive: national literacy rates have risen from 65% There is also a need to improve the in 1991 to 81.3% in 2001, while the working conditions of trainers in CONTACT total youth literacy rate rose to 92% order to motivate them to undertake Mr Beans Ngatjizeko between 1995 and 2004 and the their duties diligently. Director, Directorate of Adult Educa- adult literacy rate rose to 85% during tion the same period. Address: P / Bag 12033, Ausspann- LESSONS LEARNED platz, Windhoek, Namibia Many people have been empowered Tel: 00-264-61-2933188 to participate actively in national Some of the main lessons learned are Fax: 00-264-61-2933913 developmental activities including as follows: Email: [email protected] entrepreneurial activities and democratic processes. ■■ Overall, the literacy programme has a very high turnout of women, Poverty Eradication and Improvement both as learners and promoters. How- in standard of life: Entrepreneurial ever, there are few male participants. skills have enabled a number of learn- This is partly due to the traditional ers to establish income-generating labour demands for men (e.g. fishing, projects. In addition, improvements mining and labour migration into in literacy have lead to changes in neighbouring countries). general life styles and behaviour of ■■ There is a need to gradually participants. develop post-literacy programmes to a level equivalent to that of Grade 7 More people are now able to in the formal primary school system. independently conduct their business This will enable learners to proceed to including undertaking financial the secondary level. transactions during shopping, ■■ There is also a need to establish a mechanism for increasing awareness More women are being trained and and support for adult skills develop- empowered; as a result, they are ment. Community empowerment gaining the confidence to compete through the development of skills and for community leadership positions. the promotion of income-generating enterprises is one strategy that would enable the country to address it social CHALLENGES and economic challenges. ■■ The establishment of Community The main challenge is to sustain the Learning and Development Centres programme by improving the quality has contributed towards sustaining both of the services offered and the the literacy skills that learners have learning environment itself. This is a acquired. 14

NIGERIA

Mother and Child Education Programme (MCEP)

Implementing Organization tions of literacy rates across Nigeria’s Act of 2004, which was enacted to The Ecumenical Foundation different zones. For instance, the ensure the provision of basic Early for Africa (EFA) Niger Delta Zone and Northern Childhood Education, as well as Nigeria have a higher rate of illiteracy primary and secondary education, Language of Instruction than the southwest region, where across Nigeria. However, there is English and various African free education was introduced by the still a huge gap in access to quality languages of the local area, regional government back in 1962, education in rural areas. such as the Ogoni language immediately after independence. This is especially true when issues of Programme Partners However, a major and indeed information and empowerment are River State Government (through persistent weakness of governmental taken into consideration. the Federal Ministry of Education), education and literacy programmes UNESCO, private sector (patrons, has been their failure to provide Early Cultural and traditional practices friends, relatives) and public Childhood Education (ECE) and family greatly affect the quality of life in sector (e.g. the River State and community learning opportu- some parts of rural Nigeria. For Universal Basic Education Board, nities, as well as to make education instance, in Ogoni land, which is the River State Adult and Non- more accessible to women, particu- made up of six local government Formal Education Agency and the larly those living in socio-economical- areas in Rivers State, cultural practice World Bank Fadama lll Project) ly disadvantaged rural communities. dictates that a family’s first daughter Given that family life is the first is not allowed to marry even though Date of Inception literacy environment for every child, she is allowed to have children in her 2005 the failure to institute broad-based, parents’ home. Children that grow up integrated and intergenerational in families such as these often face educational programmes has had formidable challenges affecting their CONTEXT AND a negative impact on the learning well-being. BACKGROUND performance of Nigerian children. This is not least because most parents It was against this background Since gaining independence in 1960, (especially mothers) in rural areas find that a group of professionals from Nigeria has made strong efforts to it extremely difficult to be actively tertiary institutions established the make education more accessible to all involved in their children’s education, Ecumenical Foundation for Africa citizens. In order to do this, successive due to high illiteracy and poverty (EFA) in 1999. In 2005, the EFA, with national governments have launched rates that are compounded with financial support from patrons and various educational and literacy pro- problems of poor business and a lack friends and technical support from grammes, including compulsory, free of entrepreneurial skills. Furthermore, UNESCO, created the Mother and Universal Primary Education (UPE, the lack of family-based education Child Education Programme (MCEP) 1976), the National Teachers Institute and literacy programmes has also in Nigeria. The MCEP, a constituent (NTI, a distance teacher training hindered community and family de- programme within the much broader programme), a ten-year-long mass velopment, and has led to increased and holistic Kwawa-Ogoni-UNESCO literacy campaign (from 1982 – 1992), migration of young women (ages 18 Educational Development Project and the Universal Basic Education – 30) to urban areas, most of whom (KWUEDP), primarily seeks to programme (UBE, 1999; 2004). The are single mothers leaving behind make education more accessible to primary goal of these programmes their young children with relatives or women (mothers) and children and, was to promote access to education grandparents. Children in rural areas by extension, to promote women’s for all, and they had significant suffer greatly from the deprivation empowerment, appropriate child impacts on educational development of basic education. Statistics indicate rearing and rural development. The in the country. For instance, by 2004, that most children (0 – 6 years) in programme therefore compliments access to primary education (i.e. Total rural areas have no form of organised existing governmental education Net Intake Rate – NIR) had risen to learning before primary school, are and literacy programmes, such 72% and, as a result, literacy rates oftentimes malnourished and are as the UBE. It is also a means of for youth and adults rose to 84% and vulnerable to easily transmittable assisting the government in fulfilling 69%, respectively, between 1995 and diseases. The situation has improved its international educational and 2004, even though there are varia- since the Universal Basic Education developmental obligations as outlined Learning Families – Intergenerational Approaches to Literacy Teaching and Learning 15 in, for example, the Bamako Call of context and everyday experiences Programme Objectives Action (2007), the Literacy Initiative and needs, such as the following: for Empowerment (LIFE) goals, the The programme aims to: Education For All (EFA) goals and ■■ Adult literacy and ECE, including the Millennium Development Goals mother-to-child education ■■ Promote intergenerational (fami- (MDGs). To date, the programme is ■■ Health (e.g. HIV / AIDS awareness ly-based) and bilingual (English and being implemented at about 100 and prevention, nutrition and sani- mother tongue) learning Community Learning Centres (CLCs) tation) ■■ Provide parents with appropriate across Nigeria’s 23 Local Government ■■ Civic education (e.g. human rights, child rearing skills, including the sup- Agencies (LGAs) of Rivers State conflict resolution and manage- porting role of fathers (primarily in Khana, Tai, Gokhana ment, peace building, child rearing, ■■ Empower women to participate and Degema LGS), Edo and Bayelsa. leadership, gender and inter-religious actively in their children’s education In total, 5,000 women and 300,000 relations) by providing links between home and children from across Nigeria have ■■ Environmental management and the literacy centres / schools. benefitted from the programme since conservation ■■ Equip women groups with the its inception in 2005. The MCEP has ■■ Income generation or livelihood functional or livelihood skills neces- been adapted by NGOs and the wives development sary for improving their families’ living of state government workers, and has ■■ Reading and Democracy: Promo- standards and access to markets. developed into a solid best practice tion of reading culture and democrat- ■■ Promote the spirit of volunteerism example of literacy and life skills ic principles through book and library and self-reliance programmes in Nigeria. development ■■ Foster ecumenical principles of eq- ■■ Rural employment promotion uity, justice, peace and social control with direct links between mothers ■■ Provide capacity building and THE MOTHER AND and government and International training for volunteer teachers, liter- CHILD EDUCATION development partners’ projects, such acy facilitators and women leaders PROGRAMME (MCEP) as the World Bank Fadama III project from various projects and members and credit and loan schemes for their of community development commit- The MCEP is an integrated and small businesses. tees for self-reliance of mothers, and intergenerational (family-based) an effective local management struc- educational and literacy programme, ture as an exit strategy for the NGO. sometimes referred to as the Early Childhood Education ‘civic approach’ to mother and child education. It is ‘civic’ because it is a The programme’s ECE component PROGRAMME people-oriented programme, based first began as an incentive for IMPLEMENTATION: on the development of a ‘power mothers to participate in the literacy APPROACHES AND base’ and ‘voice’ for participants. The component. Mothers have often had METHODOLOGIES programme seeks to make education difficulty finding somewhere for their more accessible to all, but particularly children to go when they are working to the vulnerable, poor majority living at farms or small businesses during The Role of the Community in disadvantaged and marginalised ru- the day. This means that children are ral communities. Although the MCEP often left in hazardous environments The implementation of communi- is an inclusive family and communi- and, even if they accompany their ty-based educational and literacy pro- ty-based educational programme, mothers to the farms, they are often grammes is often encumbered by a it particularly targets mothers and left unattended. The ECE component lack of financial and material resourc- children (ages 0 – 8 years) who, as of the programme provides a space es, human resources (professional noted above, have been marginalised for children to go and also requires and / or semi-professional instructors) from existing educational and the participation of the child’s mother and, most importantly, community literacy programmes. Therefore, the in the literacy programme. Even involvement and support. In order to provision of basic adult literacy and though the literacy programme is circumvent these challenges and to life skills training to women and early compulsory for mothers, however, ensure the success and sustainability childhood education is central to the they are eager to participate, as of the MCEP, the EFA has prioritised MCEP. they are then exposed to skills’ the active involvement of local acquisition, loan and credit schemes communities in the development, In order to effectively address the or, alternatively, to other government planning and implementation of the diverse learning needs of women and and international development programme. In order to do this, the children from different socio-linguistic partners projects. The exact amount EFA has organised programme partici- backgrounds, the MCEP employs an of empowerment given to mothers pants into community-based learning integrated and bilingual (English and through the programme depends on groups. Local leaders, primarily mother tongue) approach to literacy their interests, as well as the available chiefs and chairmen of community and life skills training. The programme opportunities in the area. The literacy development committees, have also therefore places greater emphasis on programme is not an end in itself, but been lobbied to lend their support subjects and activities that are central serves as the fulcrum for all available to the programme, thus encouraging to the learners’ socio-economic opportunities for women to empower their people to participate. Traditional themselves. leaders, community development 16 Learning Families – Intergenerational Approaches to Literacy Teaching and Learning committees, and leaders of the the programme. Currently, each educational development – socially, learning groups also assist the EFA instructor is allocated about 100 psychologically and financially. in developing and designing the learners, but plans are underway to Additionally, the period of instruction programme curriculum, which is recruit and train more facilitators in is often extended to allow partici- often verified by established educa- order to bring the instructor-learner pants to balance their learning and tional institutions. The curriculum not ratio down to 1:40. Each instructor or livelihood endeavours. only addresses the specific existential facilitator is paid a monthly stipend of needs of the local communities, USD 50.00, which is below the usual The core curriculum is based on but is also relevant to their cultural amount of USD 100.00 the Federal Ministry of Education systems and traditions. Similarly, the New Primary School Curriculum community is also actively involved in Modules (1 – 6) that were prepared the development of teaching-learning Recruitment of Learners under the auspices of the National materials, which are often made Implementation Committee on locally. The learning groups are also Learners are selected according to National Policy on Education, with responsible for establishing and man- the community they live in and, due the assistance of UNESCO. The aging Community Learning Centres to the acute lack of resources in rural modules are adapted by the EFA for (CLCs), including ECE centres. areas, each participating community the MCEP and have also been used must have already established a by the University of Ibadan Adult In order to cut programme costs, EFA primary school. The community Literacy Programme. Modules 1 – 3 has also recruited a volunteer cohort school ensures the availability of are used in the centres since, at the of community-based, professional classrooms and volunteer teachers beginning of the programme, most ECE, adult literacy and life skills for the original implementation of participants have not experienced teachers who are responsible for the programme. With the full support any form of education and have teaching the programme in their local of the community, three volunteer never had exposure to life outside communities. These professionals are teachers is enough to kick-start the their communities. Even if they have often assisted by semi-professionals, literacy part of the programme and, recently dropped out of school, they usually young secondary school as the centre gradually grows and are barely able to read and write. A graduates. more volunteer teachers are recruit- standardised certificate is issued at ed, other aspects of the programme the end of the programme. In phase are established. Families with children II of the programme (2016 – 2020), Recruitment and Training of (0 – 6 years) are registered and the more advanced literacy modules (4 – Instructors / Facilitators initial focus is put on the most vulner- 6) will be introduced. able group in the family: mothers and As noted above, the implementation young children. The core curriculum has also been of the MCEP is dependent on USD 50 adapted for the MCEP to include honorarium payments for a cohort additional practical approaches. The of professional and semi-professional Teaching-Learning level and module for teaching practi- volunteers. However, in order to Approaches and Methods cal approaches depends on whether enable them to carry out their the class one for volunteer teachers teaching duties effectively and Training in the MCEP is conducted or rather an interactive discussion efficiently, EFA provides volunteers by volunteer instructors, either at class for mothers. Approaches are with further training and mentoring the CLCs (for groups of learners) or also chosen according local contexts in the following: through home visits (for face-to- and are designed according to the face, mother-to-child training and educational level, interests and cultur- ■■ Adult and child-appropriate teach- mentoring). Adult literacy and ECE al background of particular mothers. ing-learning methods; instructors use participatory teach- Literacy classes are taught three days ■■ Classroom and mother and child ing-learning methods, including the a week (Mondays, Tuesdays and centre management; Participatory Learning and Innovative Thursdays, 2 – 6 pm) and home visits, ■■ Development and production of Approach (PLI) that was adapted one-on-one mentoring, dialogues, teaching-learning materials; from the Centre for Family Literacy at feedback and consultative meetings ■■ Assessment of learning processes the University of Tennessee, USA, and are additional aspects that enhance and outcomes; developed within the framework of classroom teaching and learning. ■■ Family mini-library management of a UNESCO module for strengthening resources and books; capacity through training and techni- The MCEP does not only want to use ■■ Cultural and human rights; cal assistance for volunteer teachers. the core curriculum as a foundation ■■ ICT-based ECE and family literacy. Typically, adult learners are supposed to produce so-called ‘literate people’ to complete the MCEP’s core who can do nothing more than The further training provided for curriculum within one year. However, read and write, which is why they instructors and women group leaders this period is often extended until have included a practical aspect. is not only intended to ensure the learners attain the advanced levels of The programme also seeks to have effective implementation of the functional literacy that are necessary participants exercise creativity and programme, but also to motivate for everyday life. This is particularly to use their literacy skills to become personnel to participate (i.e. vol- important for mothers, as they are global citizens. unteer their services and time) in expected to assist in their children’s Learning Families – Intergenerational Approaches to Literacy Teaching and Learning 17

PROGRAMME IMPACT the extent of achievements at the about 79,000 children in River State AND CHALLENGES project level, the process includes alone. However, the cumulative topics such as how well resources number of child beneficiaries is signif- were used, whether activities are icantly higher since the campaign to Monitoring and Evaluation carried out within the time frame, establish an ECE centre at every rural what the limitations to effective primary school has been and is still Programme monitoring and evalua- implementation were, lessons learnt, being replicated in all of Nigeria’s 36 tion are central activities in the im- ways forward and next steps, other states (including the Federal Capital plementation of the MCEP. Typically, issues of ethical standards on the Territory). monitoring of the programme and, characteristics of beneficiaries. These more specifically, evaluation of the characteristics include gender, human Most importantly, the programme learners’ performance and learning rights, the nature and availably of has also led to an improvement in outcomes is undertaken on an on-go- tools, environmental factors, mind- the school attendance of children, ing basis by both internal (i.e. by EFA sets, levels of vulnerability, feedback, performance and learning outcomes, staff) and external professionals. dialogue, consultations and one-on- not least because mothers have been one mentoring. empowered to participate more The impact of a programme such actively in their children’s education. as the MCEP is highly dependent on Indicators in the assessment are the nature and level of participation. dependent on varying local contexts, The provision of literacy and life skills Although the benefits of education making it a bottom-up approach training and the resulting socio-eco- are widely recognised, many rural to monitoring and evaluation. Key nomic empowerment of women communities in Nigeria have cultural assessment indicators include the has helped to decrease the rate of and structural norms that prevent nature and extent of participation. rural-to-urban migration, a phe- the participation of mothers in the For example, the EFA believes that nomenon that has previously led to programme. Proper monitoring and if only 10% of vulnerable persons in inappropriate child rearing practices, evaluation of the programme requires the community are involved in the as children were often left in the care an awareness of factors that promote programme, then in terms of equity of grandparents. Furthermore, the or hinder participation. and justice, the project cannot be empowerment of women through considered very successful. training and support to establish income generating projects has led to Monitoring Process Despite the investment in education, sustainable self-reliance and improve- global reports from UNESCO, UNICEF, ments in the living standards of rural The EFA has two forms of monitoring UNDP and the World Bank still families. Women have also been and evaluation, namely the short- indicate that the African continent empowered to lead more independ- term process for specified activities has not had very much success in ent lives, as they no longer rely on and the long-term process for overall ensuring equity in education pro- others to assist them in activities such plans. In the short-term process, the grammes. Equity-based Monitoring as writing letters or opening bank emphasis is on outcome and impact and Evaluation is a unique approach accounts. assessment, whereas in the long-term that looks explicitly at issues of process, the emphasis is on records equality that are perhaps not covered The creation of ECE centres, where and assessments, feedback and by usual monitoring and evaluation children spend the day, also offers the consultations. Mentorship and local techniques and criteria. opportunity for mothers to engage social media are key components of in other crucial livelihood activities these processes. Local teaching and without disturbance or distraction management personnel carry out Impact from their children. assessments, which take place first on a weekly basis, and then later on a The MCEP has had a significant The MCEP has created invaluable monthly basis. The local management impact on overall educational opportunities for community youth structure (which includes M&E tasks) development in rural areas: to train as literacy facilitators and is made up of volunteer teachers, a to earn an income. This has helped representative of the chiefs’ council The EFA (with the support of UNESCO to prevent them from engaging in and the chairman of the Community and UNICEF) lobbied nursery anti-social behaviour out of economic Development Committee (CDC). education (or ECE) to be incorporated necessity. Others, after working for into the UBE programme law of some time as teaching assistants, 2004. These efforts were successful have been motivated to pursue Equity-based Monitoring and ECE, as well as parent education, further education and training. and Evaluation are now key components of the UBE law of 2004. The short-term process is techni- Challenges cally referred to as ‘Equity-based The EFA has supported the River Monitoring and Evaluation’. In State Universal Basic Education Board Although the EFA receives support by addition to measuring quality, equity in establishing 747 ECE centres in various partners, the full and effective and inclusiveness are also considered. the state’s rural-based community implementation of the MCEP is still Instead of the usual emphasis on primary schools. This has benefitted being hindered by a critical shortage 18 Learning Families – Intergenerational Approaches to Literacy Teaching and Learning of financial, material and human orientation to the meaning and need SUSTAINABILITY resources. Initially (2005 – 2008), the for elections and politics. Communi- programme had full support from the ties then gradually built confidence Although the need for strong Rivers State Universal Basic Education and started to believe that they are external support is essential for Board, who provided materials to sincere and are a part of their rural community-based educational work with, and local government life. programmes, the sustainability of the councils, who paid the volunteer ■■ The EFA sometimes carried laptops MCEP is largely a product of strong teachers. and made PowerPoint presentations and active community participation as a way of introducing urban educa- and ownership. From the beginning, Unfortunately, in 2008, the board tional life, letting participants know the EFA enlisted the support and was dissolved by the current gov- that they themselves can use tech- participation of entire communities, ernment and the new board does nology and be part of the academia based on a principle of self-reliance. not have the same enthusiasm. Since if they wish. Each programme activity As such, community members made 2008, apart from technical support up until 2005 was self-sponsored and financial contributions that amounted and materials provided by UNESCO sacrifices were made by professional to the initial necessary capital for the and partners, the EFA has been under volunteers in order to have communi- implementation of the programme. tremendous stress to keep up their ties believe in the project and to see Similarly, and despite receiving just originally quick-paced tempo. For it as something different from exist- a small monthly stipend, community instance, because the EFA is only able ing programmes or their experiences members have also supported the to pay volunteer facilitators stipends in the past. programme as volunteer teachers. that are far below the poverty line, ■■ Strong community participation Thus, the determination of commu- the programme has struggled to and cooperation is necessary in order nity members to actively participate attract more volunteers. Furthermore, to effectively harness local resources. in the development activities of their financial limitations have also prevent- At the beginning of the project, what communities and children is the ed the EFA from providing adequate is most important is the will and pow- principal driving force of the MCEP. training to volunteers or establishing er of the people. They must identify The EFA hopes that all MCEP centres more centres across different states. with the programme and realise its will evolve as community-based With enough resources and materials importance in addressing illiteracy organisations in themselves, either at from partners, the EFA would be able and, subsequently, poverty. the local or state level, depending on to cover all viable communities in ■■ The project design and planning their strengths and capacities. They Rivers, Edo and Bayelsa by 2015, but must be developed in a participatory will teach other and evolve for years the challenge lies in finding available way, emphasising education and to come. resources. innovation led by target groups, a no- tion of learning by doing and capacity building at all levels. It is important to SOURCES LESSONS LEARNED pay attention to the interrelatedness of education and economics, which ■■ The Ecumenical Foundation of There were some significant lessons can provide solutions to problems. Africa: Mother and Child Literacy learnt from the implementation of the ■■ Peace in rural communities and Development in Duburo Community, programme: quick conflict resolution is paramount DVD, 2007 for project success. ■■ The Ecumenical Foundation of ■■ It is almost impossible to succeed ■■ Literacy programmes must have Africa: The Methodology and impact with any projects in rural Africa with- personnel that are adaptive and flex- Assessment of Mother and child out a complete understanding of the ible and that have a lifelong learning Education Programme social, political, economic, environ- perspective. ■■ The Ecumenical Foundation of mental, cultural and spiritual (SPEECS) ■■ The integration of literacy, life skills Africa: Mother and Child Sustainable aspects of rural life. It may take years and ECE learning opportunities is Education (2008) to acquire indigenous knowledge, but critical for the success of rural-based ■■ Ahme, J. E, Mother and Child Ed- only then can technical expertise and educational programmes. ucation: River State UBE Board Book international standards be applied. ■■ Working alliances with both local Series 1 – 5 Once one attains this indigenous and international institutions is critical ■■ Ahme, J,E. (2011) Family Approach knowledge and becomes part of the for the success of any project in rural to Children’s Education with Econom- community life, everything falls into areas. ics Dynamics for Quality Assurance place like jig saw puzzle. The local ■■ The need to conserve financial people will take the project more seri- resources must be balanced with CONTACT ously and become effective partners. the need of volunteers to earn an ■■ The MCEP was officially launched income. Otherwise, professionals Dr Justina Ahme (International in 2005, but the EFA has been in and / or semi-professionals will not be Director) these rural communities since 1999 motivated to volunteer their time to The Ecumenical Foundation for Africa conducting baseline surveys, provid- the programme. P. O/ Box 4565 T / Amadi ing scholarships for skills acquisition D / Line, Port-Harcourt for female youth to get placements River State, Nigeria, in local businesses, attending local Email: [email protected] functions and providing community 19

SOUTH AFRICA

The Family Literacy Project

Language of Instruction mother-tongue, English

Date of Inception 2000

CONTEXT

In South Africa it is estimated that between 7.4 and 8.5 million adults are functionally illiterate and that between 2.9 and 4.2 million people have never attended school. One million children in South Africa live in a household where no adult can read. In a recent survey, it was found that just over 50% of South African families own no books for recrea- tional or leisure time reading. It is perhaps not very surprising, given this information, that a national evalua- tion carried out by the Department of Education in 2003 found that the The FLP was set up in 2000 in IMPLEMENTATION OF average Reading Comprehension and response to findings that showed THE PROGRAMME Writing score for Grade 3 children that the literacy scores of pre-school was only 39%. children were not improving, despite The nine programme facilitators government interventions in the early currently work in the following The Family Literacy Project (FLP) is childhood sector. Initially, monthly villages in Southern KwaZulu-Natal: based in the southern Drakensberg meetings were held with the parents Bethlehem, Come and See, Ncwadi area of KwaZulu-Natal with a of pre-school children to work with (all near Bulwer), Lotheni, Stepmore, population of 300,000. The majority them to strengthen their role in early Makholweni and Mahwaqa (near of people have no access to electricity literacy development. By the end Underberg), Mathendeni (near or proper sanitation and this has of that year, the parents were more Donnybrook), Mpumlwane and serious consequences in an area confident in their ability to support Ndodeni (near Centocow). They use where it is estimated that 30% of the their children whatever their own school classrooms, community halls, population is HIV positive. levels of literacy. These parents, churches and community libraries for and others in the area, requested their meetings. that the FLP provide adult literacy PROGRAMME tuition. Each group chose a member All the facilitators and group of their community to take part in members are from the community in The project is aimed at families as a training organised by the FLP. These which the groups operate. The age of means of addressing the low literacy women have since been trained in the group members ranges from 21 achievement of many pre- and pri- adult literacy (mother tongue and to 79, with the average age being 48. mary school children, and the lack of English as a second language), early Since there is no defined end to the confidence of parents in their ability literacy, and the participatory Reflect programme, group members do not to provide support to these children. approach. Participation by the group have to leave the project until they As the parents (or those who take on members is important as the FLP choose to do so. the role of parents) are the first and believes that local knowledge is most important educators of children, significant and relevant and that any the family literacy approach supports new information must be integrated OBJECTIVES both adults and children. into this knowledge. The main objectives of the pro- gramme are: 20 Learning Families – Intergenerational Approaches to Literacy Teaching and Learning

■■ to transform literacy into a shared and share information gained from and the adults write down the pleasure and a valuable skill shared by the topics covered in the sessions. ensuing conversation. the whole family; One group member is responsible ■■ to help to develop a critical mass for organising the notice board and The problem of low levels of literacy of community members of all ages encouraging others to contribute to in adults and children is exacerbated who see literacy as important and the displays. by the lack of books in the area. To enjoyable; and address this challenge, the project ■■ to stress the importance of the Pen friends Each family literacy established three community libraries parent / caregiver as the children’s group member is encouraged to write and eight box libraries which are first educator and support them in to someone in a neighbouring group. run by project facilitators with the assuming this role. These letters are exchanged when the assistance of group members. facilitators meet. Pen friends meet at the end-of-year event. Box libraries and book clubs Each SINGLE PROJECTS group was given a box of books Newsletters This initiative started for women to borrow. At first, To achieve these objectives the FLP when group members were asked to participants tended to borrow mainly has launched a number of individual write to the FLP. Their letters were children’s books; this was encouraged projects. printed, followed by a few pages of so that the women could read with news and photographs. The newslet- their children or at least look at the As the Family Literacy Project is ter is now produced professionally. pictures. At Stepmore, the facilitator aware of the fact that literacy skills As it contains news from the different soon noticed that the group members need to be used regularly in order groups, it is very popular. were discussing books together. This to maintain them, group members led to the first of the book clubs, are encouraged to contribute to the Journals The FLP supplies adults with which have now been established in project newsletter, have pen friends, a notebook so that they can keep a every group. write for community notice boards diary with a child. These journals are and keep journals with their children: known as Umzali Nengane (Parent Community libraries The first and Child) journals. The adults and community library was opened Community notice boards These children select a picture to paste into in Stepmore in November 2003. provide an opportunity for group the book or draw one of their own. Library furniture was provided by the members to display their literacy skills They then talk about these images, provincial library services, books by Learning Families – Intergenerational Approaches to Literacy Teaching and Learning 21

Biblionef, Exclusive Books and other be the same as those covered in the literacy gave rise to the home visiting donors. Group members catalogued adult groups, providing opportunities scheme. Women take books with the books and set up the library. for families to discuss these issues them to read to children; they also The library is open to anyone in together at home. talk to mothers about their role in Stepmore and is run by one of our their children’s healthy development. group members, with support from Family literacy groups These groups Once a term, each site supports the the facilitator. The project now also meet twice a week to discuss a women by running a workshop on has two brick libraries at Ndodeni range of issues as well as to improve activities that can be done at home. and Mpumlwane, and a fourth language and literacy skills. The These workshops focus on story tell- library building at Lotheni is nearing average length of attendance at the ing, reading books and other games completion. end of 2005 was 3.5 years, with and activities designed to support the some members having attended since development of early literacy skills. The adult groups focus on building the project started in 2000. literacy skills, sharing local knowledge Teenage sexuality groups These and introducing new information Child-to-child groups This pro- groups are divided according to where necessary. Topics covered in gramme is an important component gender so that boys and girls can the groups range from children’s of the FLP. About 350 primary school discuss issues of sexuality, especially rights and protection to women’s children meet once a week to read, those related to HIV and AIDS. health, environmental issues, and draw and discuss different topics. committee and budgeting skills. The These topics often mirror those of the Health support groups These began adult groups regularly discuss issues family literacy groups, thus nurturing in 2004 as a response to the numbers related to children, consider way of links between family members. The of women caring for orphaned supporting their development, and groups are multi-age, with Grades 3 children. The facilitators are trained in have fun with them as they read or and 4 children helping Grades R, 1 the key messages of the international look at books together. and 2 children. International research Integrated Management of Childhood confirms that programmes like this Illnesses project strategy. This The groups made up of teenagers build self-confidence in both the information is passed on to others as and primary school children explore reader and the listeners. part of the home visiting scheme. a wide range of issues and relate these to the enjoyment of books Home visiting The group members’ and reading. Often, the topics will desire to spread the message of early 22 Learning Families – Intergenerational Approaches to Literacy Teaching and Learning

MATERIALS homes, or rebuild / plaster walls. If a and external evaluators and these government-funded initiative requires costs are included in the overall Project staff have developed learning short-term workers, FLP group budget. As donors do not make materials and easy-to-read books that members are often the first to apply long-term commitments and some do are available in both Zulu and English. and as a result will be absent from not let organizations know in advance The topics covered in these books the sessions for the duration of the when they are going to change their include early literacy development, contract. funding criteria, this poses a major parenting, HIV / AIDS and resilience. challenge to the FLP. The facilitators are provided with all Another challenge is the state of units (lesson plans), as well as posters the roads in this remote rural area. Meantime, as many people – and leaflets where these are appropri- The roads are bad even when the convinced of the importance of the ate and available. The project supplies weather is good, often impassable intergenerational transfer of knowl- stationery for the adult, teenage and when it rains or snows. This disrupts edge, skills and support – are working children’s groups. the support that the project offers by to raise the profile of family literacy visiting each facilitator once a month. in South Africa, as in many other A facilitator’s guide and learner’s countries, it is possible that resources, workbook were developed to share As NGO work is dependent largely whether financial and technical, will the projects approach to family litera- on donor funding, donors who be forthcoming. cy. The project offers the Introduciton change their priorities can pose a to Family Literacy course to other real challenge to the NGO because The FLP must maintain the focus on NGOs and government departments. it then has to source new donors. families as new members join the For example, FLP’s 2006 budget was project. The first members, many of R 1,600,000,(USD 160,000), but it whom are still in the project, joined CHALLENGES AND is not possible to extract the cost because they were interested in FUTURE PLANS per learner from this total, as the learning more about how they could very small staff of 3 full timers and help their young children and at the The main barrier to the smooth 7 part-timers is involved not only same time develop their own literacy running of group sessions is posed with group work but also materials skills. It is important that women by the members’ workload. Women development, outreach, fundraising who now join this well-established will miss sessions when they have to and management. In addition, the and recognised project realise and cut thatching grass, re-thatch their project contracts a health specialist Learning Families – Intergenerational Approaches to Literacy Teaching and Learning 23 subscribe to its core mission and evaluations are taken seriously and vision. followed up each year by the external evaluator. Different evaluation approaches have been used, includ- ACHIEVEMENTS ing storytelling, photographs and stories, focus groups, interviews, and So far, the programme reaches 162 group members reflecting on their adults, 350 primary school children own practice. and 52 teenagers during group session. 500 children (under 18 Several prizes and awards underline years) are reached through adult the innovative character of the members. 335 children are visited in programme. 130 homes. Members are motivated to remain in the programme because they are treated with respect and the LESSONS LEARNED programme is relevant to them and their families. FLP experiences low The most important lesson learned drop-out rates and when members has been that children who are are absent they send apologies and supported by their parents usually give reasons. do well at school, and that this motivates adults to continue offering The women who joined the project in this support. The FLP has also learned the first years have not only become that well-supported facilitators are competent facilitators but are also key to the successful implementation able to speak at meetings / conferenc- of the programme. Family literacy es and lead training courses outside can be developed in different ways their own area. Their confidence has and benefit both adults and children. grown and the main challenge now The FLP experience has shown that is how they are going to meet the combining adult and early literacy in a different demands on their time. participatory manner can work.

Danisile Gladys Duma has been a The exchange of experience is a rich regular member since the first family source of ideas and input that helps literacy meetings held in Lotheni. In to increase the quality and impact of 2003 she wrote: the programme. It is for this reason that FLP staff have been meeting with “I was born in kwaNoguqa and other organizations and government grew up in Mpendle. I started school departments to explore how to offer and went as far as Std 2. I stopped family literacy in a way most appro- schooling because my home had priate in the different contexts. To nothing. I stayed at home, although do this, FLP draws on its experience I desired to learn, but I had to look and shares the lessons learned with after cattle. I was married when I was others. 15 years old … during the ninth year (of marriage), I had a baby girl …. She is the only child I have. My child grew CONTACT up and went to school. I had wished that my child should be educated Lynn Stefano and not have to go through a similar Director experience to me, as I had a very Family Literacy Project sad experience because I was not Box 441 Hillcrest 3650 educated. In 2001, an adult school KwaZulu-Natal was established, and I joined it. Now South Africa my life is interesting, and I am free. I email:[email protected] thank this adult school.”

MONITORING AND EVALUATION

The project has been evaluated annually and the latest reports are available on the FLP website. The recommendations from the 24

SOUTH AFRICA

Run Home to Read

Implementing Organization coupled with the State’s failure to above, have been marginalised from Project Literacy (established in 1973) institute broad-based, integrated existing educational and literacy and intergenerational educational programmes: Language of Instruction programmes (including ECE) has mother tongue negative impacts on children’s early The programme was officially cognitive development not least be- launched by Project Literacy in June Date of Inception cause most parents are incapable of 2006 and is based on the experiences June 2006 supporting them to gain pre-school of a similar programme that had been literacy skills necessary for successful implemented by the Department of long-term learning. Indeed, it has Library and Information Science at CONTEXT AND been observed that many children in UNISA as a pilot project. The RHRLP BACKGROUND South Africa start school with poor is currently being implemented in pre-literacy skills (i.e. the reading, twenty-five (25) rural communities or One of the most entrenched and writing and numeracy) and low levels villages in the Limpopo Province and indeed indelible legacies of apart- of psychosocial development (i.e. five communities in the semi-urban heid-era segregationist policies in cognitive, emotional, personality areas of Soshanguve in Pretoria. South Africa has been the severe lack etc.). Accordingly, the general poor of quality educational opportunities performance and high drop-out rates As noted above, the RHRLP pri- for the majority non-white popula- of children at the primary school marily targets pre-school children tion. Concerted efforts by successive level has been, in part, attributed to and women in order to effectively post-apartheid governments to the lack of access to quality pre- and sustainably address the twin address this anomaly and, in par- school education or Early Childhood challenges of adult illiteracy (which ticular, to create equal educational Education (ECE) opportunities and is disproportionately high among opportunities for and thus to reduce parental learning support. Thus, in women) and the lack of quality ECE high illiteracy rates among previously an effort to address the problem opportunities for children living in socio-economically disadvantaged of adult illiteracy and its attendant marginalised rural and semi-urban groups through various educational negative impact on Early Childhood communities. Targeting women not programmes such as the Adult Development (ECD), Project Literacy – only arises from Project Literacy’s Basic Education and Training (ABET) an NGO that was founded in 1973 to quest to reduce the high female programme and the South African promote access to education among illiteracy rates in the country but also National Literacy Initiative (SANLI, the poor – initiated the integrated from the realisation that women, as 2000) have been partially successful. and intergenerational Run Home to the primary caregivers and children’s According to a recent study by the Read Literacy Programme. first educators, play a critical role in Ministerial Committee on Literacy shaping children’s psychosocial (i.e. (June 2006), about 9.6 million cognitive, personality, emotional etc.) adults or 24% of the entire adult THE RUN HOME TO development and thus their overall population is functionally illiterate. READ LITERACY lives. As such, improving women’s Of these, 4.7 million are totally PROGRAMME (RHRLP) literacy skills invariably enhances their illiterate (i.e. they cannot read or capacities to support their children to write because they never attended The RHRLP is an integrated and acquire basic literacy skills necessary school) and 4.9 million are barely intergenerational (family-based) early for successful long-term learning. In literate having dropped out of formal childhood and adult literacy pro- addition, women’s positive apprecia- primary school before completing gramme which primarily aims to make tion of the role of education in their grade seven. Similarly, the State and education more accessible for all and lives also influences children to value other educational institutions have thus to promote basic literacy (i.e. education, thereby reducing the high also failed to create adequate and reading, writing and numeracy) skills school drop-out rates and general sustainable Early Childhood Education development among children and poor performance currently bedevil- (ECE) opportunities for children living adults living in socio-economically ling South Africa’s education system. in socio-economically disadvantaged disadvantaged rural and semi-urban communities. communities. Although the RHRLP is an inclusive family-based educational Given that parents are every child’s programme, it particularly targets primary caregiver and first educator, women (mothers and caregivers) and the high prevalence of adult illiteracy pre-school children who, as noted Learning Families – Intergenerational Approaches to Literacy Teaching and Learning 25

Recruitment and Training of Programme Facilitators (Reading Champions)

The implementation of the RHRLP, including the recruitment of new learners, is heavily dependent on a cadre of trained and committed com- munity-based educators or facilitators (reading champions), caregivers and professional field workers working under the overall supervision of a project manager.

Programme facilitators or reading champions are normally recruited from and are entrusted to provide learning assistance or support to ten (10) families within their communities. In order to enable the reading cham- pions to execute their teaching duties Programme Aims ■■ Facilitate the socio-economic effectively and efficiently, Project and Objectives empowerment and advancement of Literacy provides them with on-going people living marginalised rural and training and mentoring in: The fundamental goals of the semi-urban areas. RHRLP are to promote basic literacy ■■ Adult and child-appropriate teach- skills development and a culture of ing-learning methods, (i.e. they are family-based or intergenerational PROGRAMME trained on how to read to a two-year- learning among socio-economically IMPLEMENTATION: old and an adult as well as on how disadvantaged children and adults APPROACHES AND to help illiterate caregivers “read” to (i.e. to make “every home a reading METHODOLOGIES their children); home and every child and parent a ■■ Development and production of reader”). Essentially therefore, the teaching-learning materials, and programme strives to improve adult Design and Development of ■■ Assessment of learning processes literacy and to promote early child- Teaching-Learning Materials and outcomes. hood literacy skills development (i.e. Early Childhood Education) by actively In order to facilitate the successful Reading Champions are also trained encouraging parents, guardians / and sustainable implementation to, among other things, identify caregivers and children to learn or of the RHRLP, Project Literacy has and recruit learners or families with read together in order to support developed various illustrative teaching ‘acute’ learning needs based on the each other’s literacy skills develop- and learning materials for use by objectives of the programme i.e; ment. In addition but related to this, learners and programme facilitators the programme also endeavours to: or trainers (known under the ■■ Is the caregiver at home? programme as reading champions). ■■ Does this family have children ■■ Promote intergenerational (fami- The teaching-learning package, which between the ages of 0- 7? ly-based) learning; is available in several languages ■■ Does the family have reading ■■ Empower women to participate including English, TshiVenda, Sepedi, materials? actively in their children’s education; Xitsonga, isiZulu and Siswati and ■■ Is there an interest from the family ■■ Promote quality Early Childhood provided to participating families for to participate on the programme? Development (ECD) practices in home-based learning, is comprised marginalised communities in order to of: Preference is always given to poor enhance children’s psychosocial skills families with pre-school aged children development; ■■ Two Activity Books—designed by not attending ECD. ■■ Create sustainable home-based Project Literacy materials department, Early Childhood Education (ECE) op- ■■ Six Readers-Stories published by Once qualified, the reading cham- portunities for children living in mar- Kagiso in four African languages, pions are paid a small stipend for ginalised rural and semi-urban areas ■■ One Caregiver Guide developed twenty hours of work per week. They in order to equip them with quality by Project Literacy materials depart- are also obliged to stay in regular pre-school literacy skills necessary for ment in four African languages, plus contact with their fieldworker who successful long-term learning, English, provides them with ongoing technical ■■ Equip women with functional or ■■ One Pack of Crayons, teaching assistance. livelihood skills necessary for improv- ■■ One T-shirt, and ing their families’ living standards; ■■ One bag. In addition, Reading Champions and and Fieldworkers also provides parents 26 Learning Families – Intergenerational Approaches to Literacy Teaching and Learning

and guardians / caregivers with while reciting rhymes about, for basis. Weekly programme evaluation technical training in early childhood example, bees, frogs and the colours is conducted by Reading Champions education and on how to use their of the robot. Colouring books are during their visits to participating local libraries in order to enhance also used to promote the develop- families. During this exercise, the their child rearing skills as well as ment of cognitive and writing skills Reading Champion makes use of the capacity to develop their children’s among learners. Reading Champion Resource Book, literacy skills. The strategy of involv- Reading Champion Log Sheet and ing parents and caregivers (adults) Reading Champion Comments to as children’s educators is not only PROGRAMME IMPACT record the caregiver and children’s intended to enable them to develop AND CHALLENGES participation, performance and and enhance their literacy skills but challenges encountered during the also to create sustainable opportuni- week. Caregivers are also given a ties for home-based Early Childhood Monitoring and Evaluation Caregiver Manual (in Mother Tongue) Education (ECE) for children living in that provides them with valuable difficult situations. Programme monitoring and eval- information on how to assist their uation are central activities in the children with reading. implementation of the RHRLP and as Teaching-Learning such, Project Literacy has developed In the second phase of the internal Approaches and Methods the necessary tools and strategies in evaluation process, a Fieldworker order to make these processes highly visits two families being assisted by Within the RHRLP, participating informative. Typically, monitoring and Reading Champion every month. families are obliged to attend literacy evaluation of the programme and, in The Fieldworker makes use of the classes for three months after which particular, the learners’ performance Monitoring Tool for Fieldworkers to they are encouraged to make full and learning outcomes is conducted undertake a pre-reading, during read- use of their local libraries and family on an on-going basis by both internal ing and post-reading observation / or community networks to continue (i.e. Project Literacy) and external pro- evaluation exercise. The Fieldworker learning. During the three-month fessionals. With regards to external also questions the caregiver on period of ‘formal’ learning, classes evaluation, the RHRLP was evaluated progress, use of reading materials, are conducted by reading champions by the Impumelelo Committee and relationship with Reading Champion at participants’ homes (i.e. through awarded the Silver Award of the and any changes that have happened face-to-face family-based teaching / Impumelelo Innovations Award Trust in the home. The fieldworker also mentoring). Participating families are (2010) and the Mail and Guardian scans the Reading Champion Log also encouraged to learn together Drivers of Change Award (2009) in Sheet and comments made by the and on their own using the learning recognition of its contribution to Reading Champion to identify any packages provided by Project Literacy educational development in South challenges so that he / she can assist or books borrowed from local librar- Africa. where necessary. The fieldworker ies. In either case, facilitators and compiles all findings in a Monthly learners are encouraged to employ Internally, the monitoring and evalu- Report which is submitted to the participatory teaching-learning ation of the implementation progress Project Manager. methods including group discussions of the RHRLP and learning outcomes (based on particular book readings is undertaken by Reading Champions, Finally, the quarterly evaluation and / or pictures), reading, writing Fieldworkers and Project Manager process is conducted by the Project and counting together and singing on a weekly, monthly and quarterly Manager. During this process, the Learning Families – Intergenerational Approaches to Literacy Teaching and Learning 27

Project Manager conducts on-site or ities to quickly comprehend new constant challenge. According to field monitoring visits accompanied and higher-level literacy as well as to Project Literacy’s Fundraising and by the Fieldworker and Reading adapt to the formal school system; Communications Manager, Ms Champion. The Project Manager also Yvonne Eskell-Klagsbrun, “The credit makes use of the Monitoring Tool Improved adult literacy skills: crunch has unfortunately adversely for Fieldworkers and the Reading Similarly, RHRLP adult-graduates are affected donations made to our Champion Log Sheet to compile a now better able to take control of organisation and over the past two report of his / her visit. Information their everyday lives through activities years, in particular, we have found regarding the performance of such as filling bank and hospital it increasingly difficult to secure the Fieldworker and Reading forms, reading work instructions funding. The current donors have in Champion will be detailed in the and voting. Furthermore, adult many instances cut their funding to Project Manager’s Monthly Report, caregivers, who previously did not us and in some instances have been Fieldworker’s Monthly Report, perceive themselves as having a role unable to support us at all because of and Monthly monitoring tool for to play in their children’s early literacy the economic climate. This has made Fieldworkers and Reading Champion development, now have a renewed it difficult for us to plan for the future log-sheets. In addition, the Project sense of confidence in their abilities. of our projects and give our volun- Manager also convenes quarterly Many of these caregivers had been teers and field staff the assurance meetings or workshops with reading illiterate but are now equipped with that their jobs are stable.” champions and fieldworkers working the skills to engage their children in different locations or communities. in reading and other stimulating At these workshops, participants learning activities. Armed with SOURCES evaluate the overall successes and increased confidence some caregivers challenges which they encountered. have sought further Adult Basic ■■ Project Literacy, (website) They also use the occasions to share Education and Training. This positive ■■ Lisa Steyn, Learning comes togeth- their field experiences and to assist change in their self-confidence levels er, Mail & Guardian, South Africa, 15 each other to improve their teaching has contributed to their increased October 2010 skills. involvement in their children’s formal schooling experience, with parents questioning teaching methodology CONTACT IMPACT and requesting support for their children with special needs; Project Literacy Despite being in its infancy, the P. O. Box 57280 RHRLP has quickly evolved into one The programme has not only enabled Arcadia, Pretoria 0007 of South Africa’s most innovative and adults to develop and enhance their Telephone: +27 (012) 323-3447 effective integrated and intergener- literacy skills but also to proactively Fax: +27 (012) 324-3800 ational early childhood and adult edu- serve their children and communities Email: [email protected] cation programme as manifested by as educators as one reading cham- the number of nationally recognized pion testified: “I like being a reading educational awards it has won to champion ... I feel I am helping date. The programme’s key and easily my community and people really discernible impacts include: appreciate what I am doing.”

As of August 2009, the RHRLP In addition, the programme has also had provided educational training created modest employment oppor- services to 2,600 caregivers and 4 tunities for the reading champions, 800 pre-school children. Overall, thereby helping them to improve their 3,400 families had benefitted from living standards. Essentially therefore, the programme by the end of 2010. the programme has empowered In addition, the programme has also previously semi-literate and illiterate promoted a culture of reading within adults into a new world where books communities as manifested by field are viewed as a key component in the reports indicating improved use of progress of their children and they community-based libraries; feel more confident when enquiring about the progress of their children at Improved literacy skills among school. It has also fostered stronger pre-school children: According to relationships between parents and reports by the most local primary their children and between families in school principals, RHRLP child-grad- the communities. uates have greater cognitive, literacy and social skills. They are also more creative than other children who did Challenges not participate in the programme. As a result, it has been noted that RHRLP In common with all NGOs in the child-graduates have greater capac- field of education, funding is a 28

UGANDA

Family Basic Education (FABE)

Implementing Organization Literacy and Adult Education (LABE)

Language of Instruction Local languages

Funding COMIC Relief, Oxfam, DFID (UK) and NOVIB (Netherlands)

Date of Inception 2003

CONTEXTUAL OVERVIEW

In recent years, the government of Uganda has introduced programmes and critical policy instruments that seek to eradicate poverty and illit- for rural-based children and those in FAMILY BASIC EDUCATION eracy and thus to promote national the conflict-affected northern region. (FABE) PROGRAMME development and transformation by making education accessible The government also introduced the to all. In 1997, for example, the Functional Adult Literacy Programme Introduction government introduced Universal (FAL) as a component of the Poverty Primary Education (UPE) which Eradication Action Plan (PEAP). The The FABE programme was initiated provides free primary education. FAL programme endeavoured to and is currently being implemented As a result of UPE, the national improve literacy levels among adults by LABE (Literacy and Adult Basic rate of enrolment in primary school as well as to empower people to Education), a leading local NGO in education rose dramatically from 2.5 demand access to quality basic social the field of basic education. LABE’s million in 1997 to 7.2 million in 2000. services. However, the FAL pro- interest in family education projects By 2005, the net intake rate (NIR) in gramme has managed to reach only began in the mid-1990s as a new primary education had risen to 66%. some 5% of would-be learners and dimension to its adult literacy work This enrolment expansion was not, has thus not benefited many people. in rural areas. LABE piloted the however, accompanied by an increase Implementation of the PEAP was hin- programme in the Bugiri district of in the provision of essential materials dered by the fact that information on Eastern Uganda (one of the country’s and teaching resources to schools available services is in printed form; poorest districts) in 2000 – 2001, and or by the training of more teachers, consequently, for citizens to claim by 2005 the programme was active an aspect which compromised the their rights, they must master literacy in 18 schools and many adult literacy quality of education. Most critically, and numeracy – skills which adults do centres, reaching over 1,400 parents many primary school children failed not necessarily possess. The short- and more than 3,300 children. The to proceed to secondary level due comings in the provision of education programme has now been expanded to financial constraints. In 2004, to children and basic literacy skills to northern Uganda, a war-affected for example, only 37.4% of primary to adults made the implementation region, where it is being implemented school graduates made the transition of the Family Basic Education (FABE) in over 600 villages in 8 districts. from primary to secondary general programme imperative. education. In 2007, the government The expansion of the programme introduced Universal Secondary was, to a large extent, community de- Education (USE) which seeks to make mand driven. As parents realised the secondary education accessible to value of literacy, they were motivated all children. However, challenges still to support their children to access remain with regard to the quality of education as well as to assist them in and access to education, especially the learning process. However, they were constrained in these endeavours Learning Families – Intergenerational Approaches to Literacy Teaching and Learning 29

by their lack of literacy skills. In teachers and adult literacy facilitators. ■■ increase parents’ inter-commu- response to the demand for adult Most rural primary schools perform nication skills while interacting with learning and the enthusiasm for ed- well below the national average, children and their teachers; ucation generally, LABE felt the need while adult literacy levels (particularly ■■ develop parenting skills; to expand the pilot project as well as for women) are among the lowest ■■ create a broad awareness on fam- to support education plans that had in the country as adults in rural ily learning; been initiated by community school locations have had limited access ■■ promote and strengthen commu- management committees, concerned to formal school education. The nity participation in primary school parents, local governments and dis- programme works with teachers and education and general community trict education officials. In pursuit of adult educators whose capacities are development; and this, LABE also negotiated with Comic built through training in adult / family ■■ enrich the abilities of teachers and Relief (UK) through Education Action literacy teaching methodologies and adult educators in child-adult teach- International in order to secure curriculum. ing / learning methods. financial and technical assistance for the project. FABE has continued to The programme aims to: grow ever since. Additional resources APPROACHES AND to expand in northern Uganda have ■■ improve literacy and numeracy METHODOLOGIES been received from DFID (UK) and skills among rural children and adults; NOVIB (Netherlands). ■■ improve the educational perfor- The programme has five major mance of children through effective thematic components: parental / family literacy and educa- Programme Justification tional support; ■■ Train-the-Trainer (adults only) and Objectives ■■ strengthen parental support for ■■ Classroom Based Learning (chil- children’s educational needs and dren only) FABE targets rural families (out-of- equip parents with basic knowledge; ■■ Classroom Based Family Learning school children / youth and adults), as (adults and children) well as school-going children, school 30 Learning Families – Intergenerational Approaches to Literacy Teaching and Learning

■■ Home Based Family Learning intensive as the training designed for Adult Basic Literacy Learning (adults and children) ALEs because, unlike ALEs, teachers ■■ Adult Basic Literacy Learning are already qualified, having received The curriculum for Adult Basic (adults only) the full 12 years of formal school Literacy Learning is partly based on education plus 2 years of professional the school literacy and numeracy This structure informs the programme teacher training. ALEs tend to have curriculum but is structured differ- content, approaches and methodolo- an average of just 8 years of formal ently to suit and satisfy the broader gies that are employed to satisfy the school education and may addition- needs and abilities of adult learners. needs and abilities of each respective ally have attended a number of short The integration of the Adult Literacy target group of learners / beneficiar- training courses. Apart from Family curriculum into the school curriculum ies. Literacy training, the train-the-trainer is intended to create linkages and project also encompasses training continuity between the school and courses in health (e.g. TB, HIV / AIDS, home learning processes and thereby Train-the-Trainer and nutrition), agriculture and other enable parents and children to assist developmental issues. LABE has each other in the during the home- The programme combines the use of developed a teaching manual for based learning process. However, as professional teachers (mostly primary adult educators and teachers and adults master basic literacy skills such school teachers) and para-profes- introduced various participatory as reading, counting and writing, sional adult educators (adult literacy techniques to complement teachers’ their curriculum is further developed educators). English and Lusoga existing materials. to focus on “life themes” and thus to (or other local languages) are the use the learning process as a method languages of instruction. of addressing or discussing issues Classroom Based Learning that are more pertinent and relevant The Adult Literacy Educators (ALE) to their everyday lives. These themes receive formal training in literacy, The purpose is to enrich the include health, environment, good numeracy and adult teaching government’s centrally developed farming practices and HIV / AIDS. methods. The initial training for ALEs thematic approach to literacy and Such an approach has the added lasts for about 2 weeks, after which numeracy teaching. School teachers advantage of generating motivation they attend refresher and mentoring are introduced to various participa- among adult learners, as the learning training courses throughout the tory approaches used in adult literacy process will be seen as a practical year. The training of adult educators sessions. As they learn relevant way of solving community challenges is conducted by LABE professional systematic approaches in teaching, and and addressing cross-generation- trainers. School teachers (serving reading, writing and numeracy, al learning needs. or retired) also receive orientation the adult literacy educators act as training. This, however is not as co-teachers of school teachers. Learning Families – Intergenerational Approaches to Literacy Teaching and Learning 31

Classroom Based between children and their parents CONCLUSION Family Learning and between the school (teachers) and the wider community. This gives By using this flexibly structured These are joint learning sessions parents a sense of ownership and and inclusive approach to school which bring children and their responsibility with regard to their education and adult literacy, the parents together in formal classroom children’s learning process and the programme endeavours to establish settings. These sessions combine development and functioning of the favourable education practices that activities from the formal school schools. It also further motivates encourage and promote linkages be- curriculum with “life themes” parents to promote and sustain the tween school learning and the wider from the Adult Basic Education development of wider issues outside community. An integrated approach programme. Issues discussed include, the school context e.g. the causes of of this kind makes it imperative that amongst others, the environment, domestic violence. the various stakeholders be involved health, civic education, non-violent in the planning, implementation, conflict resolution strategies, peace monitoring and shaping of the family building, human rights and culture. Home Based Family Learning learning process. It is also important The joint parent-child sessions are to encourage and transform “ordi- designed and structured to build A variety of methods are used in nary” events or facilities such as class shared learning experiences as well as home learning. These include: story visits, school open days and school to promote home learning activities telling, folklore, games, assisted compounds into effective learning which complement school learning. learning and other activities. This is opportunities. Furthermore, home Learning methods during the joint intended to extend school learning to visits are organized to help parents parent-child sessions include: playing children’s homes while at the same to create learning space at home as games, focus group discussions, time actively involving parents in the well as homemade teaching / learning debates and story telling. Children children’s learning process above materials. Each participating school are also encouraged to write stories and beyond the narrow scope of the receives a package of materials so based on these activities. Hence, school curriculum. that parents can make low-cost the programme genuinely facilitates teaching / learning materials, either intergenerational learning. on their own, in the joint parent-child sessions or together with other In addition, the sessions also enhance families. the process of relationship-building 32 Learning Families – Intergenerational Approaches to Literacy Teaching and Learning

PROGRAMME IMPACT Family level (household level) ■■ The ratio of new community mem- AND ACHIEVEMENTS bers who have joined local voluntary ■■ The number of children reporting associations has risen to 3:5 (3 being One of the challenges faced by the domestic violence (especially slaps the new members). programme was how to enable par- from their fathers) has dropped by ■■ The number of girls who report ents (especially mothers) and children 15%. being shouted at / mocked as they (especially girls) to play an active and ■■ The number of young girls married walk to school has dropped by 32%. informed role in community affairs, off (before they are 15) has dropped using the school as an entry point. As by 40%. Improved Parental Involvement in the programme progressed, diverse ■■ The number of women presenting Child Learning empowerment results emerged, some themselves for election in schools, of which were initially unintended churches and village committees has ■■ Parents are now consciously inter- and unexpected. To be able to make increased by 65%. acting with and helping their children broad generalisations and use these ■■ The number of girls directly sup- to reinforce reading, writing and results for policy recommendations, ported by their fathers as they attend numeracy skills. it was necessary to obtain larger primary school has increased by 17%. ■■ Parents are also increasingly help- sample sizes and subject the results ing their children to do their home- to greater qualitative analysis. Using work and checking their children’s control groups from neighbouring School level books as their improved literacy skills schools where no FABE activities had gives them the confidence to provide been implemented, the following ■■ Girls’ average school attendance such assistance. Some parents are results were recorded has increased by 67 days each year. even gathering local learning mate- ■■ The drop-out rate for girls has rials for children, such as bottle tops fallen by 15%. and counting sticks. Participants ■■ The number of women in school ■■ Improved communication with governance structures has increased schools indicates that parents A total of around 124,000 children by 68%. (especially mothers) are becoming and 76,000 adults have benefited ■■ The number of parents who take increasingly engaged in their chil- from the programme. Over 95% of part in developing School Develop- dren’s education. For example, some the beneficiaries live in rural areas ment Plans has increased by 65%. parents send written notes to school and about 80% are women. teachers concerning their children’s learning progress or the challenges Train-the-Trainer: the programme Community level they face. has facilitated the training of 1,500 ■■ Parents are regularly attending literacy trainers and 400 trainers of ■■ The number of (previously non-lit- school activities, such as meetings instructors. erate) community members who took and open days, or visiting the school part in the last national elections by informally to talk to their children’s independently selecting a candidate of their choice has increased by 27%. Learning Families – Intergenerational Approaches to Literacy Teaching and Learning 33 teachers about their educational LESSONS LEARNED An attempt has been made to agree progress. on key indicators against which both ■■ For adult learners, follow-up work parties can measure themselves. The is as important as initial work, yet attempt to get parents and teachers Adult Literacy Learning this is not always guaranteed within a to undertake peer assessment has just restrictive project timeframe of 2 – 3 begun. Data on learning attainments ■■ After more than 2 years of FABE years. is not being systematically analysed literacy-related work, many par- ■■ A strong focus on culturally and is still being presented in a raw ents / adults were able to: 1) correctly relevant family learning methods and form (e.g. as scores of “rights” and read sequences of numbers from 0 content should be established before “wrongs” like those used in the to 1,000 and calculate three-digit and during the learning process. school marking system). Broader in- numbers in writing; and 2) record in ■■ Initial intervention objectives formal and lifelong learning processes writing short messages heard on the should include a deliberate process of for children, parents, school teachers radio and copy details from a calen- upgrading parents to family learning and adult educators are not being dar, notice or other text. facilitators. adequately established. ■■ Men’s involvement in and con- ■■ Strengthening multilingual / bilin- cern for girls’ welfare has increased gual education amongst children and dramatically. adult literacy educators is an impor- SOURCES ■■ The number of Adult Literacy Ed- tant objective. ucators has increased and their skills ■■ Advocacy to influence national ■■ Elwana, Dan (2000), Uganda hits have been enhanced. policies to budget and possibly main- universal primary education target stream family learning in both school ■■ World Bank: Fall out from the “Big In addition to the improved literacy and adult education work is critical. Bang“ Approach to Universal Primary results, FABE has also produced Education: The case of Uganda broader social, economic and political ■■ Mugerwa, Yasiin (2008), Uganda: effects. These include: FUTURE PLANS: 160,000 May Drop Out of Universal SUSTAINABILITY Secondary Education, (The Monitor, ■■ An increased resource allocation to Sep. 2008, Kampala) adult learning by local governments. In the future, FABE would like to: ■■ Ndeezi, Alex, Focus on Policy Uni- ■■ Increased donor interest. versal Primary Education in Uganda ■■ Community and parental involve- ■■ expand the content of family ■■ Nyamugasira, Warren et al. (2005), ment in basic education is now a gov- learning but emphasise literacy and Report of the Final Evaluation of ernment policy priority (although the contextualised basic education in a «Literacy and Continuing Education in emphasis is still on children’s literacy). broad sense; Uganda 2000 – 2005» and «Family Ba- ■■ present convincing evidence of the sic Education in Uganda» 2003 – 2005 complementary roles of basic educa- Programmes, Education Action Int., CHALLENGES AND tion for children and adults; 2005 SOLUTIONS ■■ diversify but at the same time re- tain the coherence and clarity of what ■■ Different partners in family learn- constitutes family basic education in CONTACT ing still view adults merely as a chan- an African setting, while at the same nel for improving children education. time avoiding getting sidetracked by Patrick Kiirya ■■ Adult Literacy Educators tend to divergent interpretations and termi- Literacy and Adult Basic downplay the participatory approach- nologies; Education(LABE) es and are overly influenced by school ■■ develop an assessment framework Togore Crescent, Kamwokya / methods. There is need to retrain the for basic adult education competen- Kampala facilitators. cies that can also be used to assess P.O. Box 16176 ■■ While Family Learning is aimed at the qualifications system for basic Uganda promoting positive cultural values children’s education; and Tel:+256 772 644197 within the family as a basis for wider ■■ market FABE further to gain the E-mail: [email protected] / community development, the narrow support of local and central govern- [email protected] school agenda prevails. mental institutions as well as interna- ■■ There is a continuing need to fos- tional organizations. ter the positive informal learning of children and adults: homes and other areas in the communities outside the MONITORING AND school should be made into richer EVALUATION learning environments. ■■ There continue to be different This continues to be a weak and at times conflicting perceptions area overall. There is inadequate of what constitutes useful learning communication between school amongst school-based and adult teacher supervisors and adult education stakeholders. literacy educators. The two belong to different government ministries. 34

UGANDA

Integrated Intergenerational Literacy Project (IILP)

Programme Title ■■ high levels of illiteracy, poverty and instructional materials, a shortage Integrated Intergenerational unemployment; of learning spaces and insufficient Literacy Project (IILP) ■■ a deterioration in the quality of motivation for teachers and literacy education; facilitators due to poor working Implementing Organization ■■ limited access to healthcare ser- conditions. As a result, many needy Uganda Rural Literacy and vices in rural areas and rural people’s people have failed to benefit from Community Development limited ability to promote and main- the UPE and FAL programmes, and Association (URLCODA) tain their own healthcare systems; the situation remains particularly ■■ the psychosocial and economic dire for disadvantaged rural commu- Language of Instruction effects of HIV and AIDS on rural nities whose access to educational English and local languages communities; amenities such as libraries, proper (depending on the target group) ■■ the plight of orphans and vul- educational infrastructure (buildings) nerable children who are unable to and teachers continues to be limited. Funding continue with their education; The situation is further aggravated International Reading Association; ■■ environmental degradation and by the ongoing armed conflict in contributions from members declining soil productivity; and northern Uganda. ■■ food insecurity and malnutrition. Date of Inception As a result, the rural areas that are 2004 In order to empower rural com- home to 80% of Uganda’s population munities and achieve these goals, continue to suffer from high rates it was necessary to foster literacy of illiteracy, poor health conditions INTRODUCTION skills across all age-groups, while and poverty. According to recent paying particular attention to socially studies, 30 to 40% of Uganda’s adult The Integrated Intergenerational disadvantaged and vulnerable groups population is non-literate; the HIV Literacy Project (IILP) was initiated in such as non-literate women and men, infection rate stands at 6.2%; 30 to 2003 by the Uganda Rural Literacy HIV-positive people, out-of-school 38% of children living in rural areas and Community Development youth, orphans, vulnerable children drop out of school; and 35 to 38% of Association (URLCODA), a communi- and primary school pupils with poor the population live below the poverty ty-based NGO which was formed in literacy skills. Hence, the Integrated line. 2002 in response to the needs of the Intergenerational Literacy Project rural people in Arua district. In 2004, (IILP) was conceived for the key pur- The situation is even worse among URLCODA was legally registered with pose of promoting intergenerational the war-affected people of northern the National NGO Board of Uganda literacy skills and socio-economic Uganda, including Arua district. A and is also an affiliate member of development. 2005 report on the socio-economic the Reading Association of Uganda conditions in the district revealed (RAU). Currently, URLCODA is imple- that just 41% of those aged 6 to 24 menting an intergenerational literacy BACKGROUND eligible to attend school actually do programme in the Arua district of AND CONTEXT so, while 3% are temporarily out of north-western Uganda. school, 28% have left school alto- In recent years, the government gether and a further 28% have never URLCODA’s vision is to promote the of Uganda has made concerted attended school. Of the 135,000 development of a literate, secure, attempts to reduce the levels of illit- children who had dropped out of healthy, gender-sensitive and eracy among its population through school at the time of the study, 68% peaceful society that fosters sustain- Universal Primary Education (UPE) were girls and 32% were boys – a able grassroots development. To this for children and Functional Adult clear indication that girls’ educational end, URLCODA’s primary aim is to use Literacy (FAL) for adults and out-of- opportunities continue to be more literacy to promote socio-economic school youth. However, the quality, limited than boys’. development and transformation efficiency and effectiveness of these in rural areas by addressing core programmes has been undermined In addition, the study further revealed community problems and challenges by a lack of adequate resources, an that the quality of education in Arua such as: acute shortage of trained manpower, district, as in other rural districts, is a severe lack of educational and other adversely affected by a severe lack of Learning Families – Intergenerational Approaches to Literacy Teaching and Learning 35 resources and professional teachers, of diseases, especially HIV / AIDS, public lectures in churches, trading as well as high student-to-teacher and address the socio-economic and centres and market places, as well as ratios and large class sizes. As a psychological consequences of poor through literacy based health compe- result, most children graduate from health by establishing psychosocial titions or peace-building activities. the primary school level without support groups and income-gener- having mastered basic literacy ating activities for the infected and Innovative strategies are being and numeracy skills, and many of affected; and employed to increase the number of them fail to proceed to secondary ■■ provide assistance to HIV and volunteer educators. For example, level. Similarly, the few adult literacy AIDS orphans and other vulnerable current volunteers are now develop- centres that exist in the rural areas children, including girls, in the form ing a concept known as Virtual Rural face severe resource and manpower of basic school materials that moti- Community Healthcare Volunteers shortages, making the provision vate them to remain in school and (VRCHV) to handle community health of efficient and effective literacy complete their education. literacy week activities. This approach instruction extremely problematic. It will require just one person to be was in response to these challenges based at the centre, while the others and gaps in the rural education APPROACHES AND can be accessed using a variety of sector that IILP was conceived. IILP is METHODOLOGIES ICTs. currently the only literacy programme in the district and has attracted over The main focus of the project is to Furthermore, URLCODA is working 300 children and 500 adult learners. provide intergenerational literacy to improve the outreach and To date, the project has established a education that boosts people’s effectiveness of IILP through close total of 15 intergenerational literacy ability to respond to the challenges collaboration with governmental and learning centres in Arua district. confronting their communities. The non-governmental organizations in aim is to build the literacy skills of all the field of community development. people, irrespective of age or eco- One such organization is the Uganda Project Objectives nomic status, so that each member Programme for Human and Holistic of society can make a meaningful Development (UPHOLD) that facili- As noted above, URLCODA’s main contribution to the process of social tates dialogue and consensus-build- objective is to foster literacy skills as a transformation. To this end, the ing between families, communities, means of empowering rural commu- IILP employs a unique approach teachers and other stakeholders. nities and promoting socio-economic which integrates livelihoods and life Similarly, URLCODA has developed development and transformation. The skills training into literacy learning, a good partnership with the local underlying principle is therefore to focusing on: government, non-governmental promote literacy for sustainable local organizations and a missionary development. Hence, the IILP aims to: ■■ health education; hospital in Arua and works with them ■■ skills training for income-gener- on the implementation of community ■■ foster the development of literate, ation activities and poverty eradica- health literacy week activities. Such peaceful societies through intergener- tion; partnerships have proved to be an ational learning, lifelong learning and ■■ agricultural training; efficient and cost-effective means of literacy skills development; ■■ environmental conservation; and providing health services and literacy ■■ empower rural families to engage ■■ the production of relevant and education to a large proportion of in sustainable livelihood activities; cost-effective homemade / locally the rural population. ■■ foster the active participation of made learning materials to support parents, pupils and local leaders in the learning process. the development of the education PROJECT IMPACT system and schools in their commu- Formal literacy classes are conducted AND CHALLENGES nities, twice a week from 2 to 6 p.m. Each ■■ equip communities with the literacy centre has an average of livelihood skills needed to improve 50 - 80 learners and 3 volunteer Impact and Achievements agricultural productivity, generate educators at any given time. Most of income and overcome poverty, the volunteer educators are primary The following lists a number of the ■■ promote social empowerment, school teachers or medical personnel project’s achievements: particularly that of women, in order who are recruited and trained in adult to prevent domestic violence and to education by URLCODA. The edu- Around 800 intergenerational literacy foster inclusive community participa- cators are encouraged to employ a learners (300 children and 500 adults) tion in decision making, leadership variety of teaching methods in order were mobilised in 15 learning centres and environmental conservation; to motivate and capture the attention located in four sub-counties in Arua ■■ provide mother-child health and of learners. Key methods include: district. Most adults (about 450) were nutritional education that equips lectures; focus group discussions and illiterate when they first joined the mothers with the skills needed to debates; role play and field exchange programme. However, by the time it improve both their own health and visits which allow learners to learn had finished, most had acquired basic that of their children; from each others’ experiences. In competencies, i.e. they were able to ■■ promote community health edu- addition, informal literacy campaigns read a few pages of texts written in cation in order to prevent the spread are also conducted by means of the vernacular, understand directions, 36 Learning Families – Intergenerational Approaches to Literacy Teaching and Learning and read numbers and words written Encouraging collaborative link- for home-based reading practice, on sign posts and doors in hospitals ages between the adult literacy impacts negatively on learners’ ability and health units. programme and the formal school to master the literacy skills learned at system has also encouraged local ed- the centres; and In February 2005, 800 intergenera- ucational development cooperations. ■■ URLCODA is yet to develop a tional literacy learners demanded to Teachers demonstrated their support systematic programme monitoring sit an assessment test. 600 learners for adult literacy by their active and evaluation mechanism. The eventually took the test and 570 of participation at the book launch. project currently depends on internal them achieved the pass mark required assessments carried out by volun- by the Ministry of Gender, Labour URLCODA now provides guidance teer educators, and comments from and Social Development that oversees and counselling as well as uniforms participants in community health adult literacy provisions in Uganda. and other scholastic materials to 664 literacy week activities and the family HIV / AIDS orphans and other vulner- sanitation and hygiene competition. 80% of the women participating in able children in 12 primary schools However, this does not yield objective IILP who claimed to have been unable and 1 vocational school. This has results which could further strength- to read their children’s end-of-term gone a long way towards boosting en the project. report cards were able to do so after the morale of HIV-positive parents completing the programme. At least and vulnerable children’s guardians 250 mothers have reported that they participating in URLCODA’s literacy LESSONS LEARNED are now able to check their children’s project, and has also improved pupil homework. Furthermore, the goal retention in primary schools. In the course of implementing this of gender empowerment has been project, it has become clear that local achieved, as demonstrated by the URLCODA has succeeded in com- people are self-motivated to learn but increasing number of female IILP municating adolescent reproductive lack access to education or reading participants taking an active role in health and HIV / AIDS prevention materials. Given this high level of community development activities, messages to over 10,000 adolescents motivation, it has also been realised including politics, with at least 30 of in four primary schools and one that all that is needed to mobilise the URLCODA programme’s female secondary school in one sub-county. many learners is a little investment participants having won positions in and an awareness campaign. recent Local Council I and II elections. Through URLCODA’s literacy project, However, IILP still lacks the capital at least 50 HIV-positive people have needed to implement the programme Teaching adults together with come forward and a club known as effectively. children (intergenerational learning) the URLCODA HIV / AIDS Club has has empowered parents to act both been formed to help them. This club The project has benefited greatly as social mentors (childcare givers) now has a poultry project to generate from positive linkages between com- and teachers as they formally transmit income and help meet members’ munities, members of URLCODA and their wisdom to children and youth nutritional needs. nearby primary schools, as evidenced during IILP classes. This is having a by the high turnout of primary school positive impact on the behaviour and In the last three years, the community teachers and members of the local performance of children at school health literacy week has enabled over communities during the book launch. and in the communities, while at 40,000 people to receive general the same time giving them a more health and HIV / AIDS education and The spirit of voluntarism can help optimistic outlook on the future. over 2,000 people to come forward rural communities to access services to take an HIV test. Those who did so that would otherwise have been URLCODA literacy learners partic- attributed their decision to take the unavailable to them. This is some- ipated in a series of book writers’ test to the free and open interaction thing that needs to be promoted, workshops which resulted in the that they had experienced during the particularly in the case of the young production of 600 copies of a book literacy classes. generation. entitled: ‘Buku ‘Bani E’dozu Waraga Laza Onizuri’, a pictorial reader Meaningful partnerships and for beginners. The book has been Challenges collaboration enable organizations distributed to 15 learning centres in with limited resources to carry Arua district and is currently used Despite the successes noted above, out essential community-based as the principal resource book. The the effective implementation of this activities that many other NGOs do participation of learners’ represent- project is hampered by a number of not provide. Furthermore, effective atives in the production of the book challenges, which include: partnerships prevent the duplication was a motivational learning experi- of efforts and therefore the wastage ence that also gave the communities ■■ limited funding, which is pre- of limited resources. a strong sense of project ownership, venting the project from producing responsibility and control. The public adequate learning materials or Producing tangible results can and vibrant book launch furthermore paying stipends to volunteer edu- transform negative attitudes towards inspired other learners to join the pro- cators to compensate them for lost voluntarism in community develop- gramme. It also attracted community productive time. The lack of instruc- ment programmes into positive ones. and institutional support. tional materials, particularly books For instance, last year’s community Learning Families – Intergenerational Approaches to Literacy Teaching and Learning 37 health literacy week attracted 16 volunteer doctors compared to 3 in 2005 and 2006 respectively. The health week combines literacy with issues of treatment and rational drug use by the rural communities.

SUSTAINABILITY

In an attempt to address the chal- lenges posed by a lack of adequate funding, URLCODA has established a grinding mill and poultry projects. The vision is to plough the income generated from these project into IILP in order to ensure its long-term sustainability.

Learners are also being encouraged and assisted to form loan and savings club, both to boost their livelihood skills and as a means of attracting and retaining more literacy learners. As membership grows, it is hoped that the members will contribute to the production of learning materials.

REFERENCES

■■ Uganda: Mak Don Opens School for Oldies in Arua ■■ Uganda Rural Literacy & Communi- ty Development Association (URL- CODA), IRA – Developing Countries Literacy Support Project, Final Report 2006-06-08 ■■ URLCODA: The 1st National Intergenerational Literacy Learners’ Conference ■■ Willy Ngaka. The Contribution of Literacy Activities to Natural Resourc- es Management (NRM): Experiences from the Uganda Rural Literacy and Community Development Association (URLCODA), The International Journal of Learning, Volume 12, Issue 4 ■■ Willy Ngaka and Y. Eleru. Adult literacy programs and socio-economic transformation among the rural poor: Lessons from a local NGO in Arua district, Uganda

CONTACT

Willy Ngaka URLCODA P. O. Box 3069 Kampala / Uganda E-mail: [email protected] or [email protected] 38

BAHRAIN

The Mother-Child Home Education Programme (MOCEP)

Programme Title Despite these impressive gains in success and is now operating under The Mother-Child Home Education primary and secondary education, the auspices of Turkey’s Ministry of Programme (MOCEP) most Bahraini children, particularly Education. those from poor families, still have Implementing Organization limited access to comprehensive and Based on the AÇEV experiences, MOCEP, Bahrain quality early childhood education MOCEP was launched in Bahrain in (ECE) due to: poverty and limited 2000. Prior to its launch, MOCEP was Language of Instruction State investment in or support of ECE translated into Arabic and adapted Arabic programmes (in fact, comprehensive to the local social systems and early education programmes are familial norms in order to enhance Programme Partners non-existent in the country) and its effectiveness. Currently, MOCEP Bahrain Red Crescent Society, private the fact that child participation in is assisting 200 families per year and public business companies pre-school classes is largely seen as a throughout the country with support luxury. A study by Hadeed and Sylva from the Bahrain Red Crescent Date of Inception (1994) covering the 1989 to 1994 Society and the Ministry of Labour 2000 period revealed that about 70% of and Social Affairs. The latter provides children under six years old were the social centres where MOCEP not attending pre-primary school. classes are held. CONTEXT AND Similarly, UNESCO noted that the net BACKGROUND enrolment ratio (NER) in pre-primary MOCEP has since evolved into an education in 2005 for children aged important regional ECE training The Kingdom of Bahrain is an 3 to 5 years was 46% which suggest centre and is now operating in other archipelago of islands located in the that well over half the pre-school Gulf Cooperation Council (GCC) Arabian Gulf and has a population aged population has no access to countries (i.e. Kuwait, Oman, Qatar, of just over one million people. ECE. Given that limited access to Saudi Arabia and the United Arab According to the UN Economic and quality ECE has negative effects on Emirates). Social Commission for Western child development which, in turn, Asia (2006), Bahrain is one of the undermines child performance at fastest growing economies in the primary and post-primary school, Aims and Objectives Arab World due to the growth of The Mother-Child Home Education its oil industries (which accounts for Programme (MOCEP) was initiated MOCEP is an intergenerational edu- 30% of the GDP and 60% of export in 2000 to empower poor families cational empowerment programme receipts) and the financial (banking), to provide early childhood literacy for parents (especially mothers) and construction and tourism sectors. training to their children through a pre-school children living in poverty. Economic growth has resulted in high home-based intergenerational literacy The programme endeavours to: standards of living for many people training approach. since the government is able to fund ■■ address the lack of pre-school / ECE social amenities as well as to provide educational opportunities for poor social security services. For example, THE MOTHER-CHILD Bahrainis as well as the lack of as of 2008, the unemployment rate HOME EDUCATION awareness and knowledge about the was about 3.8% but jobless people PROGRAMME (MOCEP) importance of ECE in child develop- receive unemployment benefits ment among these families from the government. Attendance in The Mother-Child Home Education ■■ foster the development of func- primary and secondary school is high, Programme (MOCEP) has its roots tional literacy skills among adults due in part, to the fact that schooling in Turkey where The Mother Child (mothers) as the primary care-givers is paid for by the government and is Education Foundation (AÇEV) in order to empower them to provide compulsory for all children under 15. was instituted over 20 years ago. literacy skills training to their own Because of increased State support of AÇEV grew out of a research study children in preparation for their enrol- education, the literacy rate in Bahrain conducted at Bogazi University that ment in primary school rose from 45% in 1984 to 97% and was designed to improve pre-school ■■ empower entire families, especially 87% by 2005, for young people and education for poor families through- women, through the provision of adults, respectively. out Turkey. AÇEV has been a huge comprehensive education in order to Learning Families – Intergenerational Approaches to Literacy Teaching and Learning 39

enable them to venture into viable ■■ Base literacy skills training Recruitment and livelihood activities – currently, a sig- programmes on research and use Training of Trainers nificant percentage of MOCEP female evidence to influence public policy. graduates also pursue self- or formal ■■ Base the programme on an in- Programme facilitators or teachers are employment activities tergenerational plan with long-term recruited from their respective Gulf ■■ improve child-rearing skills through objectives. Cooperation Council (GCC) states educational training ■■ Provide professionally-trained staff but are trained in Bahrain which is ■■ stimulate social and community with flexibility to change roles accord- the headquarters and official training networking through literacy pro- ing to services provided. Offer staff centre for MOCEP professionals. grammes opportunities for ongoing in-service A published and certified training ■■ use educational training to em- training. manual for facilitators has been devel- power communities to respond pos- ■■ Make frequent home visits to oped. MOCEP strives to maintain high itively to their existing social needs participants in order to ensure pro- ECE standards and accordingly, only and challenges. gramme sustainability and to discour- bilingual (English and Arabic) college age participants from dropping out. graduates are recruited and trained Overall, the principal aim of MOCEP ■■ Closely link intervention with as facilitators. Several facilitators have is to promote home-based pre-school community and government agencies degrees in social work, psychology, literacy training for children because, (social services, personal support, education and business. as revealed in many studies, children food supplies, employment, prenatal who have access to quality ECE have care, etc.). Facilitators undergo intensive training greater capacity to reach their full ■■ Be flexible so as to adapt to chang- which is subsequently followed educational potential. The use of ing circumstances as well as partici- by an ongoing in-service training an intergenerational approach to pants’ changing needs. programme over a one-year period. ECE training is not only intended to ■■ Adopt a contextual view of the Trained facilitators are encouraged empower parents to be first teachers child within the family and the family to actively participate in the devel- but also to develop positive parental within the community. opment, design, implementation and attitudes about education as well as ■■ Provide for emergency backup re- improvement of the MOCEP. encouraging them to support their sources and services (transport, visits, children through their education. etc.) to ensure quality. ■■ Do not employ a hierarchical Enrolment of Participants structure in the intervention; all staff PROGRAMME members should have an equal voice MOCEP targets entire families but IMPLEMENTATION: in decision making. Teamwork makes participants should be from low-in- APPROACHES AND for success. come, socially disadvantaged families METHODOLOGIES ■■ Ongoing evaluation and feedback who cannot afford to support their from participants are central to suc- children through pre-school educa- In order to ensure successful and cessful programme implementation. tion. Particular focus is, however, on effective implementation, MOCEP is training mothers in literacy skills and guided by the following key princi- in providing pre-school educational ples: training opportunities to children aged between five and six years in preparation for their enrolment in primary school. 40 Learning Families – Intergenerational Approaches to Literacy Teaching and Learning

MOCEP provides incentives to attract of subjects in child development. Key PROGRAMME IMPACT participants. These include free train- focus topics include child discipline, AND ACHIEVEMENTS ing, transportation to training venues health and safety, positive parenting, and free material packs. Each family is nutrition, planned parenthood and also assigned a personal professional communication skills. Monitoring and Evaluation mentor who not only assists in and guides the family learning process but Apart from classroom-based learning, The programme is highly flexible and also ensures that the family does not participants also receive specially de- provides no strict timeframes for par- drop out of the programme. signed material packs for home-based ticipation and does not offer grades learning under the CTP. The packs to participants at the end of the are intended to promote continuous sessions. The main goal is to enable Training of Participants adult learning as well as to stimulate participants to gain, digest and make home-based literacy skills training for sense of the information shared and MOCEP is an intergenerational, children. Home-based family learning use it to improve their lives. In light of six-month ECE and literacy training is supported and reinforced by this, feedback for evaluation purposes programme which primarily focuses trained MOCEP professionals through is given at weekly meetings. In on two key areas and components of ongoing weekly home visits to addition, programme teachers make action: programme participants. The Home weekly visits to encourage, support Visitation Scheme is the most strate- and guide mothers and children Mother Support Programme (MSP): gic and powerful tool of the MOCEP during home-based learning sessions. A series of weekly discussions and because it leads to the establishment The visits are also used to monitor lectures (including planned parent- of supportive social structures and and assess the learning progress of hood discussions) for mothers values for lifelong learning. participants. Generally, it has been observed that children show signif- Cognitive Training Programme The overall goal of the MOCEP icant gains early in the programme (CTP): Provision of cognitive training through the MSP and CTP strategies intervention. materials / activities to mothers so that is therefore to promote comprehen- they can teach their own children sive and intergenerational literacy In addition, the programme has also literacy at home before their entry skills training and lifelong learning for been professionally evaluated, the into primary school. parents and their children. The ulti- results of which are contained in a mate intention is, on the one hand, published book: J. Hadeed (2004) The MOCEP teaching approach to nurture functional literacy skills Poverty Begins At Home: The Mother- for the parents (mostly mothers) is dy- development for parents in order to Child Education Programme (MOCEP) namic yet structured. Typically, adult enable them to have a constructive In the Kingdom of Bahrain. The study participants follow a structured day- interest and input in promoting early critically examines the impact of by-day programme of activities which childhood literacy skills development MOCEP on child development and they are encouraged to replicate through home-based learning and family relations as detailed below. at home with their children (MSP). care-giving. On the other hand, being Various teaching methodologies are intergenerational, the programme is used during literacy classes and these also intended to empower families Impact and Achievements include lectures, question and answer to improve their lives through the sessions, practical group / cooperative establishment of lifelong functional The evaluation of MOCEP’s impact activities and discussions on a variety relationships. (2001) was undertaken using a Learning Families – Intergenerational Approaches to Literacy Teaching and Learning 41 random sample of 96 pre-school ilies, intervention families provided SUSTAINABILITY children and their families. Another significantly more stimulation for set of 75 families served as a control learning, warmer, more affectionate MOCEP’s long-term survival depends group for comparison purposes. The relationships and less physical on the reality that ECE programmes study measured the effects of the punishment at home. are in huge demand in Bahrain since programme on child development the population is young and growing. with regards to cognitive, social and In summary, the research findings Furthermore, State pre-school ser- emotional competencies as well as provide clear evidence that MOCEP vices remain largely under-developed its impact on parental attitudes and works effectively to improve chil- and children in socially disadvantaged beliefs regarding childrearing and dren’s skills and abilities before they communities have to be taught by development. The following were key enter primary school and it promotes their families before enrolling in findings: positive changes in parenting skills primary school. In addition, MOCEP and home environments for early has also launched a complimentary Child Development learning. programme, the Father Support Programme (FSP) which will be Cognitive abilities: Intervention piloted from 2009. The FSP is based children significantly outperformed CHALLENGES on the basic principle that fathers like control-group children, four to one, mothers, play a critical role in child on verbal, reasoning and spatial Despite a huge demand and great upbringing and development. The FSP ability measures. need for literacy training by poor is therefore intended to develop the families across the country, to date fathers’ parenting skills in order to en- Self-concept measure: Intervention MOCEP has only served a fraction of hance their capacity to foster positive children had significantly higher the families in need of educational child development. In a nutshell, scores than control-group children intervention in Bahrain. Each year we there are great opportunities for on self-concept competency and are unable to serve all the families MOCEP to expand. As such, MOCEP acceptance measures. that register for the programme due has to secure sustainable funding in to lack of funding support. There order to ensure the long-term survival Social skills and behaviour problems: is therefore the need to secure of the project. As a result of the programme, inter- long-term funding from donors and vention children had fewer behav- internal income generating activities ioural problems than control-group by MOCEP. SOURCES children. ■■ J. Hadeed, (2004), Poverty Begins Quality of mother-child relation- LESSONS LEARNED At Home: The Mother-child Education ship: Mother-child relationships Programme (MOCEP) In the Kingdom involved less over-dependency and ■■ Home-based learning is a cost-ef- of Bahrain, Peter Lang Publishing. conflict for intervention participants fective strategy of assisting socially, than for control-group participants. economically, and culturally disadvan- taged families to attain literacy skills. CONTACT Parent, Family and Home ■■ ECE provides children with an Influences on Child Development essential academic foundation for Dr. Julie Hadeed long-term learning. Director Parental beliefs and practices ■■ Intergenerational literacy skills MOCEP-Bahrain (strategies) for disciplining children: training programmes empower fam- P.O. Box 30537 Manama The intervention predicted a signifi- ilies with the appropriate skills and Kingdom of Bahrain cant reduction in the lax (permissive) knowledge necessary to construct [email protected] parenting strategy, whereas harsh functional and positive relationships. parenting was associated with lower ■■ Home-based family learning ad- cognitive abilities and firm parenting dresses the challenges faced by those was associated with higher social skill with learning and physical disabilities, scores. poor health conditions and abuse which can prevent children and their Parental child-rearing orientations families from accessing education. (beliefs and values): Progressive ■■ Home-based learning makes it parenting beliefs were correlated easy for learners to improve their with higher cognitive / social abilities literacy skills through feedback from and fewer behavioural problems, their family members. whereas traditional parenting beliefs ■■ Adult literacy training increases reinforced less social competency parental interest in and support of and over-dependent parent-child child education. This, in turn, leads relationships to improved child attendance and performance in school. Quality of home environment: In comparison with control group fam- 42

PALESTINE

The Early Childhood, Family and Community Education Programme

Programme Title The Early Childhood, Family and Community Education Programme

Implementing Organization The Trust of Programmes for Early Childhood, Family and Community Education

Language of Instruction Arabic

Programme Partners The German Ministry of Cooperation (BMZ), Caritas (Germany), Misereor, Stichting Kinderpostzegels Nederland, the Suisse Friends of Kiriat Yearim, the Harris Foundation (USA), the Stella and Charles Guttman Foundation (USA)

CONTEXT AND BACKGROUND Family and Community Education The Mother-to-Mother Programme: The economy of Palestine (East Programme (The Trust) in 1984 as a the programme supports and Jerusalem, West Bank and Gaza Strip) non-profit NGO. The Trust primarily strengthens the parenting skills of has been severely damaged by the endeavours to: develop and maintain mothers (and fathers), empowering long-standing and ongoing conflict the Palestinian identity; improve parents, individually and collectively, with Israel. Apart from the physical the quality of life for the Palestinian to be effective members of society damage, production has virtually people; and promote social responsi- at both family and community levels. stopped, with some reports suggest- bility, community empowerment and The programme thus covers a variety ing that about 85% of industries have development among Palestinians in of themes including: early childhood been closed or are operating at less Israel and the Palestinian territories development, childcare, health, than 20% capacity. Consequently, the through holistic, intergenerational nutrition, pre-school education and employment rates stands at less than and community / family-based social commitment and responsibility. 50% and the economy is virtually educational and leadership training To enhance its effectiveness and sustained by international aid. The programmes. Currently, the Trust efficiency, the programme is tailored combined effects of the ongoing war is operating various but integrated to the specific cultural context, and and economic collapse have forced programmes related to early para-professionals are trained to two thirds of Palestinians to live childhood education (ECE), health provide ongoing training assistance to below the poverty line, with limited and civic education (e.g. parenting, other community members through access to basic social services such human rights and non-violent conflict a Home Visitation Programme. The as healthcare, education and secure resolution), vocational skills training programme has proved to be the livelihoods. and leadership training for profes- cornerstone of other programmes sionals and para-professionals such being implemented by the Trust In an effort to promote access to as teachers and community leaders, and, most importantly, it has also education and general socio-eco- respectively. More specifically, the been adopted by the RAA in Essen nomic development, a group of Trust is currently implementing the (Germany) to promote the integration Palestinian educators and social following programmes: of Arab emigrants into the city. workers established The Trust of Programme for Early Childhood, Learning Families – Intergenerational Approaches to Literacy Teaching and Learning 43

The Learn-by-Play Programme: this to face the challenges of family THE LEARN-BY-PLAY is the cornerstone of the integrated violence as well as to resolve conflicts PROGRAMME community-based programmes being peacefully. In addition, it also seeks to operated by the Trust and is consti- raise public awareness on the rights tuted to promote lifelong learning. of women and children and the social Background The programme aims to promote dangers of domestic violence. literacy skills development as well as The Learn-by-Play Programme was to enhance academic performance The Teachers Training Programme: first launched in Jerusalem in 1996 in among young people by reducing trains pre-school teachers and response to some schools’ request for school drop-out rates and by ame- supports them in their work with a literacy programme for its students, liorating learning difficulties arising children, parents and the community. many of whom had literacy problems. from the challenging situation under This is intended to enhance the Preliminary studies before the launch which Palestinian children live. Under professional competencies of pre- of the programme had revealed the programme, young volunteers school teachers as well as to increase that 85% of students with literacy are trained to be mentors of children parental involvement in the education problems were from extremely poor with learning difficulties. of their children. communities, where school drop-out rates and the functional illiteracy The Young Women Empowerment International Palestinian Child rate among those who managed to and Prevention of Early Marriage Initiative (IPCI): The Trust and reach high school were very high. Programme: the programme Icdi in Holland have established In addition, literacy problems were endeavours to use education as an the International Palestinian Child also due to low levels of parental instrument to foster the development Initiative (IPCI) to empower local support and involvement in the of positive personalities, self-aware- communities to create supportive education of their children as well ness and self-confidence among environments for children’s well-be- as the lack of adequate resources schoolgirls and young women as ing and development by marshaling and high student-to-teacher ratios in well as to reverse the trend of early forces, resources, expertise and com- most community schools. As a result, marriages by raising family and com- mitment both within the Palestinian while parents lacked the literacy munity awareness about the (neg- NGOs and the international human capacity to support their children’s ative) consequences of such social development community. education, the schools were neither practices. The programme also gives well-prepared for nor responsive young women who dropped out of These programmes emerged out of to the children’s needs, which school an opportunity to resume and and are therefore tailored to address caused feelings of alienation among continue with their education. In the diverse and practical needs of those children. Therefore, the Trust tandem with the Mother-to-Mother Palestinian communities living in a decided to work with children from Programme, this programme has context of ongoing conflict. Although elementary school level, mainly in encouraged parents to consent to the programmes are intended to the 2nd, 3rd and 4th grades, in order to having their daughters go out of the benefit entire families, women and build bridges between the school and house to learn, work and get enrolled children are particularly targeted community environment as well as to in other programme activities being because they are more vulnerable to develop children’s literacy skills in a implemented by the Trust. the ongoing violence as well as to non-formal environment. the patriarchal social systems under The Women Empowerment perpetual stress and poverty. In The programme is currently being Programme: supports women to be addition, as in most societies, women implemented in most rural areas qualified, constructive and proactive and children are also principal agents and poor urban communities across partners in community development of community development and Palestine including the Bedouin areas, activities. To this end, the programme social change. the West Bank, Jerusalem and the provides women with relevant skills Negev area. A number of community necessary to initiate programmes In order to enhance effective stakeholders - primarily schools, and services in their communities. community empowerment as well as children and families - are involved in The programme first started as a the sustainability of its programmes, programme implementation. module within the Mother-to-Mother the Trust works closely with commu- Programme but has been a stand- nity-based organisations (CBOs) and alone programme since 1996. municipalities. Typically, The Trust Aims and Objectives provides initial training and funding The Combating Domestic Violence for project development. Thereafter, The programme endeavours to: Programme: the programme the communities are encouraged emerged out of the increasing inci- to be actively involved and to take ■■ reduce illiteracy rates among dences of domestic violence against primary responsibility in programme students, women and children. Recently a fam- implementation with support and ■■ improve the levels of literacy and ily counselling centre was established assistance from professional staff educational achievement among in Biddo, the first of its kind, which provided by the Trust. students from grades 2, 3 and 4 by seeks to combat domestic violence providing stimulating learning condi- by equipping couples with necessary This report analyses the Learn-by-Play tions and adequate learning resources skills, values and technical know-how Programme in greater detail. 44 Learning Families – Intergenerational Approaches to Literacy Teaching and Learning

as well as by bridging between the educational system, the Learn-by-Play Recruitment and school and the community, programme is based on simplified and Training of Trainers ■■ train young women and college easy-to-understand modules or work students (volunteers) to be profes- papers which are adapted from the The implementation of the pro- sional educational mentors and tutors official school curriculum. In addition, gramme is facilitated by volunteer of younger students, the programme is also integrated into facilitators and tutors who act as ■■ to promote community empower- other programmes, particularly the educational mentors (‘big sisters’) to ment through lifelong learning, Mother-to-Mother and the Teachers children in elementary classes within ■■ prevent elementary schoolchildren Training programmes. their communities. On average, the from dropping out of the educational programme recruits and trains a system due to lack of resources, over- total of 50 young women tutors per crowded classrooms, lack of parental Parental Involvement year but ‘older’ trained facilitators involvement / support and shortage of are allowed to continue with the professional manpower, Parental involvement in the pro- programme if they are still interested. ■■ encourage parents to be active- gramme is premised on the fact that Facilitators are recruited from within ly involved in the education their a child deserves to live in a healthy their communities and should have at children, family environment in order to benefit least a high school education and be ■■ network with local organisations from parental educational support so self-motivated. Increasingly, college in order to pool resources for the as to realise his or her full intellectual students are volunteering to train and promotion of child education, potential. The programme therefore work as facilitators. ■■ enrol teachers involved in the pro- works in close partnership with gramme in ongoing study workshops students’ parents and other commu- Following an intensive five-day (22- in order to enhance their profession- nity members in order to encourage hour) training course, the facilitators alism, them to actively participate in the are obliged to attend bi-weekly in- ■■ offer students a chance to utilise education of their children. Close house training workshops in order to their idle time and gain proper under- teacher-parent partnership is also enrich their knowledge and expertise standing of community issues as well critical in bridging the school and in a variety of subjects such as com- as help them in their studies. community environments which, in munications and interview skills as turn, enables teachers and parents well as to share and learn from oth- to support children’s educational ers’ in-the-field experiences. Overall, PROGRAMME process. To this end, parent-teacher facilitators receive training in basic IMPLEMENTATION: progress meetings are held on a school curriculum, the child-centred APPROACHES AND monthly basis to assess children’s methodologies and principles of METHODOLOGIES progress. In addition, the families the Learn-by-Play programme, child take part in programme planning and development, childrens’ rights and The programme is based on holistic monitoring and as such, they are not learning difficulties. and intergenerational or integrative only recipients of information but are principles to educational training also full partners in the implementa- After training, the tutors work with and thus targets parents (mostly tion of the programme. groups of 7 or 8 students, facilitating mothers), teachers, young volunteers three-hour-long lessons two days a and children (learners). To enhance week. effectiveness as well as to maintain its relevance within the broader Learning Families – Intergenerational Approaches to Literacy Teaching and Learning 45

Teaching Methods PROJECT IMPACT 544 Palestinian students have been AND CHALLENGES directly trained since the inception The children are chosen to participate of the programme while about 400 in the programme through a needs others have benefited ‘indirectly’ assessment process undertaken Evaluation through their family networks with by schoolteachers and according programme students. to their school achievement. As Programme evaluation is undertaken implied by the programme title, on an ongoing basis through periodic The programme has led to noticeable learning is facilitated mainly through reports and meetings (usually after improvements in the literacy skills play. Accordingly, the programme every three months) between pro- (reading, writing, numeracy and emphasises teaching methodologies gramme coordinators, tutors, teach- language skills) of 75% of programme that stimulate the playful but ers and parents. In addition, facilita- participants. In this context, one educative creativeness of children tors also compile weekly students’ parent said, “I thought that my son such as didactic games, drama, progress reports which, together with has limited abilities and started to debates and song and dance. The the parent-teacher meetings, are used accept that, but today nothing brings use of these child-centred methodol- to assess the overall student progress more joy than seeing the school’s ogies replaces rigid teacher-centred and impact and challenges of the grades report.” Improved literacy learning approaches and offers programme. The Home Visitation abilities have enabled participants to students opportunities to express programme component enables gain self-esteem and confidence. themselves freely and creatively in programme coordinators and tutors a friendly environment that fosters to get direct feedback from parents The programme has also reduced easy comprehension of the subject as well as to assess the role of parents school drop-outs rates among concepts. In addition, the strategies in the education of their children. children. In addition, given that the are also critical in motivating students Finally, schools also provide essential programme is implemented during to continue attending school and the feedback on the performance of non-school times, it has also acted Learn-by-Play programme. They are programme students. to combat deviant behaviour among also important in building functional some children (for example taking social relationships between (1) the children off the streets). students themselves; (2) the students Impact / Achievement and their tutors; and (3) the students, The programme has promoted close tutors and the entire community. The programme has had a great partnerships between parents and influence on the educational system schoolteachers and this has served Games are also complemented by in Palestine primarily because it to enhance parental interest in and simplified curriculum-based study specifically addresses the children’s support of their children’s educational materials / manuals and illustrative learning needs through the involve- needs. study aides such as audio-visuals, ment of the entire community. Many newsletters and magazines as well schools have also requested The The programme’s Home Visitation as formal training and counselling Trust to involve their students in the component and community meetings workshops and community meetings. programme. For example, during have promoted social networking for 2008, two new community schools community development. in the Negev and two new groups in Jerusalem became involved in the The programme gave the tutors and programme. As a result, more than volunteers a sense of belonging to 46 Learning Families – Intergenerational Approaches to Literacy Teaching and Learning

their communities as productive and valued members. It also enhanced their professional skills which they could build up in pursuit of formal employment. One tutor said, “I am now more aware on how to deal with my pupils and how to identify their needs.”

Challenges

Despite the huge demand for the programme from new areas and new schools as well as from old partici- pating schools wishing to enrol more students, programme expansion is hindered by lack of adequate funding and trained professionals. The Trust is currently attempting to attract new professionals to join the programme and to recruit more tutors to support programme implementation.

CONTACT

Mr. Farid Abu Gosh P.O.Box 51303 Jerusalem Tel. +972 (02) 6260836 Fax: +972 (02) 6260837 Email: [email protected] 47

AUSTRALIA

Reading Together

Programme Title the programme combines aspects of PROGRAMME Reading Together ECE and adult education in order to IMPLEMENTATION: address the distinctive literacy needs APPROACHES AND Implementing Organization of the targeted participants. METHODOLOGIES State Library of Tasmania (Tasmanian Education Department) The programme is based on the The RTLP consists of two-hour weekly underlying principle that the learners family sessions conducted by qualified Language of Instruction and particularly children’s ability to ECE and adult education teachers Anglais effectively master literacy skills relies over a period of three school terms. on: The teachers provide literacy skills Date of Inception training assistance to parents and 2004 ■■ reading aloud (interpersonal read- their pre-school children through ing) on a regular basis; the use of a variety of interpersonal ■■ progressive learning of the alpha- and participatory teaching-learning CONTEXT AND bet; methods (such as songs, games, story BACKGROUND ■■ the development of phonemic telling and discussions) and various awareness through rhymes, song and learning aides (picture books, local Tasmania is an island State within the games; and newspaper and magazine articles, Australian Federation. As in mainland ■■ the development of sound – sym- arts and crafts). Furthermore, Australia, the State of Tasmania is bol relationships. learning activities are usually tailored obliged by the Education Act (1994) to children’s levels of psychosocial to provide free and compulsory development. These teaching public education to all persons below Aims and Objectives strategies are intended to use the the age of 15. However, across the learners’ everyday life experiences Australian Federation, Tasmania has The programme has five clear aims: as the basis of learning and thus to the lowest adult literacy rates as well promote and sustain their interest in as the lowest school retention rates ■■ Create learning opportunities for the programme. for young students after year 10. parents, care-givers and their children In addition, many children are not in order to combat illiteracy in the In addition, parents also receive exposed to Early Childhood Education State. specialized training or mentorship in (ECE) and therefore commence ■■ Nurture a culture of reading and appropriate ECE practices in order to their primary education with limited learning within families. enable them to effectively support literacy skills. In order to address ■■ Empower parents and care-givers their children’s reading and literacy these challenges, the Tasmanian with appropriate literacy skills in order development through home or fami- Education Department – through to enable them to effectively nurture ly-based teaching-learning activities. the Adult and Community Education the educational and psychosocial Adult participants are also allowed to Sector (ACES) and the State Library development of their children. borrow books for home-based family – initiated the Reading Together ■■ Create ECE opportunities for all learning. Literacy Programme (RTLP) in 2004. children in order to enhance their After being piloted in four locations, school performance as well as to the programme grew rapidly and is improve the school retention rates for MONITORING AND currently being implemented at 22 young students. EVALUATION centres across the State. ■■ Raise public awareness on the importance of literacy and education Internal evaluation of the programme as a tool for socio-economic empow- is undertaken by both professional THE READING TOGETHER erment and development. teachers and adult participants. This PROGRAMME (RTLP) occurs at two distinctive levels:

The RTLP is an intergenerational Informal evaluation: teachers are literacy programme that targets encouraged to hold ongoing and socially disadvantaged families and in open discussions with adult partici- particular, parents or care-givers with pants in order to gauge and incorpo- children aged between 3 and 4 years rate their views and aspirations in the (i.e. pre-school children). Accordingly, programme. Informal discussions also 48 Learning Families – Intergenerational Approaches to Literacy Teaching and Learning

allows teachers to assess the impact reported being better able to assist ■■ Learning activities are tailored or lack thereof of the programme on their children with their school work to participants’ (both children and individual participants. than before. At the personal level, adults) level of literacy development. parents also gained literacy skills ■■ Teachers establish strong function- Formal evaluation: the programme which enhanced their confidence and al and professional relationships with has developed feedback forms which self-esteem. learners and other local stakeholders. allow participants to evaluate the ■■ Programme activities are based on programme anonymously. Questions the learners’ life experiences and also addressed by the feedback forms CHALLENGES address their distinctive needs. include: ■■ The individually designed pro- One of the major challenges in the grammes have a well-established ■■ How does your child feel about implementation of the RTLP arises structure and routine with which attending the Reading Together pro- from the difficulties of engaging children become familiar with, in gramme activities? and encouraging adults with limited order to increase their potential for ■■ What parts of the session do you literacy skills to participate in the mastering the intended skills. think they enjoy most? programme, as many may consider ■■ Since they began attending Read- their situation as a normal aspect of ing Together what changes have you life. In most such cases, the ability of CONTACT noticed in regard to your child’s com- the teacher to develop a relationship petence the following areas: Books with the individual potential partici- Mr Hugh Fielding and Stories, Nursery Rhymes and the pants plays a critical role in sustaining Senior Project Officer Adult and Alphabet? their motivation in attending learning Family Literacy ■■ How do you feel about the Read- sessions. Tasmanian Department of Education ing Together Sessions? 91 Murray Street, Hobart, ■■ What aspects of the programme Tasmania 7000 do you feel are most valuable? SUSTAINABILITY OR Although funding remains one of IMPACT the major constraints limiting the GPO Box 169 effective implementation of the RTLP, Hobart 7001 The programme has created learning the programme has received political Tasmania opportunities for many families in support from the State as well as Phone: +61 3 62 33 3634 Tasmania. Currently, the programme from political parties. The Tasmanian Fax: +61 3 62 31 0927 benefits more than 175 adults and State Government pledged to fund Email contact: hugh.fielding@ 200 children per year. the programme until 2010 at a rate education.tas.gov.au of AUD150,000 per year in recurrent Web site: http://www.education.tas. Feedback received from individual funding through the «Tasmania: gov.au/ participants and schools indicate A State of Learning» programme. that the RTLP is having a positive Additionally, the Tasmanian Labour effect on learners and their families. Party has made commitments to Significantly, many kindergarten and provide a total of AUD 400,000 to pre-school teachers report that RTLP the RTP until 2012 under its «Learning child-graduates have greater reading for Life» educational policy. capacity and are therefore able to easily master new literacy skills than Equally important, over the years, their classmates who never participat- the State Library has also established ed in the programme. Reports from strong functional relationships with kindergarten and preschool teachers various committed stakeholders who further indicate that former RTLP par- could ensure the sustainability of the ticipants often have more advanced programme in the long-term. These interpersonal skills and are more include members of the community, enthusiastic to participate in learning child health care centres, kindergar- activities than their peers. Hence, tens and pre-schools. the provision of appropriate literacy training to children in their formative years has a long-term effect on their LESSONS LEARNED entire educational performance. The following are critical factors The programme has also empowered which contribute to the success of parents to play a critical role in the family literacy programmes: psychosocial development of their children as well as the development ■■ Engagement of professional of their communities. In particular, teachers. parents who attend RTLP classes 49

NEPAL

Family Literacy Programme

Implementing organization UNESCO Kathmandu Office

Language of instruction Nepali

Date of inception 2013

Programme Partners Shikharapur Community Learning Center (SCLC), the Non-Formal Education Centre (NFEC) of the Nepalese Ministry of Education, the Education Resource Development Centre Nepal (ERDCN, a national non- governmental organization), UNESCO Institute for Lifelong Learning, and the Hamburg Institue of Teacher Training and School Development

Funding The UNESCO Capacity Development for EFA (CapEFA) Programme maintaining peace, power-sharing to various target groups, including (through its project ‘Building between the major parties and the people living in remote areas, people Capacities for Strengthening development of a new constitution. experiencing poverty, women, and Literacy and Lifelong Learning in marginalized castes and ethnic Nepal), voluntary contributions One challenge facing the country groups. Literacy has been a priority of from the governments of Denmark, concerns access to secondary edu- various ministries and organizations, Finland, Norway and Sweden, cation (grades 9–12), which remains with a focus on information-sharing, the national government of disturbingly low with a net enroll- literacy for empowerment, literacy Nepal and Shikharapur CLC. ment rate of 24%. More than half of as a support for income-generating students leaving primary school do activities and literacy in self-determi- Annual programme Costs not enter secondary school, and only nation. Despite these efforts, a high USD 3,000 half of those who do begin secondary adult illiteracy rate persists. With schooling complete it. As a result, more than 7.6 million adult illiterates, Annual programme cost per despite improvements in the literacy Nepal needs to develop innovative learner rate of young people, the adult liter- approaches and improve current USD 38.75 acy rate in Nepal is low. According to literacy programmes if it is to achieve the most recent Human Development the Education for All (EFA) goals. Index (2014), Nepal has an adult COUNTRY CONTEXT literacy rate of little more than 50%, with a huge variation between men IMPLEMENTING Nepal has a population of about 27 and women. In 2011, the literacy rate ORGANIZATION million and an annual per capita in- for men was 18 percentage points come of USD 750 (World Bank, 2015). higher than that for women of the Since its establishment in 1998, the Since the introduction of democ- same age. Wide discrepancies exist UNESCO Office in Kathmandu has racy in 1990 Nepal has had twenty also in literacy rates among various been working with the government, governments. Political instability has castes and ethnic groups. development partners and civil soci- been a defining feature of life in the ety organizations to support national country. At present, the Nepali state To address this problem, the Nepalese efforts to achieve the Education for is undergoing political transition Ministry of Education’s Non-Formal All (EFA) goals. Its main priorities have following ten years of violent conflict Educational Centre has been deliv- been literacy and teacher training, that ended in 2006. This entails ering non-formal education services strengthening the education system, 50 Learning Families – Intergenerational Approaches to Literacy Teaching and Learning

and planning and managing educa- nity and literacy and lifelong learning approach is supplemented by various tion. In order to continue supporting are promoted. It plays an active role non-traditional literacy materials, such the government of Nepal and the in the development of the community as popular folk songs and religious Literate Nepal Mission Campaign by carrying out health programmes, texts. In addition, sixteen newly (LINEM) in their efforts to provide running non-formal classes for educa- developed and locally produced literacy for all, the Education Unit tion-deprived people, and enhancing learning materials were provided of UNESCO collaborates with the income-generating activities. by a national non-governmental Non-Formal Education Centre (NFEC). organization, the Education Resource Within the Capacity Development for Development Centre Nepal (ERDCN). Education for All (CapEFA) frame- PROGRAMME OVERVIEW These materials allow learners to link work, an extra-budgetary funding the content of the lessons to their mechanism, UNESCO and NFEC The Family Literacy Programme is a personal lives, which boosts their jointly organize activities to increase pilot initiative run by the Non-Formal motivation and interest in developing literacy in general and to strengthen Education Centre as part of UNESCO’s writing and reading skills. capacities in the non-formal educa- CapEFA Programme. It benefits tion sector in particular. The NFEC from the support of the UNESCO A second feature of the pilot family sets up centres across the country to Institute for Lifelong Learning and literacy project is the way the devel- reduce the high number of illiterate the Hamburg Teacher Training opment of literacy skills is combined adults through non-formal education Institute. The programme’s aims with recognition of the participants’ programmes. are to strengthen the capacities of prior knowledge. In communities, the government at central, middle women, although illiterate, gain a The Shikharapur Community and local levels to efficiently plan, great deal of knowledge in terms of Learning Centre (SCLC), which runs implement, monitor and evaluate household management and finance, the Family Literacy Programme, is a literacy and non-formal education raising children, cooking and family community-owned institution outside programmes from a lifelong learning traditions. However, this knowledge the formal education system. The perspective. It offers learning in a often tends to go unnoticed and is centre is managed by locals under the family environment, as mothers and not acknowledged by other commu- guidance of the NFEC and it is part their children sit together and share nity members. The learning approach of the Ministry of Education in Nepal. their experiences. Centre facilitators of the programme, which involves Guided by an inspirational slogan – ‘If teach the women reading and cooperation and sharing, makes the not here, then where? If not now, writing skills and encourage children knowledge gained more valuable and then when? If not me, then who?’ to support their mothers’ learning longstanding. – the aim of the SCLC is to provide process. Interviews with the bene- educational and lifelong learning ficiaries of the pilot family literacy The Family Literacy Programme is a opportunities to communities in order projects show that this methodology four-month pilot project which was to develop and improve local people’s empowers both women and children first implemented in 2013 and is lives. The SCLC believes in non-formal and contributes to the creation of being repeated in 2015. So far, eighty education where experiences are a lifelong learning environment at women and children have benefited continuously shared by the commu- community level. This innovative from the pilot phase of the project. Learning Families – Intergenerational Approaches to Literacy Teaching and Learning 51

The plan is to reach out to hundreds with a focus on literacy and building reading and writing skills together of families in the near future. the confidence of participants. with their children and shared their Traditionally, facilitators have done knowledge of local traditions, rituals, most of the talking in literacy classes. customs and festivals. Each month, Aims and Objectives However, in this case, learners’ par- a field trip was undertaken to gain ticipation is at the centre of the activ- inside into different organizations, ■■ To enable women to develop read- ities. The learners organize much of for instance the Educational Resource ing and writing skills. the learning activity themselves. The Development Center Nepal and the ■■ To provide gender-sensitive programme offers a literacy course International Centre for Integrated non-formal education programmes. based on the needs of the women Mountain Development. Moreover, ■■ To improve the life skills and and children. Children are taught weekly tours within the community livelihood components of the literacy during the classes how to teach were offered to learners, to illustrate programmes. reading and writing skills to members the importance of local places. For ■■ To empower women by increasing of their families. As they do not have example, participants were taken to their literacy capabilities and by rec- experience of teaching, the facili- a local water resource to teach them ognizing how valuable their indige- tators help by showing them how about climate change, to a local nous knowledge is for the rest of the to teach in easy ways. Interestingly, temple and monastery to illustrate community. this new idea has been taken up by the importance of religious places ■■ To utilize local resources (e.g. them and most of the children are and to observe economic activities schools, children and local organiza- helping their mothers with reading developed around these places. They tions) in order to create a sustainable and writing at home. The mothers, were also taken to model community learning environment at the commu- in turn, join their children’s classes organizations to learn how women nity level. and gain insights into the school can develop themselves. ■■ To offer access to innovative liter- experience of their children. This acy methods which are addressing strengthens the relationship not only the individual learning preferences of between mothers and children but Programme Content and participants. also between teachers and families. Teaching Material ■■ To enable women to gain greater self-confidence by offering them new During the pilot phase, three classes The facilitators organized meetings ways of interaction with other mem- took place in different community with the villagers and worked with bers of the community. places: the bottle house of an local teachers and politicians in order Programme Implementation eco-farm, Shikharapur School Centre to develop the content of the course. and Child Care Day Centre. The As the programme took a participa- facilitators taught, on average, tory approach, students were given LEARNING APPROACHES between ten and fifteen women and the opportunity to express their AND METHODOLOGIES their children twice a week in each of needs and interests, and these were the three classes. The classes ran for integrated into the class content. This The Family Literacy Programme around six hours each week. During included themes such as traditions, applies a participatory approach the lessons, women developed their festivals, agriculture and the caste 52 Learning Families – Intergenerational Approaches to Literacy Teaching and Learning

system. Certain topics, however, were pictures. The main topics featured were interested in the programme. predetermined and the government in the programme were literacy, During implementation of the provided reading material to support health and hygiene, rights of women project, the facilitators visited the teaching in these areas. Awareness and children, income-generating learners’ homes and observed their sessions were organized beforehand skills, public speaking, traditions, progress and changes. Reading and with a focus on topics such as climate domestic violence, climate change, writing competitions were sometimes change, health, and children’s and earthquakes, water, governmental organized but participants on the women’s rights. The sessions used services, marriage tradition, family, literacy course did not have to chart and paper presentations, with and gardening. During class, infor- take exams. Facilitators noted that specialists from different organiza- mation and communication technol- both the children and their fathers tions sometimes invited to talk about ogies, including videos and internet supported their mothers and wives in specific issues. resources, were used to support the becoming literate. This demonstrates teaching process. Learners were also a major change in attitude within Learning materials such as story taught how to use a mobile phone. families. books, government literacy books, videos, pictures, song texts, religious texts, newspapers and sixteen family Trainers and Facilitators Monitoring and Evaluation literacy booklets were provided by the Education Resource Development Since the facilitators are employed An external consultant evaluated Centre Nepal. These learning on a part-time basis, recruitment was the pilot project and wrote a final materials were, for the most part, internal, with candidates selected report. The evaluation employed a developed during the implementation from among graduates of the Open set of methods and procedures to of the pilot project. The team visited School on the basis of interviews. The gather quantitative and qualitative classes and interviewed facilitators, facilitators participated in training and data that formed the basis for the organizers and participants in workshops offered by the Institute findings and, subsequently, the order to develop practical texts and for Teacher Training and School conclusions. Relevant material related material for the lessons. The sixteen Development. This included exposure to the overall programme, as well as booklets were developed through in- to community learning centres and background material used in project depth analysis of literacy classes and feedback given during meetings and preparation, was reviewed, along an interactive teaching text develop- classes. The same facilitators accom- with the approved project design, ment activity. The text development panied all three learning groups. They consultants’ deliverables, progress team visited the classes many times were paid in part by the project with reports, action plans and other and interviewed facilitators, organ- extra financial support from the SCLC. available documents. A visit to one of izers and participants so that they the pilot districts in Shikharapur was could develop the practical text for conducted to facilitate in-depth inter- that class and future sessions as well. Learners views, site inspection, demonstrations The booklets cover a range of very and analysis of the project activities. practical topics, and are accessible People from the local community Interviews were also carried out with to the learners, using big letters and suggested potential participants who staff from partner organizations Learning Families – Intergenerational Approaches to Literacy Teaching and Learning 53 which participated in the design and LESSONS LEARNED for the future is to develop family execution of the programme, namely literacy centres in villages to create a UNESCO, the NFEC, the SCLC and It was noted in the course of the learning environment that can shared ERDCN. Focus group discussions were project that students enjoy a playful by interested participants. organized with project stakeholders atmosphere and that the awarding and students filled out a question- of certificates has a positive effect naire regarding the course content, on the learners. Organizing compe- SOURCES methods and materials. Since this titions and quizzes with (informal) is a pilot project, the evaluation certificates is fairly easy for facilitators ■■ UNICEF. 2013. Statistics: Nepal has been undertaken by a team of and supports the learning process. ■■ UNESCO. 2014. Family Literacy stakeholders. Discussions about popular folk songs Classes Empower Women and Chil- and other innovative reading material dren In Nepal also supported students’ literacy ac- ■■ UN. 2015. United Nations Nepal IMPACT AND CHALLENGES quisition. The variety of the teaching Information Platform : ILLITERATES. material was also positively received. ■■ World Bank. 2015. Nepal Over- Another important lesson was that view. Impact and Achievements family literacy classes should be developed by motivating participants The capacities of the Non-Formal to engage on a voluntary basis, while CONTACT Education Centre, community the organization creates a platform learning centres and other literacy for learning and provides a room to Niroj Shrestha providers to deliver an effective liter- meet in and a facilitator to support Founder, Shikharapur Community acy service have been enhanced. The their learning process. A graduation Learning Center life skills and livelihood components ceremony should be arranged as it Email: [email protected] of the literacy curricula and materials encourages participants to continue Tel: 98510-13055, 9813-525770 have also improved with the intro- their education. Website: http://www.shikharapurclc. duction of family literacy modules, edu.np training and workshops, and the Facebook: http://www.facebook. development of sixteen literacy book- CHALLENGES com/ascnepal lets. During the pilot project, forty women have learned how to read There was a shortage of textbooks and write, with the majority of them and other educational materials Tap Raj Pant now fluent readers. Additionally, the during the implementation of the National Programme Officer children and husbands of the women project. When the pilot project UNESCO Office in Kathmandu (Nepal) have benefited from the programme started participants had no learning Tel: + 977 1 555 4396, Ext: 14 by developing better reading and materials to work with as they were Fax: + 977 1 555 4450 writing skills. The women also had only developed while the pilot Email: [email protected] the chance to practice speaking in was running. The texts were only Website: http://www.shikharapurclc. public and to learn how to support ready at the end of the project. The edu.np their children at school. Maya, a organisation of frequent field visits Facebook: http://www.facebook. participant in the programme, said: from respresentatives of stakeholders com/ascnepal ‘I am much more confident in what in order to provide advice to the I do and in what I need to do for my facilitators also posed a challenge, daughter.’ as did the need to provide a good salary for facilitators. The project also The programme also offered a faced a challenge in finding a suitable platform to connect parents, children schedule for participants to attend and teachers. Teachers gained insight programme activities. Since children into the circumstances of the families follow their school curriculum, classes involved, while mothers with their with mothers have to take place children learned how better to sup- either early in the morning or late in port each other’s learning needs. The the evening, or during holidays or platform also created a link between weekends. the formal and non-formal education institutions. Moreover, sixteen locally relevant materials were developed SUSTAINABILITY and disseminated to people from the community. An unintended outcome Through the pilot project, of the family literacy strategy, and the Shikharapur CLC staff developed use of inter-generational dialogue, stronger project management skills was that it fostered a sense of cultural and now have the opportunity to im- identity among participants. plement the newly learned approach and methods to the programme which began in February 2015. A plan 54

NEW ZEALAND

The Manukau Family Literacy Project

Programme Title government strategy, there has been The programme was originally The Manukau Family Literacy Project a move towards increasing learning modelled and influenced by the work opportunities for adults with literacy of the National Centre for Family Implementing Organization needs in New Zealand. In recent Literacy (NCFL) in Louisville, Kentucky City of Manukau Education years, a variety of organisations have (USA) and programmes associated Trust (COMET) developed family literacy programmes with this centre. The visit of an NCFL that incorporate both the parents and staff member in 2002 provided some Language of Instruction their children in learning together and initial stimulus for the project, for English individually. Since a large proportion resource material and staff training. of children having difficulties with Funding was secured from the Funding literacy and numeracy come from Ministry of Education to establish Ministry of Education families in which the parents have two pilot sites for the project. The similar problems, family literacy two pilot sites ran their programme Date of Inception programmes have proven to be a successfully from 2003 to 2004 so 2002 useful means to address literacy and that a third and fourth site were bridge the intergenerational gap added in 2004 and 2005 respectively. so as to curb perpetuation of the Although this support has been CONTEXT AND problem. Family literacy programmes gratefully acknowledged, the MFLP BACKGROUND are unique in the way that they break has since evolved and developed its conventional moulds of education by own methods that,are tailored, as the Family literacy programmes have incorporating both parents and their programme progesses, to the local been in circulation in countries such children in the learning process. environment and philosophy. as the USA and England since the 1970s, but they are relatively new to New Zealand. The term “family THE MANUKAU FAMILY PROJECT literacy” is not universal, but gener- LITERACY PROJECT IMPLEMENTATION: ally refers to interactive literacy and APPROACHES AND learning activities between parents The Manukau Family Literacy Project METHODOLOGIES and their children, training for parents (MFLP) grew out of an initiative by regarding how to be involved in the Literacy Taskforce of the City of The MFLP is an intergenerational the education of their children and Manukau Education Trust (COMET). programme. An adult family member parent literacy training that leads to COMET is a non-profit organization such as a mother, father or grandpar- economic self-sufficiency. The key located in southern Auckland’s ent enrols in an adult education class component is the recognition of adult Manukau City, which is one of New that is based at the same educational participants as learners in their own Zealand’s lowest socioeconomic areas site as their child’s. Both MFLP right. with a culturally diverse population. sites are located in primary school The third largest city in Auckland is classrooms and entail three partner In the wake of the 1996 International growing fast and home to more than institutions – a kindergarten, a pri- Adult Literacy Survey (IALS) in New 165 different ethnic groups, including mary school and a tertiary provider. Zealand, concern regarding adult a high concentration of indigenous The kindergartens and the primary literacy increased. The survey’s Maori and Pacific Islanders. This schools work with the children findings showed that a significant region has a disproportionate number enrolled in the programme and link proportion of the New Zealand adult of adults and children who, according the child (one per parent) with their population, around one in five, had to IALS data, have had little formal parent or family member for key parts noticeable literacy difficulties and schooling resulting in low literacy of the programme such as Parents demonstrated that a need for literacy skills. Therefore, COMET mainly and Child Together Time (PACTT). improvement was not confined to targets the Maori and Pacific Islander Indeed, the experience so far has any particular socioeconomic group. groups in this area to support and shown that the programmes will vary The government then developed encourage educational opportunities from site to site because of the par- a national adult literacy strategy in the city. Within the wider Manukau ticular characteristics and strengths of that emphasised the involvement region, COMET works alongside 95 each location. Nevertheless, the same of families and the diversification Primary schools and 40 Secondary framework for family literacy is exhib- of adult literacy programmes in schools, as well as business and ited throughout all of the locations. the workplace. Following this new community partners. In the overall context of educational Learning Families – Intergenerational Approaches to Literacy Teaching and Learning 55 approaches in New Zealand, this ent education, and child and parent motivation to go to school, improved programme marks a radical change: time together. It is important to build reading skills and better parent / child It works across age groups and up the literacy skills of adults to a interaction and communication. They has sought funding from a range level from which they can proceed all also reported that they felt that of different agencies such as the to a higher education programme the programme had helped them in Ministry of Social Development and or employment while working on their parenting skills and improved the Tertiary Education Commission their children’s skills so that they can relationships with their children. (TEC), so it does not fit conveniently face their children’s schooling with Because of the inherent nature of this into the conventional institutions. confidence and see them achieve at programme, the entire family is often or ahead of their age-group level. affected but many of the participants reported that they still had strong Parent and Child Together Adult participants attend 30 hours support from their families for their Time (PACTT) of instruction per week, with classes involvement and that this support had ranging from reading, writing and steadily increased over the duration This model involves adults attending a computing skills to parenting skills, of the course. tertiary programme in their children’s giving them knowledge that will help school where an adult educator the family. All of the classes empha- is employed and responsible for sise a strong basic skills component, CHALLENGES teaching the adult participants about early development studies, and a de- child development, as well as some velopmental education programme. As in the case of any new involvement in other components of The children who participate in this programme, the MFLP has been the programme such as participation programme follow their conventional confronted with obstacles during its in the reading and numeracy aspect curriculum in their kindergarten or development. Nevertheless, tackling of their child’s schoolwork. The par- primary school and meet with their these issues head-on has enriched ent and child have PACTT for roughly parents for 20 minutes every day for the programme and the lives of its 20 minutes per day, four times a PACTT. Creating time for parents and participants. week. This method has proven to children to work together on literacy have an appeal for the participants and educational activities is a primary In relation to adult learning, the who value getting involved in the objective of the MFLP programme. assessment of literacy gain can be education of their children. The topics and activities are planned problematic. While there are specific by the family literacy teacher and the literacy skill components taught and parent together so as to involve the assessed in each of the pilot pro- Target Group parent more in the education of their grammes, there is currently no valid, child. universal measurement tool available The main target groups of this that can be used to measure adult programme are adult learners, mostly literacy achievements. women, who have historically been IMPACT AND underrepresented in New Zealand’s ACHIEVEMENTS OF The facilitators’ salary for the adult schooling system. Low-skilled THE PROGRAMME education component has probably workers and those with literacy, been the most difficult element to numeracy and language difficulties A 2005 evaluation of the MFLP incorporate into the programme. It are targeted in order to substantially showed that the programme has had requires a tertiary provider to supply increase literacy in the region. These considerable impact on the partici- payment for a full-time teacher (ap- adults have generally not finished pants, their families, the participating prox. 25 hours per week) off-site for school or left school early with few or institutions and the community. So a minimum of 20 weeks, extending to no basic skills and gone on to work far, the programme has involved 40 weeks over the full year. in low-skilled and low-status jobs. around 100 families. More than 90% This not only affects the ambition of adult participants have graduated Recruiting the appropriate profes- and aspiration for the future of from the programme, and three sionals has not been easy. On the one the parent but also his / her family, quarters have moved on to degree hand, there is no precedent to the namely the children. Therefore, MFLP programmes. Nearly half of the adults MFLP in New Zealand and so it is un- targets these families in order to build have entered employment or some clear what exactly is required of the confidence through education in the combination of employment and teacher. On the other hand, finding parent and the child for their future. continuing study. It has concluded people to work on a short-term basis, that for every dollar spent on the which is what this programme entails, MFLP, the return to the community is is easier said than done. Programme Objective worth nearly USD 10.

The MFLP’s aim is to improve the In another evaluation report in July LESSONS LEARNED basic skills of parents with poor 2003, all the participants in the education who want to support survey felt that their enrolled children Family literacy breaks the mould, in their children’s learning. This model had benefited from being part of the sense that it is not stratified by is based on a conventional model of the programme; such as improved age like most educational systems. It family literacy of adult education, par- completion of homework, greater requires early childhood, school and 56 Learning Families – Intergenerational Approaches to Literacy Teaching and Learning adult educators to work together, proved to be a success and therefore and to understand each other’s more projects have been underway. “language” and philosophies, in ways The MFLP has expanded in 2004 and they have not done before. It takes 2005 and hopes that this growth time to learn and adapt to each of will continue with the support of the the parties and how they do things community and the government. in order to work in collaboration with one another. SOURCES Since the PACTT is a one-on-one exercise, parents with more than one ■■ Reading, Writing and Family: Gen- child have a hard time only registering erations Learn Together one of their children for the PACTT ■■ Making Education work for Ma- project. nukau ■■ Family Literacy in Manukau City: Developing and running a family First Formative and Process Evaluation literacy programme is a complex Report undertaking which is particularly true ■■ Family Literacy in Manukau City: of a pilot project. Because there are a Interim (Second) Formative and Pro- number of institutions (kindergarten, cess Evaluation Report primary school and tertiary providers) ■■ The Manukau Family Literacy Pro- participating in the overall pro- gramme in New Zealand: its develop- gramme, it is not clear who “owns” ment and resulting issues the project and therefore who has the final say in making the decisions. Establishing the importance of a lead CONTACT agency such as COMET has helped in resolving some of these concerns. John Benseman Programme Evaluator When it comes to family literacy, 52a Bolton St. it is important that each member Blockhouse Bay/ New Zealand of the programme is constantly E-mail: john.benseman@criticalin- communicating with the teacher, sight.co.nz child and parent to make sure that all participants are meeting their goals and expectations of the programme.

SUSTAINABILITY

The long-term sustainability of the MFLP is based on the support re- ceived from the Ministry of Education and the tertiary organisations involved. It is vital to sustain strong relationships between the different organisations in order to continue carrying out the programme in an effective manner. The MFLP has been very successful in improving partic- ipants’ academic skills and raising their long-term objectives. There is evidence that many participants who have now finished the programme are going on to achieve these ambitions such as continuing their education or are working in some form of gainful employment.

The programme provides a positive example of lifelong learning in action for the adult and children in the com- munity. The two pilot programmes launched in 2002 and 2003 have 57

VANUATU

Vanuatu Literacy Education Programme (VANLEP)

Programme Title this was due to low governmental are seen as vital to the development Vanuatu Literacy Education Project investment in education and limited and promotion of parental education (VANLEP, also known as the Book family support and participation in and learning at home (i.e. parents as Flood Project). VANLEP has a the education system. The results “first teachers”). Thus, VANLEP both constituent (sub-)project, the Family of the survey underscored the need promotes the ‘traditional’ parental Literacy Programme (FLP), which for all national stakeholders, particu- roles of nurturing and socialising targets parents as educators larly the Government, to prioritise children through the provision of educational investment as well as to basic livelihood needs (such as food Implementing Organization use education as a principal strategy and housing) and fosters parental Polytechnic of New Zealand Company for promoting national development. involvement in the cognitive develop- (PINZ) in partnership with the Ministry Adult literacy programmes were seen ment of children by allowing parents of Education; Vanuatu in partnership as vital for the empowerment of to participate formally in the educa- with the Institute of Education, adults and the national workforce. tional process. As a result, the project University of the South Pacific (USP) It is in this context that the Vanuatu encourages parents to spend more Literacy Education Project (VANLEP) time with their children and help Language of Instruction was developed and continues to be them to learn by offering reading and English for teachers and trainers; implemented. writing assistance and through story Bislama for trainees / participants telling. In order for parents to be able (parents, care givers and youth) to offer their children this assistance, THE VANUATU it is crucial for adult literacy pro- Funding LITERACY EDUCATION grammes to be implemented that New Zealand International Aid PROJECT (VANLEP) ensure that parents are equipped Development Programme (NZAid) with the necessary skills. under its Education Assistance In light of the education sector Programme for Vanuatu (NZEAP) challenges identified by the survey, an education turn-around strategy Aims and Objectives Annual Programme Costs was initiated. This strategy is the approx. USD 30,000 Vanuatu Literacy Education Project The project aims to: (VANLEP - also commonly known Date of Inception as the Book Flood Project). VANLEP ■■ promote literacy and improve liter- 2005 is a book-based campaign against acy learning outcomes (rates) among illiteracy that is being implemented by children living in (remote) rural areas PINZ in partnership with the Institute within the context of and in order to INTRODUCTION: of Education (USP). The programme achieve the UN Millennium Develop- CONTEXTUAL ISSUES is part of New Zealand’s NZEAP ment Goals (UN MDGs); to Vanuatu which endeavours to ■■ create a stimulating learning en- Vanuatu is an island state in the promote and enhance current efforts vironment by equipping schools and South Pacific. Its developing economy in upgrading education in the country classrooms with the best children’s is primarily based on agriculture and and, particularly, in increasing literacy books available (Book Flood), as well tourism. Investment in education is levels among children living in rural as stationery and steel cabinets for low, particularly in the remote rural areas. To achieve this, the project the safe-keeping of books. This pro- areas where the majority of the na- mainly targets primary school children ject component also involves the pro- tion’s population resides. This explains in the lower grades (classes 3 and 4) duction and printing of context-spe- the poor literacy rates among the who are, on average, aged between cific and relevant Vanua books such rural population. A base-line national 8 and 9 years. The aim of to combat as the Vanuatu School Journal for 8 survey commissioned by the Ministry illiteracy among young children at -12 year-olds (primary level); of Education (in 2003) with funding an age when they are still self-moti- ■■ promote capacity-building among and technical assistance from New vated to learn and more receptive to parents and teachers so that they can Zealand International Development internalising new ideas. To enhance act as effective educators. Measures Aid (NZAid) estimated that literacy its effectiveness and sustainability, include: the training of teachers (in levels in rural schools / areas totalled the programme also works in close educational methodologies, class- just 30%. According to the survey, partnership with parents. Such links room management and organization); 58 Learning Families – Intergenerational Approaches to Literacy Teaching and Learning and the training of parents and com- involves training parents to partic- Objectives and Justification munity trainers / educators (train-the- ipate proactively in their children’s trainer strategy) in order to develop education by acting as ‘first teachers’ The FLP’s principal objectives are to: important literacy skills which enable at home as well as participating them to be effective home teach- in school settings. To this end, the ■■ Empower and involve parents ers / educators; project organizes community actively in efforts to improve ■■ update the school curriculum with meetings and advocacy campaigns literacy and learning outcomes in the assistance of the Curriculum De- to facilitate intergenerational social schools. The project is centred on velopment Centre, so that it reflects networking and public awareness the basic premise that parents - as national priorities and needs, as well on the importance of education in primary care givers and first teachers as the specific needs of rural people; children’s lives. Parents are further- - play a crucial role in their children’s ■■ forge effective partnerships and more actively encouraged to assist psychosocial development. The cooperation between the communi- their children in learning as well as to nature of parenting is thus instru- ties and schools (parents and teach- participate in developing the schools mental in shaping the development ers) in order to make the programme in their communities. As a result, and learning abilities of individual sustainable in the long term; and parents and teachers work together children. In light of this, the FLP ■■ encourage parents to play a prac- to create a stimulating literate class- primarily endeavours to promote tical and proactive role in developing room environment and atmosphere the positive and ongoing parental education in their communities and through, for example, the provision mentoring of children as underscored in assisting their children with the of classroom curtains and furniture. by its guiding theme: You and Your learning process. Parents are also encouraged to attend Child: The greatest gift you can give classroom sessions where they can to your child is your time. It also aims witness / assess the learning process to empower and involve parents as APPROACHES AND in person. Activities and parental sup- partners in their children’s learning METHODOLOGIES port of this kind encourage children process; to attend school. Overall, the strategy ■■ Empower parents through To implement the project, a number emphasises the fact that the role that adult literacy programmes. As of strategies and methodologies have parents play in the development of illiterate parents are unlikely to value been adopted. These include: children extends beyond child-rearing or support their children’s quest for (or social education) to encompass education, it is vital for parents to be Schools development: A key strate- the development of literacy, moral equipped with adult literacy skills that gic component of the project is the and cognitive skills. It also creates enable them to complement teacher ‘Book Flood’ concept which involves an understanding and awareness of efforts during the learning process; ‘flooding’ schools with high-quality the complementary roles of home ■■ Harness parents’ social net- educational books, stationery and learning and school development. working strengths. The FLP is a other learning materials. Books holistic, child-centred and naturalistic are made available to learners for The parent education strategy also programme that seeks to build on the everyday use through the creation entailed the provision of adult literacy social networking skills and strengths of Reading Corners in classrooms classes / projects since most parents of communities (i.e. parents live and (classroom libraries), which in turn in the rural areas had received little work together in their villages) for the further encourage learners to read. or no formal education and thus benefit of the education sector. This This is a necessary (and inevitable) lacked literacy skills. The strategy also entails the promotion of strong link- strategy, as most schools lack the provides parents with an opportunity ages between the school system and basic resources needed in order for to improve the literacy skills that they the communities in order to achieve effective and sustainable learning to have gained to date. profound and sustainable results. take place. Curriculum Development: VANLEP Capacity-building: This involves the operates a Curriculum Development Programme Components provision of ongoing professional Unit (CDC) which enables it improve training assistance that enables the learning process. The FLP has three main components: teachers to be effective educators as well as equipping them to nurture the ■■ Multilingualism development of critical and analyt- THE FAMILY LITERACY ■■ Parental Roles ical minds, humane attitudes and PROGRAMME (FLP) ■■ Literacy and the Home behaviours among learners. Here, the project focuses on teaching method- The FLP (also known as the The These three components emphasise ologies, classroom management and Family Literacy and Intergenerational and promote the following: organization skills. Learning Programme) was initiated in 2006 as part of VANLEP’s ongoing Multilingualism: Multilingualism is Bridging the gap between schools efforts to combat illiteracy in rural part and parcel of the communicative and homes: One of the project’s areas (i.e. to improve literacy) by fabric of Vanuatu society. About essential components and strategies promoting the role of parents and 100 languages are spoken within has been the inclusion of parents as parenting in children’s educational the archipelago. Multilingualism is a educators (parent education). This development. social reality and has therefore been Learning Families – Intergenerational Approaches to Literacy Teaching and Learning 59

incorporated as an essential pillar of Home-based Learning: Parents to employ child-centred and learning in order to promote peaceful should be able to assist their children participatory methods effectively. co-existence and relationships as well in reading and writing while at home. Classroom management and organi- as to enhance learning and under- This strategy is also designed to zation improved appreciably. Teachers standing. Nevertheless, the learning ensure that parents help their children developed positive attitudes towards system continues to prioritise three to appreciate the richness of their parental involvement in school affairs main languages: English, French and language and develop critical thinking and are now more inclined to engage Bislama. skills. in team work with parents for the good of the children. Role of Parenting: Parenting is and should be exercised as a professional PROGRAMME IMPACT Changes in parental attitudes towards responsibility involving nurturing and AND ACHIEVEMENTS supporting children’s learning and mentoring in order to: participating in school settings. The VANLEP has helped Vanuatu fight illit- teacher-parent visitation programme ■■ provide children with a firm foun- eracy in rural areas and promote the played a crucial role in allowing par- dation for lifelong learning, identity development of education in general. ents to collaborate proactively with formation and development; The following are key indicators of its teachers and school authorities in ■■ help children to develop psychoso- success: order to promote the development of cially (i.e. morally, emotionally, cogni- education in their communities. The tively, physically, linguistically, etc.); Change in children’s reading and visitation programme also strength- ■■ assist children in establishing pos- writing skills. After 3-4 months, ened the collaboration between itive and functional social relation- many children in VANLEP classes had teachers and parents in mentoring ships; managed to improve their reading and monitoring the progress of ■■ foster high-quality and effective and writing skills and were enthusi- children in their school work. The lifelong learning in children (parents astic about attending school. This led parents’ visits to ‘new-look’ class- should be able to complement the to a rise in literacy rates among rural rooms or learning environments had role of teachers by reading books to children. Surveys undertaken in 2005 a profound effect in that it deepened their children and teaching them to and June 2007 revealed a 10% rise their commitment to the community read and write); in rural children’s literacy levels and and the further development of their achievements. The 2007 mid-year schools. Teacher-Parents Visitation survey ´revealed that the literacy Strategy: Parents and teachers are skills of children who attended Concerted efforts to equip schools encouraged to visit schools and the VANLEP classes had improved more with adequate resources encouraged communities, respectively, in order to than those of children who had not and motivated teachers and children forge close cooperations with regard attended such classes. alike to focus on school work. Most to children’s education. This strategy importantly of all, the improved plays a crucial role in fostering social Changes in teachers’ attitudes and supply of educational materials to inclusiveness within the learning teaching methods. The availability of schools has motivated teachers to process; teaching materials enabled teachers teach. 60 Learning Families – Intergenerational Approaches to Literacy Teaching and Learning

CHALLENGES FOR Laucala Campus DEVELOPMENT Suva Tel. Number: 67 323 2704 Despite its success in promoting E-mail address: [email protected] literacy and the development of education in rural areas, the pro- gramme faces a number of challenges and constraints, including:

■■ A lack of adequate funding. If VANLEP is to continue as a viable project, there is a compelling need for the government and non-govern- mental organizations to increase their financial contributions; ■■ Familial / parental constraints. Low levels of literacy among school- children reflects equally low levels of literacy among parents. The solution is not merely to provide schools with institutional support, but also to target the children’s families through the provision of adult literacy pro- grammes. At the same time, parents should be allowed to act as partners in their children’s education; and ■■ Policy constraints. There is a need to link the programme to a clear national literacy policy.

CONCLUSION

Rural literacy development is not dependent on class; it is a right which must be accorded to every citizen for the greater good of the nation and its future. Current programmes in Vanuatu have already demonstrated that literacy campaigns are more successful and sustainable when they involve the active participation of members of the community.

SOURCES

■■ UNESCO: Effective Literacy Prac- tices – East Asia, South-East Asia and Pacific Region ■■ Elfert, Maren (2008): Family Liter- acy: A Global Approach to Lifelong Learning; Effective Practices in Family Literacy and Intergenerational Learn- ing Around the World. (UNESCO)

CONTACT

Ms Sereima Lumelume (Project Consultant) Institute of Education The University of the South Pacific P.O. Box 1168 61

CANADA

Family Literacy Programmes, Training, and Services

Programme Title also indicated that the rate of illiter- implement the emerging family Family Literacy Programmes, acy is higher among Francophone literacy programme, the PLA trained Training, and Services people (with the exception of those literacy skills trainers and also in Quebec) than Anglophones. established strategic partnerships Implementing Organization Secondly, most people loose their with community libraries, schools Centre for Family Literacy (CFL) literacy skills with age due to lack of and institutional organizations such appropriate ongoing practice, with as University of Alberta, United Way Language of Instruction some studies suggesting that, “the of the Alberta Capital Region and multilingual (context specific) proportion of Canadian adults with Alberta Learning. high literacy skills fell from 24% to Funding 20%” between 1994 and 2003. In By the mid-1990s, more than 2,500 95% of funding from provincial and light of this, the IALSS revealed that, families had benefited from the federal governments, 5% from NGOs overall, 48% of Canadians aged 16 programme and because of this early years and above performed at levels success, the PLA received substantial Date of Inception I and 2 on the prose literacy scale funding from the National Literacy 1980 whereas experts view level 3 as the Secretariat (NLS), Human Resources minimum literacy skill level necessary Development Canada, to establish for everyday social functionality. the CFL which later replaced the CONTEXT AND Essentially therefore, millions of adult PLA as the lead organisation in BACKGROUND Canadians struggle to deal with or the implementation of integrated comprehend basic literacy material family literacy programmes. Apart Canada is one of the world’s wealth- and are in need of further training. from developing and implementing iest and ethnically diverse countries. literacy training programmes, the With its huge economy, the country In order to address these challenges, CFL was also mandated to spearhead has managed to develop a strong a wide range of integrated and research in and documentation social service industry to cater for its multi-faceted literacy programmes and dissemination of family literacy citizens. In particular, Canada’s edu- has been initiated and implemented information for people from diverse cational system is highly developed at the national and provincial levels ethnic backgrounds in order to raise and the State, through provincial and by both governmental and non-gov- public awareness on the importance territorial governments, offers free ernmental organisations. The Centre of literacy to development. It is and compulsory education to all per- for Family Literacy (CFL) is one of the against this background that the CFL sons under the age of 19. As a result, leading organisations that is currently developed the Family Literacy Training a majority of people have access to implementing innovative family Programmes (FLTP). education as indicated by the high literacy programmes in the country. rate of enrolment in primary (99,5%) and secondary school (97,9%) as of THE FAMILY 2000 to 2007; high completion rate THE CENTER FOR FAMILY LITERACY TRAINING of secondary education (74% as of LITERACY: A BRIEF HISTORY PROGRAMMES (FLTP) 2002 / 2003) and near universal adult and youth literacy rates. The CFL owes its origins to the The FLTP is an intergenerational and spirit of volunteerism and devotion integrated family literacy programme However, these impressive education- to national or community service which is currently being implemented al gains disguise some fundamental that has pervaded Canadian society by the CFL in the province of Alberta variations. Firstly, access to education in the last few decades. During the with funding from 20 government and therefore literacy rates vary sig- early 1980s a group of concerned and non-governmental organisations nificantly across ethnic and regional and self-motivated Canadians from and corporations. The FLTP was lines. According to the International Alberta established the Prospects particularly developed for and Adult Literacy and Skills Survey Literacy Association (PLA), a volun- therefore targets children, youth (IALSS, 2003), the proportion of tary organisation that provided free and adults from disadvantaged Aboriginal and migrant people with individualized and / or group-based social backgrounds such as ethnic lower literacy skills is generally higher family literacy training programmes minorities. As such, the programme than other cultural groups. The IALSS in the province. In order to effectively is often tailored to and builds on the 62 Learning Families – Intergenerational Approaches to Literacy Teaching and Learning participants’ specific socio-cultural them to learn. These methods, which development of family literacy, this contexts and needs. Additionally, in include group / family discussions; report briefly explores some of these order to implement the programme story telling; art and simulation, are programmes in greater detail. effectively, the CFL works in conjunc- also critical in empowering learners tion with over 60 community-based to find solutions to their context and professional organizations specific needs or problems as well Books for Babies (BfB) schools and a network of trained as in fostering harmony and social literacy facilitators. cohesion. The BfB is a four-week drop-in and child-centred literacy programme which is currently funded by the Aims and Objectives Enrolment of Learners Edmonton Journal’s Raise-a-Reader campaign and the United Way of The FLTP programme endeavours to: Various strategies and approaches are the Alberta Capital Region. The used to enroll and motivate learners programme provides families with ■■ assist parents (adults) to develop to participate in the FLTP. These children’s books and encourages and maintain their literacy skills in include: community-based family parents with children aged below 12 order to enable them to effectively literacy advocacy or sensitization months to read out books to their support their children’s psychosocial campaigns (e.g. through public con- babies either during group sessions or and literacy development, ferences and fairs; training workshops during home-based learning sessions. ■■ to provide a range of language and home-based mentoring), capacity Trained CFL facilitators assist parents and literacy development oppor- building (e.g. training of adults as with skills on how to effectively tunities for adults and families in literacy mentors), establishment conduct home-based learning Edmonton of community drop-in centres and sessions. The programme is primarily ■■ promote inter-generational learn- libraries, and working in conjunction intended to foster early language and ing within the family and community with schools and community-based literacy skills development among context in order to strengthen social organisations. In most cases, infants which is central to their overall relationships and cohesion, CFL encourages communities or psychosocial development as well as ■■ promote individual and / or com- schools to play a leading role in the to promote and strengthen par- munity development citizens through implementation of family literacy ent-child bonding. Furthermore, the training in functional (work-based) programmes. This approach is not programme endeavours to encourage literacy and, only intended to motivate individuals parents to be more proactive in the ■■ raise public awareness on the im- and communities to participate in the development, growth and education portance of family literacy to national programme but also ensures that the of their children. The programme has development through advocacy, programmes effectively address the been widely accepted and supported training, research, documentation particular needs of the participants by many communities and local or- and publication of relevant materials. and their communities. ganisations. In 2008, for example, 28 Books for Babies programmes were implemented in Edmonton involving PROGRAMME PROGRAMME a total of 311 adults and 292 children. IMPLEMENTATION COMPONENTS AND IMPLEMENTATION Book Buddies Literacy Recruitment and Training The FLTP encompasses a number of Programme (BBLP) of Facilitators inter-related and mutually reinforcing constituent programmes which The BBLP is an eight-week school The CFL provides programme address the intergenerational needs and home-based literacy programme facilitators with comprehensive of learners and their families and which aims to enhance literacy skills training in conducting family literacy communities. These include: development among pre-school and teaching sessions. The CFL conducts school going children (up to grade two or three training workshops for ■■ Books for Babies (BfB) 6) from disadvantaged communities. new facilitators per year. After the ■■ Book Buddies Literacy Programme To this end, the programme provides initial formal training, facilitators (BBLP) books to schools and families in order receive ongoing mentoring through ■■ Books Offer Our Kids Success to foster a reading culture among individual meetings with CFL field (B.O.O.K.S.) children and within families. The coordinators and through the Tutors ■■ Adult Tutor Programme (ATP) programme also promotes the inte- Club, an organisation which brings ■■ Classroom on Wheels (COW) gration of school and home-based facilitators together from time-time ■■ Rhymes that Bind learning activities by training parents in order to share field experiences. ■■ Learning Together and caregivers as literacy facilitators. Literacy facilitators are trained to ■■ Storysacks In 2008, the programme benefited employ learner-centred (participatory) ■■ Workplace Family Literacy a number of schools in Edmonton and culturally and contextually based involving a total of 679 children and teaching-learning methods in order to In order to highlight the intercon- 286 adults. assist learners to easily grasp relevant nectedness and contribution of literacy skills as well as to motivate the constituent programmes to the Learning Families – Intergenerational Approaches to Literacy Teaching and Learning 63

Books Offer Our Kids’ Classroom on Wheels (COW) The Centre provides subsidies for Success (B.O.O.K.S) transportation and childcare to Classrooms on Wheels (C.O.W.) are enable full participation. In 2008, 10 B.O.O.K.S. is an intergenerational housed on two 38 ft buses. The families completed the programme, programme which encourages programme offers mobile literacy and though the programme is taught parents, grandparents, and caregivers skills training and library services in English, participants’ primary to learn (read, write, talk) and interact to communities in Alberta. The languages included Vietnamese, with preschool-aged children in bus attracts many families every Chinese, Cantonese, Filipino, and ways that will prepare them for week who are assisted with reading Tagalog. Learning Together is funded the learning activities they will materials and literacy instruction by Alberta Advanced Education and encounter in future schooling. The from on-board facilitators. Apart Technology, Community Programs, programme is implemented through from this, the COW approach is and delivered in partnership with an group workshops which are held also a community-based advocacy existing elementary school. once a week over a four to eight campaign which is intended to raise week period. Trained facilitators are public awareness on the importance responsible for mediating the learning of family literacy (e.g. due to the bus’ Rhymes that Bind process and therefore guide partic- visibility) as well as to foster social ipants through a variety of literacy interaction between community ‘Rhymes that Bind’ is an oral lan- activities such as reading, discussions, members including parents and their guage development programme that creation of crafts and illustrations. In children within a learning context. targets parents with children below addition, adults are also encouraged One of the greatest advantages of the age of 3 years. It aims to promote to write stories for their children. the COW approach is its ability to positive parenting skills through Collectively, these learner-centred reach out to and serve communities dances, songs, and simple movement teaching methodologies are intended with limited access to literacy training games involving parents and their to support the development of opportunities and library services children. The programme runs once literacy skills among adults and (such rural communities on the a week for ten weeks, introducing children as well as to foster parents’ Prairie). For example, in 2008, COW parents to the various ways in which confidence to bring literacy activities programme assisted 2,057 adults and they can foster their children’s early into the home. The programme also 4,109 children through once-off visits literacy and language skills develop- provides culturally relevant reading to 83 Prairie communities. ment. material to respective ethnic groups in order to motivate both parents Facilitators model positive parenting and children to learn as well as to Learning Together throughout the programme and offer promote inter-group understanding practical and social support to par- and harmony. Learning Together is a free, intensive ticipants when possible; parents with family literacy programme that runs more extensive needs are encouraged twice a week for 9 months, and is to access other community supports. Adult Tutor Programme (ATP) attended by parents and children In 2008, 28 programmes were together. Throughout Learning delivered to a total of 1004 adults The ATP is a six-month individualized Together, parents improve their own and 1,203 children, in partnership literacy training programme for adults reading and writing skills and learn with 13 community agencies. with below grade nine level reading how to support their pre-school or writing skills. The programme aims children’s literacy and language devel- to improve participants’ literacy skills opment, while the children benefit Storysacks in order to enable them to effectively from an enriched early childhood participate in the development of programme that promotes acquisition The concept of a Storysack as a their families and communities. of the skills necessary for future learning tool was first popularized Following their enrolment, the learning success. Parents and children by British educator and author, Neil learners’ needs are assessed by the either attend learning sessions Griffiths. A Storysack is a large cloth CFL before being matched with a together or separately depending bag with a good quality children’s voluntary but trained literacy training on the nature of learning activities. book and accompanying activities facilitator. For example, in 2008, The adult-focused component of the that bring the book to life. When 174 students were matched with 95 programme covers a wide range of used in the family context, Storysacks volunteers. Afterwards, learners meet topics including: learning styles and are an excellent way to support the with their teachers once every week multiple intelligences, the value of early literacy and language devel- for a two-hour learning session. In creative play, self-esteem, positive opment of children. The included addition to individualized literacy parenting and health education. To activities are enjoyable for both mentoring, the CFL also offers small build on the strengths and draw from parent and child. group workshops tailored to the the interests of its adult learners, the needs of students with common content of the programme is shaped Aboriginal Storysacks programmes goals, including adults facing multiple by the questions, suggestions, and offered by the CFL are attended by barriers to learning, such as develop- abilities of parents. parents, elders and other community mental delays, and English Language members who participate in the crea- Learners (ELL). tion of props, scenery, and characters 64 Learning Families – Intergenerational Approaches to Literacy Teaching and Learning that enhance a selected children’s often have established functional for Intercultural Studies, University of book over the course of four to ten relationships with community-based Hamburg, 1 July 2009. weekly sessions. Programme length organisations (CBOs) which could be varies according to the interest and used as a foundation for the imple- enthusiasm of participants. Once mentation of family literacy pro- CONTACT completed, the Storysack is housed grammes. Accordingly and in order in a central location and loaned to for family literacy programmes to be Jonna Grad parents or used by a community effective and sustainable, it is critical Executive Director organization. In 2008, CFL offered to build on existing local capacity Address: 201 — 11456 Jasper Avenue 2 Storysacks programs and used through, for example, providing CBOs NW Edmonton Storysacks within the Aboriginal with material and technical assis- AB Canada T5KOM1 community in Edmonton to build tance, Phone: (780) 421-7323 relationships, facilitate storytelling ■■ Collaboration with governments to Fax: (780) 421-7324 and tap into interest in crafting and reinforce credibility and capacity, Email: [email protected] or Website: creating props. ■■ Community agencies or organi- http://www.famlit.ca/index.html sations are more effective in raising awareness and delivering services, MONITORING AND ■■ Facilitators: for family literacy EVALUATION programmes to be successful and sustainable, it is crucial to build a net- The CFL employs an outcome-based work of well-trained, knowledgeable approach for evaluating the impact and experienced literacy practition- and challenges of the programme ers. It is for this reason that CFL has as well as the participants’ learning created a regional family literacy net- progress. In general, CFL employs work in Alberta which offers training formal and informal monitoring and services to potential facilitators. evaluation methods, encompassing the use of evaluation surveys (ques- tionnaires) and group discussions PROGRAMME between learners, facilitators and CFL SUSTAINABILITY officials. Internal official evaluation is conducted by facilitators (by submit- Several factors suggest that the ting reports on their field activities as long-term sustainability of the FLTP is well as by assessing the participants’ not in doubt. Firstly, since its initiation ability to write, read and compre- in the mid-1990s, the FLTPs continue hend literature) and by programme to grow in popularity and demand. coordinators and CFL management Secondly, the CFL has also expanded team through field observation visits. the reach and scope of its literacy programmes by establishing function- Besides these internal monitoring and al relationships with communities, evaluation mechanisms, the FLTP is CBOs and other institutional partners. also evaluated by external experts In particular, because the CFL has on an annual basis in line with CFL’s encouraged strong community contractual obligations with its participation, most people support funding partners. The external eval- its activities and often volunteer to uation process provides qualitative facilitate the implementation of the and quantitative data on programme programmes. impact, challenges and makes recommendations for programme improvement. These annual reports SOURCES: are available to the public: http:// www.famlit.ca/about/annual.html ■■ The Centre for Family Literacy ■■ The Centre for Family Literacy, Annual Reports, 2003-2010 LESSONS LEARNED ■■ Phillips, L., Hayden, R., Norris, S.P. (2006). Longitudinal Research on ■■ Partnerships: It is critical to es- Centre for Family Literacy Learning tablish functional partnerships with Together Program (pp. 123 – 126). academics and other organisations Calgary, AB, Canada: Detselig Enter- not only to expand the scope and prises Ltd. reach of family literacy programmes ■■ Conference Report: A conversation but also to facilitate the economic on family literacy: Issues, challenges and efficient implementation of the and opportunities, with a special fo- programme. In addition, communities cus on South countries. UIL & Centre 65

GERMANY

Family Literacy Project (FLY)

Programme Title Family Literacy Project (FLY)

Implementing Organization State Institute for Teacher Training and School Development (Landesinstitut für Lehrerbildung und Schulentwicklung) of the Ministry of Education, Hamburg. In its initial phase, the UNESCO Institute for Lifelong Learning (UIL) supported the conceptualisation and implementation of the project.

Language of Instruction German

Funding During the pilot phase (2004–2009), the project was being equally funded by the Bund-Länder-Commission for Educational Planning and Research Promotion (BLK) and the City-State of Hamburg. Since 2009, the Hamburg and religious diversity creates chal- as an integral component of the Ministry for Education took over lenges with regards to the provision Promotion of Children and Young the upscaling of the programme of appropriate educational services. Adults with Migrant Backgrounds involving 25 new schools each year. These challenges are compounded programme (FörMig: Förderung by the fact that many parents lack von Kindern und Jugendlichen mit Date of Inception viable literacy skills to support their Migrationshintergrund). 2004 children’s learning. In particular many adult migrants are functionally In 2010, the project was awarded the illiterate and are therefore unable to UNESCO King Sejong Literacy Prize. BACKGROUND actively and effectively participate AND CONTEXT in the educational development of their children. As a result, children THE FAMILY LITERACY Hamburg – Germany’s second largest from migrant families are more likely PROJECT (FLY) city – has a significant proportion to underperform in school compared of resident migrants or citizens of with other students. FLY is an intergenerational family liter- foreign descent. As of 2006, for ex- acy programme that targets parents, ample, 15% (258,225) of Hamburg’s In order to address the educational children at pre-school, kindergarten total resident population of 1,754,182 challenges faced by children (es- and early primary school, as well as were non-Germans while 26.8% had pecially those from deprived social children with special learning needs. migration backgrounds. In addition, backgrounds and from migrant Many of the targeted people are from 48% of people aged six years and families), the UNESCO Institute socially disadvantaged communities. under had migration backgrounds. of Education (UIE) and the State The project endeavours to develop Examples of key migrant groups Institute for Teacher Training and the literacy skills (reading, writing, include those from Turkey (23%); School Development in Hamburg speaking, listening, and creativity) Poland (22.6%); Afghanistan (5.3%); (Landesinstitut für Lehrerbildung und of parents and their children. It also Iran (3.4%); Russia (3%) and Ghana Schulentwicklung) initiated the Family seeks to promote strong linkages (2.1%). Hamburg’s ethnic diversity is Literacy Project (FLY) in 2004. The between the kindergarten or school also manifested in the world’s major project was funded by the Bund- and home-based learning processes religions with Christianity, Islam, Länder-Commission for Educational by: Judaism and Hinduism, all having Planning and Research Promotion adherents in the city. The city’s ethnic (BLK) and the city of Hamburg 66 Learning Families – Intergenerational Approaches to Literacy Teaching and Learning

■■ supporting parents to increase lit- ■■ letters and phonological aware- PROGRAMME eracy activities at home and enabling ness (initial sounds, rhymes, working IMPLEMENTATION them to help with their children’s with syllables) schoolwork ■■ cultural awareness. The implementation of the pro- ■■ training school teachers how to gramme is based on the effective deal with and instruct children from training of school or kindergarten diverse cultural backgrounds. In addi- Aims and objectives teachers, who are the principal pro- tion, the programme also encourages gramme facilitators, as well as on the and supports strong interaction and The project aims to: active participation and involvement cooperation between parents and of adults in their twin roles as parents kindergarten or school teachers, in ■■ improve children’s early literacy and child educators. The programme order to enhance children’s learning and language skills development by provides teachers and parents with capacities. training and empowering parents to specialised training to ensure project take an active role in their children’s effectiveness and sustainability. After The project was first piloted in psychosocial and learning develop- the end of the pilot project in 2009, collaboration with seven schools and ment the city of Hamburg (Behörde für two kindergartens located in the ■■ improve the literacy skills of Schule und Berufsbildung) provided deprived and mostly migrant-popu- parents and children from migrant 25 schools per year, situated in lated districts of Hamburg. However, backgrounds deprived areas, with additional due to increased demand from other ■■ promote home-based learning resources to run family literacy as well schools, the project has since been through the provision of learning as teacher training. introduced to 25 other schools. The materials and training of parents as expansion of the project was also educators facilitated by effective networking ■■ create strong links and coopera- Teacher training with other organisations such as tion between school or kindergarten the adult education centres which and home-based learning The programme requires two had similar or related mandates. The ■■ use literacy training to foster ef- facilitators per school. The State FLY curriculum, which is primarily fective and sustainable integration of Institute for Teacher Training and produced by the facilitators on an migrant communities into mainstream School Development in Hamburg ongoing basis, emphasises the German society provides monthly training sessions following themes: ■■ enhance the effectiveness of to school and kindergarten teachers, schools and kindergartens by training most of whom are language devel- ■■ language development teachers and educators. opment educators. As the primary ■■ listening and comprehension (e.g. implementers of an intergenerational through story telling) programme, teachers receive training ■■ reading, writing and comprehen- in a wide range of subjects or themes sion (reading aloud and discussions) relevant to children and adults, as well as in family literacy teaching methodologies. Furthermore, the Learning Families – Intergenerational Approaches to Literacy Teaching and Learning 67 training also emphasises cultural written stories and pictures) on intercultural and multilingual learning. awareness or sensitivity in order to various topics which they can use The mini-books play a critical role in empower teachers to appropriately for home-based learning with their motivating parents and their children cater for and address the needs of children. These sessions also create to learn, not only because the books children and adults from diverse opportunities for parents to learn or capture and reflect the families’ bio- ethnic and religious backgrounds. The improve their German skills, to focus graphical histories, but also because State Institute also creates opportuni- on topics that are more relevant to they create an opportunity to learn ties for teachers from various schools adults such as child-rearing, health about other people’s lives, cultures to share experiences and in doing so, and nutrition and more importantly, and traditions. Overall, this tool can improve their teaching skills. to learn about other cultures. play a central role in intercultural education and in promoting social Joint-out-of-school activities Joint- integration among diverse ethnic Community involvement: out-of-school activities involve the groups. Parental training and participation of children, parents and participation facilitators in joint outdoor activities Family literacy development packs: such as excursions to museums and these comprise of learning materials The project is built on the basic libraries or a trip to a market near the such as children’s books and CDs or principle that the family constitutes school, ‘literacy walks’ and partici- tapes containing language games, the fundamental springboard for pation in special celebrations. These stories, rhymes and songs. The packs children’s sustainable learning and activities are intended to promote can be borrowed by the parents for education. Within the framework social networking among parents use at home. of FLY, parents are treated as and parent-child bonding as well as equal partners and are therefore action-oriented learning. Story-telling bags: working with encouraged to play an active role in story-telling bags is a method of the planning and implementation of exploring picture books in a holistic, programme activities. This occurs at Teaching–learning methods action-oriented and creative way. three different levels: The main characters and objects in a The teaching concept adapts to the picture book are manufactured and Active involvement of mothers circumstances of the school and kept in a bag. Once the picture book in the class Mothers participate in programme participants. In general, has been read (or during the first class on a particular day of the week action-oriented and process-oriented reading), the objects may be touched – mainly after bringing their children participatory teaching–learning by the children, used interactively to (pre-)school. They participate in methods are emphasised. During joint (in role play) or explored using the literacy-related activities, such as parent-child classes, participants are senses (smelling, tasting, listening). looking at books together with the actively encouraged to work together children or playing simple literacy in the learning process as well as in games. The participation of parents the production of learning materials. MONITORING AND in children’s classes is intended to For example, parents write, read and EVALUATION familiarise parents with how their discuss personal family stories with children learn and to evaluate their their children while children partici- The FLY project has been evaluated learning progress, as well as to pate in singing and dance sessions. by the State Institute for Teacher empower them to be educators in Training and School Development. their own right. Beyond this, it is The evaluation process sought to also intended to create opportunities Teaching and learning determine programme benefits using for parents and their children to materials quantitative and qualitative methods, interact within a learning context (for which included: example, through selecting, reading In order to promote sustainable and discussing a book together). literacy development within a multi- ■■ structured interviews (question- Overall, it is important to note that lingual context, the FLY programme naires) with parents from different parent-child activities foster strong employs a variety of action-oriented, ethnic and social groups, educators bonds between children and their simple and contextually relevant from schools and day care centres, parents and build the foundation teaching and learning materials. and headmasters upon which the long-term success of These materials are mostly produced ■■ parental observation of their chil- family literacy programmes is based. by the participants with support from dren’s formal classes. the facilitators and are made available Working with parents (without for both home- and school-based In addition, children were systemati- children) in parallel sessions Parents learning. The key teaching and cally assessed or tested on non-verbal participate in literacy classes without learning materials include: intelligence and language compe- their children present, under the tence at the beginning and end of guidance of an experienced educator. Multilingual ‘mini-books’: the mini the course in order to determine their During these sessions, parents learn story books are based on family learning progress and / or needs. This about how to support their children photographs and biographies and also involved testing in pre-schools and produce learning materials (such are produced by the parents in and grades 1 and 2 (in language, as story telling bags, word cards, several languages in order to promote reading and writing), as well as 68 Learning Families – Intergenerational Approaches to Literacy Teaching and Learning

teachers’ assessments of children’s different cultural backgrounds, the LESSONS LEARNED educational development. In addition, programme provided them with these parents were interviewed before and opportunities which in turn improved As parental participation is voluntary, after the course in order to get their their intercultural teaching skills. Most schools need to constantly remind independent assessment of their critically, the programme empowered and encourage parents to fulfill their children’s literacy skills development. teachers to understand, appreciate obligation to support their children’s and better handle the dynamics development. To this end, schools relating to the cultural diversity that are encouraged to maintain a register IMPACT exists among children in their classes. of parents as well as attendance lists. As the programme has a The project has enhanced adults’ strong adult education component, communication abilities or skills, CHALLENGES parental involvement could also be self-esteem and potential for greater enhanced through the certification social interaction with people from Perhaps the main challenge that of participants upon completion of other ethnic or cultural groups as well has emerged to date, relates to the a course. This strategy will certainly as integration into German society inexperience of primary school and boost parents’ morale, commitment in general. Hence, the programme kindergarten teachers in the field of and cooperation, all of which are has been a key instrument for family literacy and adult education. necessary ingredients for the success social networking among adults and Furthermore, most of the teachers of the programme. families from different socio-cultural had little experience with working backgrounds and between schools with parents from different socio-cul- Parental involvement in school and communities. tural backgrounds. Hence, intensive activities improves cooperation and training of teachers in family literacy, communication between teachers Since its inception, the programme adult and intercultural education and parents and between schools has benefited about 1000 parents was required during the initial stages and their communities. These rela- and 1000 children annually. It has of the project to ameliorate these tionships are mutually beneficial as, fostered strong relationships between challenges. for example, parents have easy access schools and parents and as a result, to lifelong learning opportunities many schools have established family Other challenges emerged from the while the schools and children benefit literacy rooms where parents meet inconsistent participation of parents from the support the children get each time they visit the schools. in the programme due to pressing at home from their parents. Parents family commitments. Also, it was bring into the learning process rich Parental involvement in their chil- difficult to reach the parents most ideas born from their lived experi- dren’s education has strengthened in need because they were often ences. Furthermore, the opening family relationships as well as the most socially isolated. Thus, in of the schools to parents could improved children’s literacy skills. order to promote consistent parental gradually lead to the development participation, a lot of resources and of schools into community learning Given that many teachers had no creativity were needed. centres with increased networks with experience in teaching learners from other institutions in the community Learning Families – Intergenerational Approaches to Literacy Teaching and Learning 69 such as social centres and libraries. UNESCO Institute for Lifelong Learn- Therefore, in order for family literacy ing, pp. 44–45. programmes to be effective, parents ■■ May, Peter: Family literacy in Ham- should be treated as equal partners. burg’s schools. Approach and initial findings of the evaluation Family literacy is a flexible learning model that can easily be adapted to different social environments as CONTACT DETAILS well as to the needs of the specific learners’ groups. Dr. Gabriele Rabkin Lecturer, Head of the Project State Institute for Teacher Training SUSTAINABILITY and School Development, Hamburg Felix-Dahn-Straße 3, 20357 Hamburg Due to the success of the project Phone: +49-40428842-517 since its inception, parents in Email: Gabriele.Rabkin@li-hamburg. cooperation with schools, have de undertaken extensive and concerted Website: http://li-hamburg.de/ advocacy activities in an effort to secure institutional funding beyond the initial funding period (2004–2009). However, perhaps the most important indicator of the project’s sustainability is manifested by the strengthened cooperation between parents and schools as well as the resultant active involvement of parents in school activities and in the education of their children. It is thus hoped that since the programme is not very expensive to implement, strong parental commitment will ensure its long-term existence.

Equally important, the incorpo- ration of the FLY project into the city’s integration programmes for migrants, indicates the potential of key partners to remain committed to the implementation of the project as an effective method to address challenges within migrant and socially disadvantaged communities. Indeed, the city of Hamburg acknowledged the FLY project as a ‘central element in the framework of possible action approaches’ for dealing with migrants. As a result, the City-State of Hamburg is upscaling the programme to include 25 more schools per year until 2013, as well as integrating the approach into the existing cooperation project ‘Kita und Schule’ (kindergarten and school).

SOURCES

■■ UNESCO (2008): Family literacy: A global approach to lifelong learning: Effective practices in family literacy and intergenerational learning around the world. Edited by Maren Elfert. 70

IRELAND

Clare Family Learning

Implementing organization likely to have low literacy levels In 2014, Clare Family Learning had Clare Adult Basic Education Service because they have less access to 400 participants, taught by 13 part- education and work than other time tutors and one full-time tutor. Language of instruction communities within Ireland. This is Since 1998, one full-time coordinator English especially true for migrants from has managed the project, greatly non-English speaking countries and improving the reach of the pro- Date of inception European Union new member states, gramme and increasing the provision 1994 who face a wage disadvantage of 20 of services to learners. As a result, in per cent and 32 per cent respectively, 2014, Clare Family Learning provided Programme partners compared to Irish workers. The 52 courses, on 26 different topics, in Schools, community centres, Clare Family Learning project plays 23 locations across Clare County. libraries, adult education centres an important role in raising adult and family resource centres literacy rates in Ireland because it specifically serves populations such Aims and Objectives Funding as these, which are often neglected Department of Education, by the mainstream educational and The main aim of the Clare Family Limerick and Clare Education occupational sectors. Learning project is to encourage and Training Board (LCETB) parents to get involved in their children’s education. The programme Annual programme costs PROGRAMME OVERVIEW affirms parents in their role as ‘first Less than €200,000 teacher’, supporting them in helping (approximately $220,000) Clare Family Learning works with their children in their literacy and parents to develop their interests, numeracy development. This process Annual programme cost per abilities and knowledge in order is beneficial to both parents and chil- learner to help them better support and dren because parents also have the €500 (approximately $550) encourage their children’s educational chance to improve their literacy and attainment. This approach improves numeracy skills through participation the literacy and numeracy of both in the programme. Children function COUNTRY CONTEXT parents and their children because it as the programme’s ‘hook’ in raising creates a bridge between home and the educational attainment of parents There is significant scope to im- school, and between home and adult because, of course, all parents want prove adult literacy in Ireland. The learning opportunities. Many parents the best for their children. Through OECD’s 2012/13 Programme for the need support to take that first step this structure, the programme tries to International Assessment of Adult into learning. Helping their children build a friendly and positive learning Competencies (PIAAC) survey ranked is strong motivation for parents to environment tailored towards the Ireland 17th for literacy and 19th take part in education. Once in the educational needs of families. is for numeracy attainment out of 24 classroom, they become aware of the programme’s use of the term participating countries. Eighteen per other areas where they may need ‘family learning’, rather than ‘family cent of adults had a literacy level to upskill, thus encouraging them to literacy’, is deliberate, as it has a more below Level 1 (on a five-point scale), continue as lifelong learners. holistic meaning and fewer negative which suggests that around one in connotations than ‘literacy’. six Irish adults may have difficulties The programme’s main target groups in understanding written texts. On are families from migrant, low-in- In addition, Clare Family Learning has numeracy, one in four adults scored come and Traveller backgrounds established partnerships between below Level 1, indicating that they who have fewer educational and families, schools and the wider com- struggle with simple mathematical occupational opportunities than munity to build a broader support calculations (National Adult Literacy other communities. The programme network for parents who have limited Agency 2012). One important reason plays an important role in Ireland as opportunities to access education and for the relatively low literacy and a leading contributor to the develop- employment. Priority participants are numeracy levels in Ireland is ‘poverty ment of family learning. It is one of single-parent families, teenage/young and lack of access to educational the main family learning providers in parents, Travellers, refugees and resources’ (National Adult Literacy the country, while also contributing asylum seekers, and migrant workers, Agency 2012). This makes families substantially to research and training as well as carers and foster parents. with a migrant background especially in the field. Travellers make up 0.6% of the Irish Learning Families – Intergenerational Approaches to Literacy Teaching and Learning 71

population (Central Statistics Office ■■ Teach parents how to help with with groups of parents with learning Census 2011) and have traditionally their children’s school work; needs. To engage learners from moved in a nomadic way around ■■ Promote parent/child interactions Roma and Traveller communities, the the country seeking seasonal work. and learning activities (Carpentieri, project uses a learning champion. Education may not be valued highly Fairfax-Cholmeley, Litster, Vorhaus Clare Adult Basic Education Service by some families and there is strong 2011).. has identified a need to improve discrimination against this community outreach efforts to priority groups (Mac Gréil 1996). and young adults and to use social PROGRAMME media to recruit new families. The programme’s specific goals are IMPLEMENTATION to: As learners are enrolled, facilitators, agency staff and parents discuss ■■ Improve the literacy, numeracy Enrolling Learners and which learning needs participants and language skills of participants; Identifying their Needs would like to address. This, in turn, ■■ Teach parents about the Irish edu- enables the project to adjust its cational system; Clare Family Learning engages new teaching methodologies and develop ■■ Equip parents with the skills nec- learners through partnerships with courses suited to the needs of partici- essary to communicate with school ‘link agencies’, such as schools, social pants. Listening to parents is essential staff; services, libraries and community in developing courses that address groups, which connect the project topics of interest to participants.

Category Course Content Digital stories Create a story with art work, photographs, images and music Books and stories Family stories in a box Create an individual mini-museum in a decorated shoe box Storybags Develop props and games to use with a storybook Family learning Identify learning opportunities; talking and listening to children; spelling, reading and writing; maths Family learning through play, Incorporate play, rhymes and songs into children’s learn- Early years 0–7 rhymes and songs ing My baby and me Improve interaction between mothers, fathers and their babies Dads and lads Bonding between fathers and sons through games and activities Family cooking on a budget Teaches inexpensive ways to prepare healthy food Family health How to prepare for meetings with health care providers, Learning in learning the vocabulary of health the home and Family learning and active citizen- Gives an overview of the political system and how to community ship make your voice heard Fun things to do with your child Joint activities in which parents and children try cooking and crafts in ways that improve literacy and numeracy skills Money wise ideas Help families with budgeting Family learning and Irish Teaches Irish to parents with children in primary school Homework and to help them with their homework study skills Number games to make and play Parents and children work together on school and every- day maths Learning the language of school Parents learn about schools and how to interact with How school works: school staff primary/secondary Settling into second-level school Ideas and tips for parents to support their children’s pro- gression (advancement) to second level 72 Learning Families – Intergenerational Approaches to Literacy Teaching and Learning

The programme’s tutors also study skills; and How school works: The average number of participants recognize that listening and being primary/secondary. The table on is kept small, at between eight and responsive to parents’ needs is page 72 lists some of the courses the 10 parents per class, in order to key. As there is the flexibility to programme offers (a complete list of allow all participants to learn at their pilot courses, learners’ feedback courses can be found at http://www. own pace. The majority of courses throughout the learning process is clarefamilylearning.org/) are ‘parent-only courses’. However, fundamental. Pilots can be rolled ‘parent and child together’ courses out nationally if the need arises, as it are also available. Priority is given to has, for example, in the case of Fun Teaching Materials parents who have not obtained a full Science for Dads and Children and second-level education to Level 5 or Learning about Project Maths, and Parents and children learn on courses below in our National Qualifications there is no ‘off the shelf’ course, as with everyday materials families have Standard. the programme must be adjusted to at home. These can include items the educational levels of parents and such as envelopes, supermarket After taking part in family learning reflect their needs and interests. advertisements and other reading courses, parents have the oppor- materials. Materials used in class also tunity to progress onto accredited Clare Family Learning develops include utensils and other household courses offering certificates at Quality resources in response to learners’ items. Matching socks, for example, Qualifications Ireland (QQI) levels 1 requests for support. The project can become a numeracy learning to 3. These courses teach content shares its resources online, including activity. Resources for both parents at a level equivalent to the halfway a DVD and publications such as and tutors are available online. point of secondary school and last Family Learning in Action, which between 20 and 25 weeks. Parents features outline plans for 20 courses The Clare Family Learning project can progress to QQI Level 4 or Level with a sample plan that facilitators embeds information and communica- 5 through the organization’s further can develop to suit their own group’s tion technologies (ICT) in every class. education services. QQI courses focus needs. The organization possesses a suite of on specific areas, such as catering, laptops that are available for venues if childcare, healthcare, business and needed. Smartphones also play a role art, and are portfolio-based at levels Teaching and Learning: during class as many participants own 1–4, with exams at Level 5. Approaches and them and want to learn how to use Methodologies them better. Monitoring and Evaluation The programme’s teaching approach incorporates a variety of methodol- Programme Structure To date, Clare Adult Basic Education ogies, which jointly provide a vivid and Process Service (within which Clare Family learning experience for participants. Learning is based) has been required Teaching methodologies include The project operates family literacy to provide quantitative data to the small-group and paired work, and courses in schools, community cen- government Department of Education interactive sessions involving visuals, tres, libraries, adult education centres and Skills. Currently, at national audios, clips and DVDs. Other and family resource centres, as well level, the further education and learning methods, such as presenta- as in other locations throughout com- training sector is looking at ways tions, discussions, walking debates, munities. The organization partners of measuring the wider benefits of hands-on activities and role-playing, with these institutions to offer classes learning. The organization conducts are also useds. close to where participants live. The mid-course evaluation of participants programme runs in approximately 20 to gather feedback on their progress. different locations in County Clare Tutors also use ‘progression forms’, Teaching Content each year. Classes take place from which help keep track of participants’ September to June. The table below progress in terms of educational, Clare Family Learning structures its provides an overview of the length of economic, personal, social and family course content into five categories: each type of course. terms. Books and stories: Early years 0–7; Learning in the home; Homework and

Class meetings per Course type Hours per week Total duration week Standard course 1 2 6 to 10 weeks Accredited Quality Qualifications Ireland 1 2 Up to 20 weeks courses Intensive courses I 2 3 6 weeks Intensive course II 3 2 14 weeks Learning Families – Intergenerational Approaches to Literacy Teaching and Learning 73

Facilitators For example, project staff showed between three and five years, and 20 participants from Norway, Sweden, per cent for five years or more. The facilitators who work for Clare Spain, Italy, Germany, Luxembourg, Family Learning are either full-time or Estonia, Romania, Slovenia, France, part-time employees. Every facilitator England and Turkey how to imple- LESSONS LEARNED teaches between six and 10 learners, ment similar family literacy projects which means a small ratio of learners by sharing knowledge and resources. Clare Family Learning has found to facilitators. All facilitators are The organization has also presented family learning to be a successful well qualified, with many holding the Clare Family Learning project methodology in engaging hard-to- an advanced degree in their area of at international events such as the reach parents. Confidence is one of expertise. Before they start working National Families Learning Summit in the key foundation skills parents need with participants, every teacher is re- Houston, Texas, USA. Through these if they are to believe in their own quired to complete a two-day family outreach efforts, the programme ability to learn and be able to support learning training course as well as has been adapted for use in Sweden, their child’s learning. Family learning an adult literacy course. The average Norway, Germany and other parts of allows parents to become successful remuneration for facilitators is €45.25 Europe. in small, easy-to-achieve tasks which (equivalent to US $51) per hour. encourage further participation Participants improve their literacy, (McGivney 2002). Since 2000, the organization has build their confidence, find new trained 763 family learning tutors talents and discover a passion for Family learning highlights the impor- on the basis of its Clare Family learning when they participate in the tant role of parental involvement. Learning Resource Pack. This has programme. They also benefit from Many parents do not realise they developed to include a wide range meeting new people and experi- play such an important role in their of programmes. The focus of the encing new cultures. Since some child’s education, especially parents programe’s tutor training is on the participants are migrants or have a of children aged up to three. The practical implementation of family Traveller community background, the amount of oral communication and learning programmes suited to the classroom is a unique opportunity reading happening in and around the specific needs of learners in a locality. to form new relationships and learn home impacts hugely on the child’s As a result, many family learning about other cultures. These aspects later achievements in school (Shiel, courses emerged from Clare’s work of the programme empower par- Cregan, McGough, Archer 2012 and with parents and partners. ticipants who primarily come from Hart 2003). disadvantaged backgrounds. The majority of parents who com- IMPACT AND CHALLENGES Several research abstracts on the plete a family learning class continue Clare Family Learning website onto other learning opportunities. discuss the effect of the Clare Family This positive role-modelling of Impact and Achievements Learning project on participants. For learning impacts on children (and example, researchers have found that other family members), leading to Clare Family Learning has made a the programme increases parents’ increased parental involvement in substantial impact at local, national ‘understanding and knowledge about children’s learning, a key factor and international levels. Locally, how children learn and develop in ensuring higher achievement Clare Adult Basic Education Service cognitively, socially and emotionally’. (Desforges, Abouchaar 2003 and increased its outreach to parents Parents also became aware that they National Institute of Adult Continuing by connecting with agencies which need to be a role model for children Education 2013). promoted the services to their clients and create an environment at home (learners). Over time, the organization that is conducive to learning. In Parents value the social aspects of developed and improved resources addition, participants gained the classes where they meet people, and training to maximize the benefits confidence to take ownership of make new friends and create to learners, while increasing cost-effi- their children’s literacy attainment networks. Classes provide opportu- ciency at the same time. and to interact with school staff. The nities for cultural integration, as Irish, programme also has a positive effect migrant and Traveller parents learn At national level, the organization on the mental health of participants together. has helped achieve recognition for because it gives them a reason to get family learning methodologies at out of the house, enables them to The element of fun is important. government level. In addition, it has meet new people, and provides them Parents enjoy completing a task or developed an extensive national with new experiences (Webb 2007). making something in each class. network of trained staff. Both nation- There is a sense of achievement ally and internationally, Clare Family Figures on learner retention show and completion. Many vulnerable Learning disseminates knowledge and how parents progress from informal parents did not have the experience resources obtained and developed learning to QQI Level 1, up to Level 3. of playing with their own parents and from the programme, through In 2014, 45 per cent of the learners do not know how to pass this skill on publications and participation in were new, 19 per cent had stayed to their children. European Union (EU) funded projects for one or two years, 16 per cent for and other international exchanges. 74 Learning Families – Intergenerational Approaches to Literacy Teaching and Learning

Clare Family Learning project, In order to reach a younger cohort of Skills (BIS) Research Paper 93: Evi- conscious of the dangers of providing parents, the programme needs to use dence of the Wider Benefits of Family an overly feminised curriculum, new rather than traditional forms of Learning: A Scoping Review. Viewed developed its programme in order to media. 23 July 2015 reach fathers Courses such as Games, ■■ Carpentieri, J, Fairfax-Cholmeley, Gadgets and Machines and Weekend K, Litster, J & Vorhaus, J 2011. Family Action for Dads and Children were SUSTAINABILITY literacy in Europe: using parental offered. support initiatives to enhance early Clare Adult Basic Education Service literacy development. London: NRDC, It is necessary to pilot courses on has struggled ro secure financial re- Institute of Education, pp. 221–222 a smaller scale to see if they work. sources for the programme. National ■■ Central Statistics Office Census, After piloting, courses can be scaled funding for literacy programmes 2011. Viewed 23 July 2015. up to national level. has stagnated since 2009 due to ■■ Clare Family Learning research the economic climate in Ireland. The abstracts n.d. Graduate Research Clare Family Learning partners with programme has addressed financial Abstracts. local schools, agencies and communi- hardship in various creative ways, ■■ Desforges, C & Abouchaar, A ty groups when implementing a new including through the numerous 2003. The impact of parental involve- course. Such a partnership approach partnerships established over the ment, parental support and family has been proven to maximize years. education on pupil achievement and outreach to under-served families adjustment. Department of Education and to make the best use of limited The learning materials used by par- and Skills. funding. ents and their children are everyday ■■ Hart, R 2003. American Educator: objects that can be found in learners’ Spring 2003: The Early Catastrophe The programme’s focus on helping homes. This brings two positive The 30 Million Word Gap by Age 3.f children learn is the ‘hook’ which results: learners are more likely ■■ Mac Gréil, M 1996. Prejudice in makes learning attractive to parents. to replicate educational activities Ireland Revisited. National University This approach is useful because outside the classroom if these items of Ireland Maynooth McGivney, V. parents usually want to do what is are already in the home (they are not 2002. A Question of Value: Achieve- best for their children. required to purchase new items); and ment and Progression in Adult Learn- the costs of programme implementa- ing. NIACE, Leicester, p. 23. Operating the programme in various tion are not as high as they would be ■■ National Adult Literacy Agency changing locations has proven to if new material had to be bought. 2012, The Survey of Adult Skills – be more efficient and cost-effective PIAAC results for Ireland 2012. way to operate since it increases The use of technologies also supports ■■ National Adult Literacy Agency outreach and is less expensive than a the sustainability of the programme. 2012, Why are literacy levels low? centre-based model. Providing classes Clare Family Learning has developed ■■ National Institute of Adult Contin- close to where parents live avoids the and made available online several uing Education 2013. Family Learning need for transport, which can be a resources that are accessible to Works. Final report of the Inquiry problem in rural parts of the county. facilitators. Additionally, by including into Family Learning in England and technologies that programme Wales. participants already own, such as ■■ Shiel, G, Cregan, Á, McGough, A CHALLENGES smartphones, in the teaching-learning & Archer, P 2012. Oral Language in process, the programme not only Early Childhood and Primary Educa- Keeping up to date with the fast pace increases learners’ participation, tion. Commissioned research report. of change in the world of technology but takes advantage of an existing Educational Research Centre, Dublin is difficult for parents. It can be hard resource at no cost. ■■ Webb, J 2007. An Assessment to provide answers to complex issues of the Impact of Family Learning such as online safety and bullying. Programmes on Parents’ Learning As internet and smartphones are CONCLUSION through their Involvement in their widely available, the issue of parental Children’s Learning. Waterford Insti- supervision and understanding Clare Family Learning has been tute of Technology. (possible implications of the use of creative and innovative in reaching new online possibilities) is something parents who are among the most CONTACT that providers need to keep in mind. isolated and disadvantaged. This non-threatening first step back Mary Flanagan Ways of capturing evidence of into education is vital in engaging Coordinator outcomes and impact within family parents and can make a long-term Adult Education Centre, Clonroad learning nationally, without a dedicat- difference both to the parents and Ennis, County Clare, Ireland ed focus on this specific area, can be their children. Tel: 00353 656 897 645 difficult, with implications for future Fax: 00353 656 840 515 funding. International findings in this Email: [email protected] field show there is scope for better SOURCES Website: www.clarefamilylearning. research (Brooks, Cara 2012). org ■■ Brooks, G, Cara, O 2012. Depart- ment for Business, Innovation and 75

MALTA

Hilti Family Literacy Programme

Programme Title Ħilti Family Literacy Programme

Implementing Organization Foundation for Educational Services (FES)

Language of Instruction Maltese or English

Programme Partners State (through the Ministry of Education), European Union and the HSBC Cares for Children Fund

Date of Inception 2001

CONTEXT AND BACKGROUND

Malta has one of the most devel- oped and extensive public and Yet in spite of these achievements, Curriculum (1999) underlined the private education systems in Europe. much remains to be done to consol- importance of parental involvement Pre-school, primary, secondary and idate and build on the educational in the national education system thus: post-secondary / tertiary education gains achieved to date. In particular, is free for all up to graduate degree special attention is needed to erad- An effective educational system level. Primary and secondary educa- icate regional and socio-economic recognises the link between the tion for children aged 5 to 16 years disparities with regards to educational home environment and variations in has been compulsory since 1946 and access and achievement. For exam- pupil achievement. When possible, 1971 respectively. The private sector, ple, a National Literacy Survey (NLS, the education of children should be particularly the Catholic Church, 1999), which tested the phonological, linked to educational and participa- has played an equally critical role in literacy, reading and writing skills of tory programmes for their parents or providing education opportunities to state-school pupils aged 6 to 7 years guardians. Students who are denied all Maltese with substantial subsidises revealed that children from socio-eco- a support system outside the school from the government. As a result of nomically disadvantaged backgrounds should be given special attention. these policies and programmes, ed- experienced difficulties learning and ucational participation rates and, by acquiring skills. In addition, their The increasing recognition of the extension, literacy rates are very high parents were not strongly involved in centrality of parental involvement in Malta. As of 2006, the net enrol- either the education of their children in education and school life laid the ment ratio (NER) in pre-primary (early or school affairs. foundations for the Family Literacy childhood), primary and post-second- Programmes (FLPs) in Malta, which ary / tertiary education had risen to One of the most important implica- were set up by the Foundation for near-universal rates of 95%, 91% and tions of the NLS results was that, in Educational Services (FES). The FES is 70% respectively. Similarly, the total order to assist children with learning a statutory body founded in 2001 to literacy rate had reached near-univer- difficulties and / or literacy needs, provide a range of innovative educa- sal levels for youth (97%) and adults it was critical to simultaneously tional programmes including family (92%) by 2006. The decrease in the promote parental involvement in both literacy, parental empowerment and illiteracy rate thus indicates a marked child learning and the operation of parental involvement in the education increase in the provision of access to schools. The former entailed strong sector. These programmes were education opportunities across all age support for home-based learning designed not only to complement the groups, with particular emphasis on initiatives through parental em- formal system but also to promote adult and lifelong learning. powerment. The National Minimum lifelong learning. The FES is largely 76 Learning Families – Intergenerational Approaches to Literacy Teaching and Learning

funded by the state but receives reading and writing (learning) child learning activities and discuss some supplementary funding from difficulties and, as a result, parental educational strategies with teachers. the HSBC Cares for Children Fund and participation in the programme is ob- ■■ Parent-to-Parent Initiatives: various Grundtvig projects. ligatory to ensure continuity between Parents, in collaboration with home and school-based learning. FES personnel, engage in various Participation in the programme is parent-to-parent empowerment FAMILY LITERACY limited to two families per tutor and initiatives. A team of parent leaders PROGRAMMES lasts for a minimum of four months has been set up and trained to pro- (or one semester). This period can, vide, under teacher supervision and Family literacy programmes are however, be extended according to guidance, courses to other parents. a relatively new phenomenon in the learning needs of the child. Each This programme was short-listed for Malta, having been formally piloted learner has an individual learning the European Parents’ Association’s by the University of Malta (Faculty programme (ILP) which facilitates the Alcuin Award in both 2002 and 2003, of Education) in the year 2000. provision of intensive and appropriate and received a special mention. However, the initiative gained added literacy assistance to children. The ILP ■■ Community Literacy Outreach momentum when it was formally is based on a multi-sensory, synthetic, Projects: The initiative involves the adopted by the FES and, as a result, phonics-based methodology in which participation of the family in com- FLPs are now recognised as an the parent is trained to emulate the munity-focused literacy programmes integral tool for family learning and teacher, repeating the strategies used executed in popular open-air spaces. a key component of the mainstream in the classroom at home in order to national education system. enhance children’s mastery of literacy The Malta Writing Programme: This skills. is a two-month programme which To date, the FES has developed endeavours to teach basic reading four core family literacy / education The Parents-in-Education and creative writing skills with a view support programmes: Programme (Programme Id f’ Id) to contributing towards language and the Parent Empowerment for learning and teaching in Malta. In The Ħilti Programme (My Ability): Family Literacy Project (PEFaL): addition, the programme aims to As described below, the Ħilti These are parent capacity-building promote action-based research and programme is an after-school, and empowerment initiatives. They lifelong learning. To achieve these family-oriented educational project include the following key compo- goals, FES organizes separate creative that endeavours to complement and nents: training workshops for Young Writers reinforce school-based teaching and (children aged 8 to 13) and parents, learning. ■■ Parents’ Sessions in Ħilti Clubs: as well as collective Family Writing Parents with children participating in Clubs (FWC). Parents enrol in the The NWAR (Late Blossoms) the Ħilti programme are encouraged FWCs so that they can learn both to Programme: This programme was to learn and use practical tools that nurture their children’s writing skills initiated in 2002 as a variation of the stimulate their children to learn more and to develop their own reading and Ħilti programme. It was designed for effectively. They also participate in writing skills. parents with children with severe Learning Families – Intergenerational Approaches to Literacy Teaching and Learning 77

Aims and Objectives THE ĦILTI PROGRAMME scholastic term. In addition, more than 50 «parent leaders» from Ħilti The FLPs aims to: The Ħilti Programme was initiated Clubs have been selected to spear- in 2001 as an after-school and head other FLP activities. ■■ enhance both community devel- community-based family litera- opment and parental empowerment cy / educational initiative targeting through learning and active involve- early primary school children aged Ħilti Programme Aims ment in the learning process of between 6 and 7 years (grades 1, and Objectives children; 2 and 3), parents and teachers. ■■ promote intergenerational, home- The programme emerged from an The Ħilti Programme aims to: based, lifelong learning; increased awareness of the positive ■■ empower parents as co-educators, role of after-school learning activities ■■ complement and strengthen learners and parent leaders in order and parental involvement in the school-based teaching and learning to promote intergenerational lifelong educational development of children. activities through the provision of learning as well as to facilitate their To this end, the programme has after-school assistance to children; socio-economic integration into facilitated the formation of school- ■■ help children to develop litera- mainstream society; based Ħilti Clubs (family literacy cy skills in a holistic, play-to-learn ■■ help children to develop litera- clubs) which brings together parents context; cy skills in a holistic, play-to-learn and their children to participate in ■■ empower parents by equipping context; family-oriented learning activities. them to act as community leaders ■■ improve parents’ literacy skills in The Clubs meet twice a week for and effective first educators for their order to enhance the provision of about three months. children; early childhood education; and ■■ improve the efficiency of the edu- ■■ create strong links between home The Ħilti Programme was first piloted cation system through active parental and school learning processes in in six state primary schools, but involvement in child education; order to promote lifelong learning. quickly spread across the entire ■■ harness children’s eagerness to nation with strong collaboration and work and learn with parents in order The Ħilti Programme is examined support from participating school to enhance their ability to acquire in greater detail below in order to administrations and parent councils. literacy skills; fully appreciate the role of family A number of primary schools have ■■ assist schools in capacity-building education initiatives in simultaneously participated in the programme since in order to foster a family literacy promoting children’s educational its inception; for example, 38 schools ethos and develop resources and development and intergenerational and communities involving 2,534 tools (practices); and lifelong learning. children and 2,240 parents participat- nurture and entrench the devel- ed in the programme between late opment of a family-based, lifelong 2001 and mid-2005. Currently, Ħilti learning ethos within Maltese Clubs operate in 26 community-based families. primary schools and reach around 400 children and their parents per 78 Learning Families – Intergenerational Approaches to Literacy Teaching and Learning

■■ Essentially, therefore, the pro- all teachers and volunteers em- Teaching-Learning Approaches gramme is being used as a vehicle ployed by the FES are required to and Methodologies to foster the transformation of the participate in an intensive 112-hour education system as a whole through training programme in family literacy The programme predominantly the infusion of new teaching-learning teaching-learning approaches, as employs interactive teaching-learning practices (as such as learning through well as teaching methods designed methodologies such as play-to-learn play and differentiated learning), and for learners with mixed abilities. approaches that involve games, dra- through increased parental involve- Thereafter, professional development ma, sports and group activities. These ment in learning and in supporting is facilitated through ongoing are supported by «joint» child-parent their children’s educational develop- refresher courses. Each teacher / tutor learning sessions, which are mediated ment. The latter principle emerged is responsible for a single Ħilti Club by the tutors, and further reinforced from the recognition that the parents comprising, on average, 8 to 12 through repetition in the home of children with low literacy skills families (children and their parents). environment. The parents do not tend to display similar learning needs, The low learner-to-tutor ratio is participate in Ħilti Club activities hence such needs can often be effec- strategically intended to enhance solely as learners; they are also there tively addressed by triggering parents’ programme effectiveness by enabling to influence their children’s learning interest in assisting their children’s teachers to pay particular attention to development and learn to fulfil their educational development. individual literacy and psycho-social own potential as co-teachers, lifelong development needs. learners and, ultimately, leaders of other parents. PROGRAMME IMPLEMENTATION: Enrolment of Learners The programme relies on a number APPROACHES AND of teaching-learning materials based METHODS Host schools identify and select chil- on key FES publications in both dren in need of extra literacy training Maltese and English. These include or social development assistance. The two bilingual reading packs targeting Recruitment and Training parents of participating children are children aged 6 – 7 and 7 – 8, as well of Facilitators obliged to attend and take part in as a guidebook for parents which Ħilti Club activities. The schools also focuses on how they can base a The programme is implemented decide whether to focus on literacy range of activities in the home on the through school-based Ħilti Clubs (Maltese or English) or numeracy, in themes contained in the children’s with assistance from professional addition to other skills such as health books. teachers employed by the Education (personal hygiene, nutrition) and Division and volunteer assistants who inter-personal relations. However, have received an equivalent level of on principle, all Ħilti Club activities PROGRAMME IMPACT training. However, in order to ensure contain in-built literacy and / or AND ACHIEVEMENTS the provision of high quality family numeracy concepts and skills. literacy training and thereby enhance Since its inception, the Ħilti the effectiveness of the programme, Programme has been evaluated Learning Families – Intergenerational Approaches to Literacy Teaching and Learning 79

extensively by senior FES (internal) in their literacy, personal and social ■■ enhancing home-school links and and external professionals, with skills. the school’s perceptions of the poten- the former undertaking assessment ■■ Social Impacts: Parents and chil- tial for parental involvement. visits on an ongoing basis. In both dren strongly feel that participation cases, however, qualitative and in family literacy programmes is ben- quantitative methods were employed eficial both for education and for the SOURCES to assess and evaluate the partici- development of personal and social pants’ (children, parents, teachers skills. Hence, approximately 90% of ■■ Schembri Meli, Mariangela: Family and schools) perceptions of the parents believe that the programme Literacy as a key prevention strategy programme’s impact on educational has improved their parenting capabil- for literacy attainment in Malta : development and lifelong learning. In ities as manifested by, for example, QualiFLY G2 Project Meeting, Istan- particular, parents, Ħilti Club tutors, improved relations and communica- bul, 14 – 16 November 2005. day-school teachers and school tion with their children; an increased ■■ S. Spiteri, and J. Camilleri: Family administration authorities were asked capacity and willingness to assist their Literacy in Malta : an Effective Strat- to evaluate criteria such as classroom children with their school work; and egy for Enhanced Literacy, Parental participation, attainment, motivation higher involvement in school affairs. Involvement and Lifelong Learning. and psycho-social development. The According to one parent: «I was im- Foundation for Educational Services results of these evaluation processes pressed by how the parents, including (FES). indicate that the programme has myself, worked with our children. My ■■ UNESCO: Family Literacy : a Global major benefits for all participating daughter was very happy that I was Approach parties. These benefits include: with her, helping her along. She used to wait for me to show me her work ■■ Improved psycho-social devel- because she knows I like it that she CONTACT opment: Child assessments before does that.» and after participating in Ħilti Club Sandro Spiteri activities indicate that the programme The programme has also had positive Foundation for Educational Services promotes holistic, psycho-social and enriching benefits on partici- E-mail: [email protected] development. Children exhibited pating teachers and their schools, improved self-esteem, self-confidence and thus the education system in and inter-personal (social, communi- general. Teachers participating in cation) skills after participating in the Ħilti Club activities have adopted a programme. Most importantly, the range of teaching-learning tools and programme has had major benefits strategies to enrich their classroom on children’s educational develop- practices, including: the use of ment, showing improvements in the phonics and individualised learning acquisition of literacy skills, the devel- plans for students with literacy opment of creative and critical think- difficulties; and inter-personal and ing skills, educational attainment and participatory methods. Additionally, the ability to learn. For example, most these teachers are more inclined children admitted during interviews to cooperate actively with parents, that the programme has stimulated thereby creating strong links between their interest in learning in order to children’s school and home learning, achieve better results. These results and, by extension, opening up are particularly important in view of possibilities for the institutionalisation the fact the Ħilti programme primarily of intergenerational lifelong learning aims to assist children with literacy in Malta. Accordingly, about 90% of and social development needs. school heads stated that programme ■■ Impact of parental participation is effective in terms of children’s on children’s educational develop- and adults’ learning experiences ment: Evaluation results indicate a and actively encouraged parental strong correlation between paren- participation in the school. tal participation in their children’s education and the children’s educa- In a nutshell, the Ħilti programme has tional progress in terms of literacy, played a critical role in: participation in classroom activities, and personal and social skills. Data ■■ enhancing children’s social and collected from day-school teach- literacy development even in a severe ers showed statistically significant literacy needs context; correlations (p<0.005) between a) ■■ enhancing lifelong learning among children’s increase in literacy devel- parents; opment and parents’ rate of partici- ■■ empowering parents to become pation, and b) children’s participation parent leaders (i.e. significant re- in the programme and improvements source persons in their educational community); and 80

NETHERLANDS

VoorleesExpress

Implementing Organization Date of Inception SodaProducties organisation initiated SodaProducties foundation 2006 the VoorleesExpress programme.

Language of Instruction Dutch COUNTRY CONTEXT PROGRAMME OVERVIEW AND BACKGROUND Funding The ‘VoorleesExpress’ Government Ministry of Housing, The education system in the (ReadingExpress) programme started Spatial Planning and the Environment: Netherlands is one of the most as an initiative of two sisters in the Ruimte voor Contact programme, advanced in the world. The country Kanaleneiland district of Utrecht, until August 2010; Ministry of Youth invests 6% of its GDP in education. an area with many immigrants, and Family: Vrijwillige Inzet voor It is the leading country on UNICEF’s low social cohesion and high en door Jeugd en Gezin (Voluntary children’s well-being classification. crime rates. The sisters wanted to Commitment by and for Youth and Education was one of the features change this, and started the foun- Families) programme, until December evaluated on this list, and the dation SodaProducties in December 2011; VSBfonds; OranjeFonds. Netherlands got the highest score. 2005. Their first programme, the However, the reading abilities of ‘VoorleesExpress’, started in January Programme Partners many primary school children fall 2006. SodaProducties develops Ministry of Housing, Spatial short of the required level. One projects that facilitate the exchange Planning and the Environment; in seven pupils has an inadequate of knowledge between organisations Ministry of Youth and Family; reading level when they finish Year in the field of volunteering and social housing corporation Mitros; 3 of primary education. On finishing entrepreneurship. One of the con- Evident Interactive; publisher Year 4, the reading levels of one in cerns of the foundation was with the Gottmer; Stichting Lezen (Reading three pupils are inadequate, while a language and literacy skills of Dutch Foundation); Stichting Lezen and quarter of pupils finish Year 8 at the children. In order to improve them, Schrijven (Reading and Writing reading level of a Year 6 pupil. they created the VoorleesExpress Foundation ); Sectorinstituut voor programme. VoorleesExpress was Openbare Bibliotheken (Sector Many young students who do initiated with 10 volunteers and 10 Institute for Public Libraries); not acquire the required level of families from Kanaleneiland. The CINOP; Oranje Fonds; Sardes; literacy nevertheless continue with programme succeeded, and, from Gottmer ; Entoenentoen; Pica their studies. Among adults, 35% 2007, it was extended to other Dutch Educatief; Peuter TV; Eenvoudig of illiterate people graduated from cities. communiceren; Unieboek; MultiCopy, primary education, while 26% have a national housing corporation secondary school diploma. Almost a Today VoorleesExpress aims its Aedes; national speech therapists third (30%) have a vocational degree programme at both immigrant and oganisation NVLF; Landelijk and the rest (9%) have a pre-universi- native families with low literacy levels. Netwerk Thuislesorganisaties ty education qualification or higher. Franchises of VoorleesExpress were (home learning organisation); established in 59 locations in total. By Stichting Actief Ouderschap The risk of illiteracy is higher among the beginning of 2014 the pro- (Active Parents Foundation); and women, low-skilled workers, older gramme had reached 3,314 families numerous elementry schools. adults, first-generation immigrants and had about 3,791 volunteers. and people who are unemployed. Annual Programme Costs Reading problems are therefore National organisation, Platform disproportionately found among Aims and Objectives VoorleesExpress €100,000. Local children from socio-economically organisations: depending on the and / or educationally disadvantaged ■■ Enhance children’s reading habits; number of participants, varying from families. Socio-economic status is a ■■ Stimulate children to enjoy books; around € 40,000 to € 200,000. strong predictor of children’s school ■■ Enrich the home literacy environ- performance. What children learn ment by involving all family members; Annual programme cost per about written language depends on ■■ Promote children’s language and learner how it is used in daily routines and pre-literacy skills; Between €500 and €800 rituals and the interactions that take ■■ Enable parents to encourage their place around those activities. It was children’s language acquisition in in response to this problem that the their own way; and Learning Families – Intergenerational Approaches to Literacy Teaching and Learning 81

Strengthen the relationship between to encourage reading and improve have access to the books. In addition parents and schools so they share language development. Cooperation to the library card, the other most responsibility for the child’s develop- also enables us to refer people to relevant resource is the “reading ment, supporting and augmenting other guidance organisations if need diary”. This book is a personal reading each other’s efforts be. journal for each child. It rotates between the family, the volunteer reader and the teacher, so all of them PROGRAMME Dialogic Reading add something to it. IMPLEMENTATION: APPROACHES AND The readers of the VoorleesExpress The reading diary shows the number METHODOLOGIES use the so-called ‘dialogic reading of reading sessions, the day and time style’. They implement this method of the session, and the contact details The VoorleesExpress stimulates by talking about what happens in a of the reader and the coordinator. language and pre-literacy skills book with the children, encouraging After every visit the child ticks a development and the joy in reading them to predict what will happen reading session, making it clear when of children from families with low next and matching the story to the the reader has visited and when the literacy by reading books to them. child’s interests, personal experiences project ends. The diary helps make The programme enhances children’s and knowledge. The volunteers like reading a ritual. language development at an early reading, especially to children, and age and encourages parents to have their objective is to transmit their The readers note the books that have an active role in their children’s early passion for reading to the children been read to the children, which development. and their families. methods worked better and any other relevant considerations. It is useful also as a means of communi- Reading to Children The Importance of the Parents cating information to the parents and in the Home the coordinator. Parents have a central role in the For a period of 20 weeks, a reader process of helping children enjoy Additionally, it contains information pays weekly visits to the family. The reading. Often, they have their own about dialogic reading, books, reader stays for an hour, familiarising difficulties with reading and lack the linguistic games and libraries for the the children and their parents with self-confidence to inspire the children parents. It also gives suggestions for the nightly ritual of reading to the to read. The programme aims to enhancing the language and pre-liter- kids. The reader gives the parents provide them with tools and tricks to acy development of their children. the tools they need to take over help their children. Parents have to be the reading in due course and tells present during the reading sessions, the parents about other ways to and have to define what they want to Information and encourage their children’s language accomplish and reflect on the difficul- Communication acquisition. ties they encounter. At the end, each Technologies (ICT) Usage family decides the approach they are going to take in the future. The VoorleesExpress has a partner- Use of Voluntary Workers ship with BereSlim, a provider of VoorleesExpress also acknowledges pedagogical computer games for VoorleesExpress is driven by a group the importance of strengthening young children aged between three of voluntary workers who are all care- the contact between parents and and seven years and their parents fully selected, trained and supported schools. Greater involvement of the and educators. Children can play by a paid worker employed by a parents has a positive influence on educational games and see picture quality organisation such as a public children’s in-school development. books. The products of BereSlim library or a social welfare association. This gives children a head start in can be used at home, by schools, their education, an effect that lasts kindergartens and libraries. While it is throughout their time in primary very important to encourage children Strong Local Networks school. to use real books, digital / animated picture books can be a good support The programme aims for a Therefore, families are encouraged in promoting reading and language network-based approach. to give voice to their questions and development. These picture book VoorleesExpress works with partners to actively engage in their children’s stories have been digitised and in the fields of reading promotion, further development. brought to life with moving images, parental involvement and volunteer voices, sound and music. Children work and participates in several comprehend the story significantly nationwide and local projects and Material better and learn new words and programmes, such as BoekStart sentence structures as a result. The (BookStart), Taal voor het Leven The books used in the reading VoorleesExpress also makes use of (Language for Life) and Bibliotheek sessions are borrowed from local ICTs for public relations purposes. op School (Library at School). This libraries. The parents receive a free The programme website (www. helps offer families a number of ways library card, through which they voorleesexpress.nl) is a source of 82 Learning Families – Intergenerational Approaches to Literacy Teaching and Learning information on the programme to family. Sometimes the children’s Lezen and Schrijven (Reading and which volunteers and families can grades are considered or the children Writing Foundation), Stichting add. In addition, there is an online are asked to read a little to inform Actief Ouderschap (Active Parents community for the volunteers to a judgment about vocabulary Foundation), Stichting Lezen (Reading share their experiences, ask questions knowledge, comprehension level or Foundation), SIOB (Netherlands and get information. There are also the interest they show in reading. Institute for Public Libraries), CINOP Facebook and Twitter accounts for The parents are also observed to and CPNB (Collective Promotion for the programme, while project man- see if they are engaged in learning the Dutch Book). agers can access the VoorleesExpress which books are suitable for their intranet to order material, purchase children and in thinking about how documents and be in contact with can they use dialogic reading to make PROGRAMME IMPACT each other. The programme is also books more fun. Nursery schools, AND CHALLENGES working to develop a mobile phone primary schools, speech therapists, application that will give parents the Centra voor Jeugd en Gezin (Centres possibility of sharing their experiences for Children and Family) and infant Impact and Achievements from home. welfare centres all collaborate on the recruitment of target families. The effectiveness of the VoorleesExpress programme has Selection and Training been assessed by an independent of Volunteers Organisational Structure committee of experts. In 2012 the project was included in the The volunteer readers are selected, VoorleesExpress started in Utrecht Databank Effectieve Jeugdinterventies trained and supported by a paid but expanded to other locations (Effective Youth Interventions) of the worker employed by an organisation using a franchise-based system. In Nederlands Jeugdinstituut (Dutch such as a public library or a social each district of the country, one Youth Institute) (NJI) as an approved welfare association. The volunteers self-contained organisation, for intervention programme. NJI said of come from vocational schools, instance a welfare or volunteer or- VoorleesExpress that: universities and volunteer centres. ganisation or a public library, delivers The local VoorleesExpress offers the VoorleesExpress programme. ■■ Children who participated in training aimed at equipping volun- SodaProducties supports the the VoorleesExpress programme teers with an understanding of how franchisees through training events later showed better language skills, they can approach parents and make and materials and the exchange of understanding of the story, reading them more actively engaged in the knowledge and tips. The organisation comprehension and vocabulary. development of the children. also enlists the help of nationwide They also enjoyed reading more. In networks. the family home, the children have a richer language experience. Their Identification and At a local level, there are three funda- parents enjoy reading to them more Recruitment of Families mental roles: the project managers, and appreciate the importance of it; the coordinators and the readers. visits to the library increase and there A family is eligible for the pro- The last two are volunteer positions. are more books around the home for gramme if their children are aged The project managers administer the the children to read; children look at between two and eight years and VoorleesExpress franchise locally and books longer and more often. have insufficient Dutch language can employ interns or project staff. ■■ VoorleesExpress has received the proficiency, are at risk of developing a Many project managers take care of recognition of many organisations language delay, or dislike books and several locations. The coordinators that emphasise its contribution to so- reading. Cases in which parents have support five readers and their reading ciety. Among the awards received are difficulty reading to their children families and act as links between the Meer dan handen vrijwilligersprijs because they have low literacy skills, readers and project managers. 2012 (Over Hands Volunteers Prize), or because they do not know how to the Nationale Alfabetiseringsprijs do it, also receive the assistance of 2010 (National Literacy Prize), the VoorleesExpress. Monitoring and Evaluation Achmea Publieksprijs 2010 (Achmea of the Programme Public Price) and the Dutch Ministry The parents have to be willing to of Education, Culture and Science and learn to read, be at home when the VoorleesExpress monitors the Europees Platform Prize 2010. reader comes, help their children implementation of the programme and, eventually, take over the reading by conducting surveys of readers themselves. and coordinators on the activities Testimonials of the VoorleesExpress. University The children’s teacher, or a students regularly conduct surveys “I was read to a lot as a child VoorleesExpress employee, decide about the programme. In addition, and now I’m a proper book lover. – via an intake conversation with VoorleesExpress collaborates with Reading and being read to broadens the parent - whether the project knowledge centres that specialise your horizons and teaches you so is suitable for the family, and they in literacy and parental involve- much. I wanted to share that feeling determine the specific needs of the ment, such as Sardes, Stichting Learning Families – Intergenerational Approaches to Literacy Teaching and Learning 83 with my reading family!” Volunteer In order to succeed a project needs Reader Mirjam external support. VoorleesExpress created a network of donors and “Before enrolling in the project, Ryan collaborators that made it possible showed no interest in books at all. to expand to different cities in the Last week at playtime he suddenly country and reach many families. marched over to the bookcase, A good public relations strategy is grabbed a book, sat himself down fundamental to get the attention and and started to read!” Teacher the support of the governments and organisations.

Challenges SUSTAINABILITY Many of the participating families experience difficulty with the Dutch The continuity and growth of the language. The children have insuffi- VoorleesExpress depends on it being cient language proficiency to develop embedded in local and national proper literacy skills and to perform structures. It has to have strong well in an educational environment. collaboration with local and national organisations. The VoorleesExpress However, many native children also also invests intensively in public have difficulties as they grow up in relations by appearing at conferences a poor home literacy environment. and in the media, and by collecting It is not easy to reach out to them, donations to get financial support. as there is a lot of shame associated with low literacy skills among native families. SOURCES

The VoorleesExpress is often con- ■■ UNICEF (2013), Child well-being fronted with families facing multiple in rich countries: A comparative problems. Many of them ask for overview additional support, before, during, ■■ Ecbo ’s-Hertogenbosch and Maas- and after participating in the project. tricht University: Research Centre for They want additional help to enhance Education and the Labour Market the language skills of their children (2011), Laaggeletterdheid in Neder- or have other requests for help (like land, Resultaten van de Adult Literacy learning how to ride a bike, home- and Life Skills Survey work counselling, Dutch language courses for father / mother). CONTACTS

LESSONS LEARNED Ms Anne Heinsbroek, Responsable du programme, SodaProducties VoorleesExpress supported an Adresse : P.O. box 2157, 3500 GD increase in shared roles between Utrecht, Pays-Bas parents and schools. For years, the Téléphone / Fax : +31 (0) 30 7600424 school’s responsibility and that of E-mail : [email protected] the parents were kept separate. Increasingly, now, parents and schools are seen as having an equal responsibility. Greater involvement of the parents has a positive influence on children’s in-school development. Parental involvement at home proves especially effective in giving children a head start in their edu- cation and has a continuing impact throughout their time in primary school. Aware of this phenomenon, the VoorleesExpress has worked to in- crease collaboration between schools and families. It aims to become an ex- pert in how to involve parents more actively in their children’s education. 84

ROMANIA

Parent Empowerment for Family Literacy Project (PEFaL)

Programme Title Parent Empowerment for Family Literacy Project (PEFaL)

Implementing Organization Club Europa

Language of Instruction Romanian

Funding European Union through the Grundtvig programme, the Romanian Ministry of Education and local government councils

BACKGROUND AND CONTEXT

Romania’s constitution provides legal guarantees for citizens to have access to basic social services, including education which are free and compulsory up to the age of 16. 0.9%, 2.1% and 1.4% for Germans, children aged between 7 and 14 However, because the transition from Romanians and Hungarians respec- years do not attend school at all. socialism to a market economy (since tively). Reports also indicate that 1990) has been marred by major about 50% of the children from the Yet, despite Romania’s progressive challenges epitomised by restrained Roma communities are not going to integration into the knowledge-based economic development, poverty and school, many of them because they European Union social system, unemployment remain endemic, do not have birth certificates – nec- illiteracy and lack of access to particularly among the poor and essary for school registration – while education and training opportunities socially marginalised groups such as many more drop out before complet- create barriers to the socio-eco- the Roma. As a result, socially-dis- ing primary or secondary education nomic integration and inclusion of advantaged groups have limited due to poverty, lack of educational socially-disadvantaged groups into access to quality education, while facilities in minority communities and mainstream society. This not only some among them fail to attend the use of child labour to supplement perpetuates their marginalisation but school at all. Thus, while Romania family income. As a result, it is could also stimulate political instabili- had achieved a near-universal youth estimated that 30% of Roma adults ty within the country. Recognising the and adult literacy rate (98%) and (aged 45 years and above) are challenges that illiteracy portends to access to primary school for children illiterate and have never attended Romania and regionally, Club Europa aged 15 and below (93%) as of 2006, school. The educational deprivations (CE), a local NGO founded in 1995, ethnic, gender and regional literacy faced by the Roma are also peculiar initiated the Parent Empowerment for disparities remain evidently sharp. to other social groups but especially Family Literacy Project (PEFaL). Of the 1,083,935 illiterate people, minorities: a study by the League for 688,803 were women and 760,432 the Protection of Human Rights in The PEFaL project – which was led lived in rural areas. Ethnically, while Ploiesti, for example, revealed that and coordinated by Malta – is an the level of illiteracy was high among 11% of the rural population does not EU-funded transnational family socially-disadvantaged minorities have a primary education; 29% of the literacy training initiative which has (25.6% and 23.7% for the Roma and rural population failed to complete been implemented in Malta, Belgium, Turks respectively), it was significantly secondary education; and 8.2% of Romania, Italy, Lithuania, Spain and low for privileged social groups (e.g. Learning Families – Intergenerational Approaches to Literacy Teaching and Learning 85

UK within the framework of the the lacking basic skills necessary parents and thus introduce effective Grundtvig programme (2001 – 2004). for active participation in a modern inter-generational lifelong learning. The primary goal of PEFaL projects transnational society. It focuses is to promote the social inclusion on various theme-based modules In order to achieve these goals, the and empowerment of marginalised including health, citizenship, customs PEFaL programme focuses on the social groups through the provision and tourism. The principal aim of following learning modules and of lifelong learning and education the PEFaL project is to empower activities: opportunities. and promote the social inclusion of disadvantaged families through Discovering Books and Exploring the provision of quality learning Feelings through Reading. The aim THE PARENT opportunities. More specifically, as an here is to stimulate children’s curiosity EMPOWERMENT FOR ‘out-of-school’ home and communi- about books and interest in reading, FAMILY LITERACY ty-based learning project, the PEFaL as well as to build parents’ skills in PROGRAMME (PEFAL) project has endeavoured to: identifying and acquiring appealing reading material. Until the initiation of the PEFaL ■■ enhance children and parents’ project by Club Europa in 2001, literacy skills and competencies; Playing with Words and family literacy or the active participa- ■■ develop and strengthen parents’ Storytelling. This module aims to tion of parents in the schools system literacy and social skills in order to develop children’s vocabulary and was not very common in Romania as enhance their capacity to effectively reading comprehension, as well as the notion and practice of education support their children’s education as a reading environment at home, was exclusively associated with the co-educators and thus to comple- through nursery rhymes, children’s school context. However, since the ment school-based learning process- songs, puppet shows and story bags, initiation of the PEFaL project, family es; while doing drama, role-playing and literacy has progressively evolved into ■■ create synergies between home playing games. a critical instrument of advancing and school-based learning; and achieving national educational ■■ enable parents to participate Making My Own Story aims to raise policies and goals. meaningfully in school activities; children’s interest in the written word ■■ promote inter-generational lifelong by exploring and making comics, fun The PEFaL project was implemented learning in Romania; and puzzles, playing with writing and in collaboration with a number of kin- ■■ facilitate the development of posi- drawing letters and words. dergartens and primary schools, most tive parent-child relationships. of which were located in marginalised Making Family Story Bags. In this communities. The programme Essentially therefore, the programme module, children and parents assem- primarily targeted marginalised and has endeavoured to boost the ble and present to the group a family vulnerable families (parents with literacy skills of primary schoolchil- literacy resource for future reading children in primary school, aged 7 dren through home-based learning and writing family experiences. to 11 years) with limited educational facilitated by trained and competent training opportunities and therefore 86 Learning Families – Intergenerational Approaches to Literacy Teaching and Learning

Visits to the Neighbourhood in two ways: on the one hand, it are also rooted in the participants’ Library. Children and parents go to empowers schools; and on the other, educational experiences with a view the library to register as readers. it promotes community-based family to building and thus reinforcing their learning. acquired literacy skills. In addition, learners are also actively involved PROJECT in developing teaching-learning IMPLEMENTATION: Teaching-Learning Methods materials (resources) including story APPROACHES AND and Approaches bags, role play, games and puzzles. METHODOLOGIES Involving learners in developing Literacy training under the PEFaL teaching-learning aids is instrumental project is undertaken over a period not only in sustaining the learners’ Training of Tutors of three months. Learning sessions motivation to continue participating (each lasting for about one and a in the programme but also facilitates Club Europa recruits qualified primary half hours and involving between 10 the internalisation of literacy skills by schoolteachers (who also teach in the and 12 families) is structured in two stimulating their creativity. formal system) to facilitate the PEFaL parts. The first session introduces programme. Most such teachers are parents and children separately to a recommended for recruitment by joint learning activity. This is followed PROGRAMME IMPACT the participating schools. Despite by a joint session of parents and their AND CHALLENGES being qualified, Club Europa pro- children in which they reflect on the vides teachers with module-based assigned learning activity. Lastly, professional training in family literacy learners are given homework which Impact / Achievements teaching-learning methods, adult is not only designed to provide the education, management of learning basis of the learning activity in the Programme evaluations have revealed processes involving parents and next session but also to involve other the following key achievements: their children and needs-based family members in learning through family literacy curricula planning. home-based activities. ■■ the PEFaL programme benefited Tutor training is conducted over a 450 families during the first three period of three months through As indicated above, the programme years of its implementation. 30% of workshops / seminars, individual employs participatory and interactive the participating parents, most of (often ICT-based) study and practical teaching-learning approaches and whom were barely literate when they teaching practice. Thereafter, the strategies such as learn-by-play joined the programme, enrolled for tutors are certified and accredited (games), group discussions, story-tell- advanced studies such as English, ICT as family and adult literacy tutors. ing and simulations / drama. These and vocational training courses. Additionally, Club Europa also trains strategies endeavour to stimulate ■■ the PEFaL family literacy project parents to be effective child co-edu- learning through self-discovery, enables parents and children to cators by building on their previous creativity, reflection and critical become well acquainted with each educational and parental experiences. thinking. To enhance programme other and therefore to improve their The programme therefore works effectiveness, teaching and learning communication and social relation- Learning Families – Intergenerational Approaches to Literacy Teaching and Learning 87

ships. The programme also improved capacity to function effectively due SUSTAINABILITY the self-confidence, belief and esteem to their limited educational skills. of adult learners. Accordingly, parents were viewed as The long-term sustainability of ■■ the involvement of learners in an obstruction to learning rather than the PEFaL programme is based on the development and production of as an asset, indicating entrenched the support received from the EU, teaching-learning materials imbued perceptions of regarding school and Ministry of Education and local them with satisfaction in their abili- home-based learning as separate councils. For example, in 2005, ties and contribution to the learning endeavours and processes. The the Ministry of Education and process. This provided parents with teachers also felt that the programme Club Europa agreed to enhance further motivation to continue partici- increased their workloads albeit in an family literacy programmes and thus pating in the programme as well as in area which was ‘completely’ different home-school linkages by training 200 school activities. On the other hand, from the professional work. teachers in family literacy. it improved the behaviour and dis- cipline of schoolchildren as demon- In order to ameliorate these chal- These institutions are convinced of strated by the improved tendency to lenges, Club Europa adopted the the capacity of the programme to do homework. following strategies: promote access to education for ■■ the programme has also empow- disadvantaged people and thus its ered teachers to use diverse teaching ■■ schools were convinced to par- capacity to empower them in order methodologies as well as to support ticipate in the programme by being to break out of the cycle of poverty effectively learners with different awarded greater recognition and and social exclusion. Similarly, schools learning needs. support to benefit from other EU have also realised the programme’s projects. capacity to stimulate children’s inter- ■■ teachers were paid a stipend from est in learning and parents’ critical Challenges the programme. The support of the role in child education as manifested Ministry of Education also enabled by the request from four high schools At its inception, the PEFaL pro- teachers to realise that participation (in 2007) in Braila to be included in a gramme had only a lukewarmly in the programme could lead to pro- family learning programme tailored reception from both the schools and motion and a higher salary. to their specific needs (this is already parents, primarily because family liter- ■■ concerted sensitisation campaigns being implemented). The inclusion acy was a new concept and approach were instituted to convince parents of secondary schools is noteworthy to education and training. Thus, on of their critical role in the education because it demonstrates the expan- the one hand, parents felt ashamed of their children as well as in the sion of the PEFaL beyond the initial to admit and expose their illiteracy functioning of the schools in their primary targets (parents and primary by joining the programme and by communities. schoolchildren). learning together with their children. On the other hand, schools (teachers) Furthermore, the project has trained were also reticent to accept parental and certified teachers / tutors as well involvement in the educational as developed and produced teach- processes because they doubted their ing-learning modules and materials 88 Learning Families – Intergenerational Approaches to Literacy Teaching and Learning

which schools and kindergartens LESSONS LEARNED ■■ Khoo Kim Choo: Evaluation could continue to use independently. Report, UNICEF’s Family Education Parents have also been empowered The following are the key lessons Programme, Romania. s.l., 2005. and will continue to support the edu- which emerged from programme ■■ Overview of the Romanian educa- cation of their children. Additionally, implementation: tional system and literacy policy and since 2007, Club Europa has initiated programmes other programmes complementary to ■■ for family literacy programmes to ■■ Rose, A. ; Atkin, C. Family literacy PEFaL, including the Parent Training succeed and to be effective, there in Europe: separate agendas? In: Programme, the Child Training is need to create strong synergies, Compare 37 (2007), No. 5. Programme and the Teacher Training integration and compliance with the ■■ Wolfendale, S. (2006): Partner- Course, which have been approved national regulations governing school ships in learning: in the interests of by the National Council for Adult management, in-service teacher train- children, benefiting all. s.l., 2006. Education and Training. These pro- ing and curricular development. ■■ Socrates Programme, Transnation- grammes are also provided to Teacher ■■ parents should not only be well-in- al Cooperation Projects: The PEFaL Training Centres, a process which is formed about the programme but Project, Final Report. s.l., 2004. empowering future generations of should also be actively involved in its ■■ UNESCO: ROMANIA – National teachers to integrate family literacy development and implementation be- Report on the Development and into the formal education system. cause this gives them confidence and State of the Art of Adult Learning and enhances their interest to support Education (ALE). s.l., 2008. Since 2006, Club Europa has also their children’s education. collaborated with other institutions ■■ joint learning sessions gives all and organisations such as Centre participants the feeling that they have CONTACT Educatia 2000+ in providing family similar challenges and each has some- literacy training to isolated com- thing to contribute towards solving Viorica Alexandru munities. Collaboration with other group learning problems. Family Learning Adviser organisations has enabled the PEFaL [email protected] ; valexan- programme to integrate subjects [email protected] like eco-civics and entrepreneurship SOURCES into family literacy training for both parents and primary and secondary ■■ Camilleri, J ; Spiteri, S. ; Wolfen- school children. This project is dale, S. : Parent empowerment for now being funded by The Soros family literacy: A European initiative. Foundation (since 2007). In Literacy 39 (2005), No. 2. ■■ Ezechil, L.: A Short Presentation of Adult Education in Romania: A Psychopedagogical Perspective. s.l., 2005. 89

TURKEY

Family Literacy Programmes (FLPs)

Implementing Organization education remains significantly high FAMILY LITERACY Mother-Child Education in most marginalised communities PROGRAMMES (FLPS) Foundation (AÇEV) due to long-standing socio-cultural practices such as early marriage FLPs are integrated and intergener- Language of Instruction or, in the case of poor families, the ational programmes which provide Turkish tendency to educate male rather than families from poor and marginalised female children. areas of Turkey with ECE and adult Programme Partners literacy/education training. Through UNICEF, UNESCO, UNDP, The continued neglect of ECE has the FLPs, AÇEV endeavours to: European Commission, World long-term, negative impacts on the Bank, government (through the future development of the nation. ■■ create equal opportunities for all Ministries of National Education Studies have demonstrated that lack citizens to gain access to education; and Health), media groups (TRT, of access to quality ECE in children’s ■■ provide socially disadvantaged NTV, Kanal D) and local NGOs. formative years undermines their people with access to low-cost, psycho-social (cognitive, emotional, alternative early childhood and adult Date of Inception personality, etc.) development and, education (lifelong learning); 1993 by extension, their potential to suc- ■■ promote family involvement in ceed in the education system. This, child education; and in turn, robs the nation of a critical ■■ improve societal development and CONTEXT AND mass of human capital necessary for quality of life through family educa- BACKGROUND development. In light of this, it is tion and empowerment programmes. therefore imperative to institutionalise Turkey has made impressive progress ECE, particularly among socially Over the years and through in the provision of access to educa- marginalised groups. concerted scientific research and tion for all over the past few years. As strategic partnerships with local and of 2006, primary school attendance However, for ECE programmes to be international institutions of higher for children aged 6-15 years was effective, efforts should also be made education, such as Harvard University 91%, while the total literacy rate for to develop adult literacy/education and the Synergos Institute, AÇEV has male and female youth and adults programmes in order to enhance refined the FLPs into its two main was 90% and 70% respectively. parents’ capacity to effectively constituent components: ECE and These gains are partly a result of the perform their duties as the children’s adult education. These are in turn provision of public and free formal first educators as well as their ability sub-divided as follows: and non-formal education by the to support their children in pursuing state. NGOs have also successfully an education. Studies have also complemented state education revealed that parents, particularly Early Childhood Education programmes. mothers, have a profound effect Programmes (ECEPs) on the psycho-social development Nonetheless, numerous challenges of children. As such, children with Mother-Child Education remain, particularly with regards to educated parents are more likely to Programme (MOCEP): This is a access to Early Childhood Education receive positive support and, in turn, home-based ECE (for children aged (ECE) and basic adult education for be higher educational achievers. In 5-6) and adult education programme socially marginalised groups. Recent response to the gaps identified in the which was initiated in 1993 (see studies suggest that only 23%, Turkish education system (especially below for details). 33.4% and 51% of children aged the lack of ECE services) and the 3-6, 4-6 and 5-6 respectively benefit link between adult education, ECE Pre-school Parent Child Education from ECE, while those in extremely and children’s development, The Programme (PCPEP): This scien- marginalised communities have Mother Child Education Foundation tifically-based training programme virtually no access to ECE at all since (AÇEV) – a national NGO founded was initiated in 1999, and targets such services are often available in in 1993 – instituted the integrated children attending state-run pre- large cities. Furthermore, although and intergenerational Family Literacy schools and their parents. PCPEP aims the rate at which girls and women are Programmes (FLPs) in an effort to to strengthen the curriculum and accessing basic and higher education provide universal access to education training strategies used by existing is on the increase, the gender and thus combat structural social state ECE programmes, as well as disparity with regards to access to inequalities. to support parent-school coopera- 90 Learning Families – Intergenerational Approaches to Literacy Teaching and Learning tions as a means of improving the the EU-funded “Raising Women: approach to child development and effectiveness of ECE programmes. To Reducing Gender Disparity in education. This approach recognises this end, AÇEV provides pre-schools Education” campaigns, as well as the critical role of children’s social with ECE teaching-learning materials, educational TV and radio broadcasts. environment in fostering optimal while parents are provided with both child psycho-social development. As literacy materials and training in order Essentially, therefore, FLPs are such, MOCEP endeavours to support to empower them to effectively sup- primarily concerned with creating a families (mothers) and child devel- port their children’s learning. It also social environment supportive of the opment through appropriate literacy facilitates teacher-parent networking holistic, psycho-social development training. through inclusive, monthly parent of children by providing entire seminars. families with low-cost alternatives to formal education and training. Since Aims and Objectives Pre-school Education Programme its foundation and through the FLPs, (PEP, since 1993): PEP is a scien- AÇEV has trained 5,000 educators MOCEP aims to: tifically-based, intensive pre-school and served 411,000 children and programme lasting 9 weeks that their parents through face-to-face ■■ provide access to ECE opportuni- targets children from exceptionally instruction. A further 36,000,000 ties to underprivileged children; underprivileged communities or people have benefited from TV and ■■ foster optimal psycho-social regions. It aims to support the holistic radio-based educational programmes development among children in order and psycho-social development of and the production and distribution to enhance their preparedness for ad- children in order to improve their of educational materials. In addition, vanced education (primary, secondary educational achievements and social its advocacy campaigns have been and tertiary); success. The programme trains instrumental in persuading the ■■ instil mothers with positive parent- children, parents and teachers. government to introduce compulsory ing attitudes and the skills they need free education. AÇEV’s approaches to to facilitate the holistic psycho-social education and training have proven development and long-term social Adult Education Programmes so successful that FLPs have been wellbeing of their children; and adopted in other countries such as ■■ create a home environment that Mother Support Programme (MSP, Belgium, Germany, France, Holland, helps children gain an education. since 2003): MSP is a modular Bahrain, Jordan and Palestine. In In order to achieve these goals as well programme targeting mothers of order to fully comprehend the as to be effective and sustainable, children aged 3-11, providing them interconnectedness and contribution MOCEP focuses on three interlinked with training that increases their of the constituent projects of FLPs and theme-based training areas: capacity to support the psycho-social towards combating illiteracy, this development and well-being of their report analyses MOCEP and FALP in Mother Empowerment or Home children. The programme lasts eight greater detail. Enrichment Programme: This weeks and focuses on: positive child programme focuses on the role of rearing; sexual reproductive health mothers in children’s psycho-social for mothers; ways of positive learning THE MOTHER- development and therefore aims to environments; and the importance of CHILD EDUCATION enhance their capacity to create a play. MSP is often facilitated by teach- PROGRAMME (MOCEP) positive home environment which ers, social workers and counsellors. is conducive to optimal child devel- MOCEP is an intergenerational, opment. This is fostered through Father Support Programme (FSP, culturally-sensitive and home-based training in literacy, child-rearing prac- since 1996): The FSP evolved from ECE and adult education/literacy de- tices, conflict management, health the MSP (that is, at the request velopment programme which targets education and sexual education. of MSP participants) and thus socially disadvantaged children (aged endeavours to promote holistic 5 to 6 years) with limited access to Reproductive Health and Family child development by improving the formal pre-school education and their Planning: This component increases parenting skills of fathers of children mothers, many of whom are illiterate mothers’ awareness of their repro- aged 2-10 years. Family Letters or semi-literate. It emerged from two ductive systems, rights, the principles Project and Parenting Seminars: decades of scientific and action-based of safe motherhood and various These complement the MSP and FSP research undertaken by AÇEV with family planning methods. programmes. professional assistance from Boğaziçi University. MOCEP was developed Cognitive Education Programme Functional Adult Literacy and in response to the lack of pre-school (CEP): CEP endeavours to empower Women’s Support Programme services in marginalised communities mothers by providing them with the (FALP): FALP was initiated in 1995 and thus seeks to foster the holistic, skills needed to support the cognitive and provides illiterate women with psycho-social (cognitive, emotional, development of their children and literacy and skills training (see below). social, physical, etc.) development of prepare them for enrolment into pre-school children through appro- primary school. In other words, it AÇEV also undertakes other literacy/ priate ECE and training. As a home- enhances the role of mothers as first educational advocacy initiatives, based programme, MOCEP was teachers/educators of children, including the “7 Is Too Late” and developed using an environmental Learning Families – Intergenerational Approaches to Literacy Teaching and Learning 91 children’s basic literacy skills, ability to monitor programme effectiveness in MOCEP and those who had not. to recognise geometric shapes, and through feedback provided during Furthermore, they have shown that listening and communication skills. class discussions. children who participate in MOCEP For example, mothers are trained to together with their mothers achieve use story books to foster language, Additionally, mothers are encouraged higher scores in intelligence and critical thinking, comprehension to participate in the learning process aptitude (IQ) tests and standardised and communication skills among (both in classes and at home) and school examinations, and were there- children. This also gives mothers the thus to assist their children in various fore better prepared for school. In ad- opportunity to consolidate their own learning activities including book dition, they also demonstrate signifi- literacy skills. reading and story telling; letter or cantly higher levels of positive social word recognition through sounds and personality development (e.g. and images; recognition of colours positive interpersonal relations, good Programme Implementation: and shapes; and discussion-based communication and creative skills, Approaches and problem-solving skills. These activities more self-confidence and a greater Methodologies stimulate intergenerational learning ability to integrate into the school and positive parent-child commu- environment). Most importantly, the MOCEP is implemented by AÇEV in nication and relations. Furthermore school retention or completion rate collaboration with the Ministry of they provide children with emotional was significantly higher (87%) among National Education (MoNE, General security and the scaffolding necessary children from families that had Directorate of Apprenticeship and for progressive development and participated in MOCEP compared to Non-formal Education). Learning is effective learning. Overall, encourag- non-participants (67%). Overall, these conducted at Adult/Public Education ing mothers to learn together with indicators demonstrate that ECE and Centres (A/PECs) across Turkey by their children enhances the literacy adult education programmes foster a network of teachers and social skills acquisition process for both. children’s psycho-social development workers who are trained in ECE and and help prepare them for continuing adult literacy/education by AÇEV education. Most importantly, they and MoNE. The facilitators are Impact / Achievements also indicate the capacity of ECE pro- also responsible for managing and of MOCEP grammes to mitigate the distressing coordinating centre-based learning effects that socially disadvantaged activities. AÇEV provides trainers with MOCEP is one of the most successful environments have on child develop- ongoing and on-the-job follow-up components of the Family Literacy ment and learning. training, mentoring and supervision Programmes and has, as a result, MOCEP has also assisted mothers in order to enhance programme attracted significant attention as an as child care givers and educators. effectiveness. innovative and effective ECE and MOCEP graduates display better adult literacy/education programme. child-rearing practices, such as Mothers attend weekly literacy Accordingly, several academic and improved parent-to-child interactions classes for a period of 25 weeks (six evaluation studies (see below) have and learning assistance, than those months). In addition, programme been undertaken to see how the who received no MOCEP training. facilitators undertake home visits to programme has contributed towards This in turn has fostered positive provide further individualised literacy child and adult literacy development parent- child relationships and, in learning assistance to participating and harness the results to learn turn, holistic child development. families and consolidate mothers’ from and improve the programme. acquired parenting and literacy skills. In addition, the adoption of the Trained mothers displayed greater This, in turn, increases their ability approach by other nations provides self-confidence than mothers who to act as the first educators of their further evidence of its effectiveness had received no MOCEP training and children. and adaptability to different contexts. reported that patterns of interaction Evaluation studies have demonstrated with their husbands had changed. Although different teaching-learning that MOCEP has been critical in They enjoyed a greater degree of approaches are employed, MOCEP fostering optimal child psycho-social communication and role-sharing with emphasises interactive and partic- development, as well as child and their spouses, and were more likely to ipatory methodologies in order to adult literacy. Key indicators of the make joint decisions on matters such encourage learners to learn from impact of MOCEP are as follows: as birth control and child discipline. It each other. For example, for the was also found that trained women Reproductive Health and Family ■■ To date, MOCEP has trained 900 enjoyed a higher status in the family. Planning and Mother Enrichment teachers and reached a total of This indicates the importance of the programmes, groups of 20 to 25 237,000 mothers and children, of programme in further stimulating mothers attend weekly, three-hour whom 28,568 benefited in 2007 positive and functional family adult education sessions during alone. Each year, the programmes relationships. which they engage in active and targets around 45,000 mothers and socially-relevant group discussions children. and role plays. Mothers are also ■■ Several studies have revealed expected to apply their acquired significant differences in psycho-so- skills in real-life situations (i.e. in the cial development between children home), a process which enables AÇEV whose mothers had participated 92 Learning Families – Intergenerational Approaches to Literacy Teaching and Learning

FUNCTIONAL ADULT AÇEV offers literacy certificates to to make the learning process as easy LITERACY AND adult learners who have successfully as possible for participants, and to WOMEN’S SUPPORT completed a course of training. This maintain equality within the group. PROGRAMME (FALP) has provided women with an added The programme is divided into 25 incentive to participate in FALP. topic-based units spread over 120 Women constitute two thirds of the hours and the teaching-learning more than five million illiterate adults approach used has a number of key in Turkey. Functional illiteracy and Training of Trainers characteristics: the lack of livelihood skills severely restrict women’s ability to participate FALP training activities are conducted ■■ FALP emphasises the link between in family and community develop- by Volunteer Literacy Trainers (VLT), the characters (orthography) and ment or help their children gain an all of whom must have completed sounds (phonology) of the Turkish education. In light of this, AÇEV high school. AÇEV provides VLTs with language – a significantly different initiated the Functional Adult Literacy intensive training in adult literacy over methodology than that used in main- and Women’s Support Programme a period of two-and-a-half weeks. stream programmes. (FALP) in 1995. FALP is a functional Adult educators also receive on-going ■■ FALP encourages discussion, rea- literacy development programme technical support and mentoring soning, inferencing and sequencing, which targets illiterate women (aged from AÇEV. In order to boost their thereby fostering critical thinking and 15 years and above) living in socially working morale, VLTs receive certifi- comprehension. disadvantaged (low-income) commu- cates (for adult educators) which are ■■ FALP attempts to make literacy nities. The programme is provided certified by the MoNE. To date, AÇEV functional and meaningful to partic- free of charge and provides women has collaborated with 3,090 volunteer ipants’ lives and includes exercises with literacy skills training designed trainers in the context of its literacy based on everyday activities, such as to enable them to participate in training programmes. taking notes or reading bus num- the socio-economic development bers, price labels or user manuals for processes of their families and household appliances. communities and thereby improve Teaching-Learning ■■ FALP has a unique “Women’s their social standing. It also aims Approaches and Methods Support Component”, consisting of to raise women’s awareness of the 25 topic-based units that increase socio-political and economic rights FALP learners are mobilised and women’s awareness of their rights and issues that directly affect them recruited through the collective and issues relating to health and as women and parents. To this end, efforts of local primary schools, vil- hygiene, communication and child the FALP focuses on the following lage leaders and/or Public Education development. thematic areas: Centres. Thereafter, learners are Interaction between instructors and divided into groups of 20 to 25 and beneficiaries is based on mutual ■■ Basic literacy and numeracy. attend literacy classes three times respect and trust; hence it is im- ■■ Civic education (citizenship, gender a week over a four-month period. portant for instructors to familiarise relations, human rights, peace-build- Literacy classes last three hours for a themselves with their participants’ ing, and women’s rights with regard total of 120 learning hours. 80 hours characteristics, needs, goals and to inheritances and property). of supplementary classes are also aspirations. ■■ Health education (reproductive provided. In addition to the formal health, family planning, child care, classes, AÇEV has also initiated the nutrition, first aid and sanitation). Reading Days Project (RDP) for FALP Teaching-Learning Materials ■■ Life skills. graduates in order to reinforce and ■■ FALP has been strengthened by further develop women’s acquired The basic teaching and learning the inclusion of the EU-funded pro- literacy skills. The RDP is also manuals have been produced and ject entitled “Raising Women: Reduc- intended to encourage women to revised by professionals over the ing Gender Disparity in Education”. continue learning independently. VLTs years. These materials are intended to assist women participating in RDPs progressively foster the development by providing them with additional of literacy and comprehension skills Implementation of FALP literacy tutorials at weekends. among adults. FALP is based on three books that have been developed to The implementation of FALP involves Most of the teaching and learning complement each other: the active collaboration of various methods employed by FALP are actors, including MoNE, NGOs and participatory and interactive. They ■■ Teacher Handbook: a high- local communities. This collaboration encourage learners to participate ly-structured handbook for tutors has been instrumental in enabling actively in lessons, which are struc- that details the aims of the course AÇEV to extend FALP’s coverage tured non-hierarchically and designed and the activities that will take place nationwide, as it has enabled it to to enable learners to draw on their in class. reduce operational costs by drawing cultural backgrounds and prior ■■ Teacher’s Manual for Reading: a on both private and public resources, knowledge. FALP volunteer teachers background book that explains the such as the buildings where classes differ from their counterparts in the programme methodology and the are conducted. FALP is approved and formal education system. They act activities used. certified by the MoNE and as a result, as guides whose responsibility it is Learning Families – Intergenerational Approaches to Literacy Teaching and Learning 93

■■ Student Workbook: used to talk with my husband. I said that a number of reasons. The recom- alongside the Teacher Handbook and he wasn’t at home and wrote their mended time needed to develop includes pictures, reading passages phone number down. I am so happy.” effective literacy skills is 250-300 and exercises for the participants. ■■ “Before, I couldn’t go out alone. hours. Furthermore, participants ■■ Other supplementary reading and When I went somewhere, I had to often live in difficult conditions, with arithmetic materials (e.g. newspaper take someone with me. Now I can minimal opportunities for study or and magazine articles): give partici- go everywhere by myself. I gained support at home, limited one-to-one pants more opportunity to practice self-confidence. My son joined the tutoring opportunities and few reading, writing and arithmetic skills. army. I came to this course so I could post-literacy activities. write to him. Yesterday I sent my first letter to him. He will be very sur- Impact /A chievements of FALP prised. I am very happy.” SUSTAINABILITY

Evaluation studies have revealed that FALP has also enabled women to AÇEV remains committed to provid- FALP has been instrumental in com- actively participate in and contribute ing disadvantaged women and girls bating illiteracy among adult women. towards the development of their with educational opportunities. It is To date, over 85,000 young girls and families and communities, as well as also committed to reaching larger women have directly benefited and to lead more independent lives. In ad- numbers of illiterates and is working most have developed better reading, dition, women are more enlightened to employ television as a new and writing and critical thinking skills than about their reproductive health and important teaching medium. AÇEV graduates of mainstream adult litera- civic rights, and more aware of the will also continue to work with the cy courses. Additionally, participating need to provide their daughters with Ministry of Education to develop and in FALP has improved female learners’ access to education. Overall, FALP has improve national education policies social status, autonomy, self-esteem improved women’s self-confidence, with regard to literacy. and family cohesion. As a result, self-esteem and status within their women are increasingly participating communities. Furthermore, AÇEV is working on in decisions, family matters and improving volunteer recruitment community-building as the following and retention strategies through testimonies reveal: CHALLENGES awareness-raising and marketing campaigns. In order to reach more ■■ “I wouldn’t go to the parent One of the difficulties faced was the illiterates, television will be used as meetings. I was very ashamed in front low number of available volunteers, an additional teaching tool, as well of the other parents as I couldn’t especially in the small provinces of as a number of other models that sign the attendance list. There was East and South-East Anatolia where employ distance and face-to-face a parent meeting at my son’s school girls receive little schooling and the learning techniques. AÇEV also aims today. As the meeting finished, they number of high-school graduates to intensify its post-literacy activities asked us to write our names and sign. to volunteer for the programme is and increase the variety of volunteer I was proud to have written it. I was therefore limited. Women are also work, one-to-one tutoring and very happy. My friends noticed that prevented from volunteering for the reading groups. my hands were trembling from the programme due to cultural beliefs excitement.” and practices which discourage wom- ■■ “As I got on the bus, I would en from venturing outside the home. LESSONS LEARNED shyly ask the driver if the bus passed Due to a shortage of manpower, it is through where I wanted to go. I therefore difficult to satisfy the huge Mutually beneficial partnerships with would never know at which stop I demand from learners. academics, public and private groups should get off. Now I can read the are essential to improving adult litera- bus numbers. I can go wherever I In smaller provinces, the programme cy programmes as well as maximizing want, without asking anyone.” is experiencing difficulty in securing resource usage. AÇEV collaborates ■■ “I couldn’t go to the hospital adequate learning spaces (buildings). with public and private bodies to alone before. As I couldn’t read, I reach a larger number of beneficiar- couldn’t find the department of the The definition of literacy has proven ies. AÇEV’s primary partner is the hospital that I needed to visit. I was problematic: in Turkey, literacy Ministry of Education’s Non-formal afraid to ask… Now I can find the courses are designed exclusively to and Apprenticeship Directorate, hospital departments without asking teach basic skills to illiterates. Even if which provides certification, admin- anyone. First I check the entrance (complete) illiteracy were eradicated, istrative support and physical space. to see which floor I need and which therefore, efforts to target semi-lit- AÇEV also partners with local NGOs way I should go, and then when I erates or people with low levels of who provide volunteers to be trained get to the right place, I read the door literacy will continue to represent a by AÇEV, physical space for courses plates.” significant challenge. or mobilise beneficiaries and com- ■■ “My greatest wish was to learn munities. International and national phone numbers. When somebody There are also problems related to NGOs and private companies provide gave me their number I couldn’t effective learning. The regulatory funding for the implementation of write it and I felt miserable. Yester- 120-hour course duration (stipulated courses. By tapping into existing day I got a phone call. They wanted by the MoNE) remains a limitation for resources such as public facilities and 94 Learning Families – Intergenerational Approaches to Literacy Teaching and Learning volunteer training initiatives, AÇEV has been able to reduce its opera- tional costs without compromising programme quality.

SOURCES

■■ Ayhan Aksu-Koc 2007: Evaluation of a Family Literacy Programme (MO- CEP): The Turkish Example ■■ S. Bekman. Family Literacy Pro- grammes: Examples from Turkey, Boğaziçi University, ■■ S. Bekman. 1998 b: Fair Chance: An Evaluation of the Mother-Child Education Program. İstanbul: Moth- er-Child Education Publications ■■ S. Bekman. 2003: From Research Project to Nationwide Programme: The Mother-Child Education Pro- gramme of Turkey, in T.S. Saraswathi (Ed.), Cross-cultural Perspectives in Human Development ( pp. 287-325). India: Sage Publications, ■■ Hülya Kartal: The Effect of Moth- er-Child Education Program which is One of the Early Childhood Education Programs on Cognitive Development of Six Age Children ■■ Aylin Kocak, Sevda Bekman: Mothers Speaking: A Study on the Experience of Mothers with Moth- er-Child Education Programme. Paper presented at the European Conference on the Quality of Early Childhood Education (9th, Helsinki, Finland, September 1-4, 1999). ■■ Ç. Kağıtçıbaşı, D. Sunar, S. Bek- man, Z. Cemalcılar. 2005: Continuing effects of early intervention in adult life: Preliminary findings of Turkish early enrichment project second fol- low up study. Istanbul: Mother Child Education Foundation Publications. ■■ Mehmet Kaytaz. 2004: A Cost Benefit Analysis of Preschool Educa- tion in Turkey, [2]

CONTACT

Deniz Senocak AÇEV Büyükdere cad. Stad Han. No: 85/2 Mecidiyeköy 34387 Istanbul Turkey E-mail: Ö[email protected] Learning Families – Intergenerational Approaches to Literacy Teaching and Learning 95

UNITED KINGDOM OF GREAT BRITAIN AND NORTHERN IRELAND

Bookstart Educational Programme

Programme Title the UK has generally been increasing and / or caregivers and therefore Bookstart Educational Programme in recent years, support for pre-pri- primarily strives to enhance access to mary or early childhood education pre-school education for all children Implementing Organization (ECE) continues to lag behind other in the UK and to nurture a culture of Booktrust sectors. Indeed, it has been observed home-based learning by encouraging that while the country has achieved parents and / or caregivers to share Language of Instruction universal enrolment rates at primary (read) books, stories and rhymes with English and secondary school levels, only their children from as early an age as about 81% of children aged 5 years possible. Funding and below are currently enrolled in The Government of the United pre-primary schools (compared to The institutionalisation of the BEP Kingdom of Great Britain and 100% in other European countries was premised on the long-established Northern Ireland , Local Authorities such as the Netherlands, France and fact that parents, as children’s and sponsorship from various Germany). There are numerous chal- primary caregivers and educators, private stakeholders such as book lenges which impede the provision play a critical role in shaping chil- publishers and book sellers and expansion of ECE in the UK. dren’s psychosocial (i.e. cognitive, These include: the reductions in State emotional, personality, language etc) Date of Inception childcare support and the fact that development and thus their overall 1992 – “pre-primary school places are only lives as well as on scientific (mostly free for four-year olds [while] funding psychological) evidence which attest for three-year olds is at the discretion that access to quality ECE positively CONTEXT AND of local education authorities (LEAs), impacts children’s cognitive develop- BACKGROUND which are the responsible bodies for ment which, in turn, enhances their providing state education to pupils in potential for successful long-term As a result of the systematic insti- their areas.” These challenges have, learning. In light of this and as tutionalisation of an environment in turn, created national inequalities detailed below, Booktrust provides conducive for sustainable educational with regards to access to ECE, with participating families with a variety development in the country over children living in poor municipalities of age-specific thematic learning many decades (e.g. through increased and from poor and disadvantaged resources, including books and inter- public spending on education, socio-economic backgrounds (such active games, which seek to enhance extensive teacher training and as migrant families) having limited ac- children’s psychosocial and literacy retention programmes etc), the cess to quality pre-school education. skills development by capturing their United Kingdom (UK) now has one Hence, in an effort to address these imaginative curiosity about the world of the most developed and advanced fundamental challenges and create around them. educational systems in the world. quality ECE opportunities for all The government is currently investing children as well as to empower par- about 5,5% of the Gross Domestic ents and caregivers to be proactive Programme Aims Product (GDP) into the educational and effective educators, Booktrust and Objectives sector and is thus able to fulfil one of UK – an independent educational its primary statutory obligations of NGO which was founded in 1921 – As an integrated and intergeneration- providing free and compulsory edu- initiated the Bookstart Educational al educational programme, the BEP cation to all children aged between Programme (BEP) in 1992. has numerous goals. Most impor- 5 and 16 years. Consequently, the tantly, however, the programme UK’s educational system has been endeavours to: expanding rapidly at all levels over THE BOOKSTART the years as manifested by the high EDUCATIONAL ■■ Create sustainable home-based net enrolment or attendance rates at PROGRAMME (BEP) ECE opportunities for all children in pre-primary (81%), primary (100%) the UK, particularly for those living and secondary (100%) school levels The BEP is an integrated home-based in socio-economically disadvantaged as well as the near universal youth ECE and early childhood development communities (i.e. promote universal and adult literacy rates. (ECD) programme which is currently access to ECE); being implemented across the ■■ Promote appropriate and quality However, while governmental sup- UK. The programme targets both ECD practices in the country; port for educational development in pre-school children and their parents 96 Learning Families – Intergenerational Approaches to Literacy Teaching and Learning

■■ Nurture in every child a lifelong tions, such as free book gifts, from its advocacy campaigns (e.g. through love of books and reading; private partners. its rhyme week programme) im- ■■ Nurture children’s psychosocial Technical Support ploring parents and caregivers not and literacy skills development from only to enlist with the programme an early age; The implementation of the BEP but also to regularly read books ■■ Cultivate a culture of home or fam- is heavily dependant on parents with their children. Pamphlets and ily-based (intergenerational) learning; and / or caregivers who act as the educational blogs on its website ■■ Empower parents and caregivers principal facilitators and educators. and on popular social networking to be effective educators and; However, given that most parents sites such as Twitter and Facebook ■■ Promote social inclusion and and caregivers are not trained ECE are also regularly produced for the empowerment of all persons through and ECD practitioners while some same purpose. In addition, these access to education. may be semi-literate or even func- platforms are also used to inform tionally illiterate, Booktrust works and update the public, programme closely with local library staff, health participants, potential participants PROGRAMME visiting teams and local ECE and ECD and other stakeholders about the IMPLEMENTATION: practitioners to support parents and Trust’s programme activities within APPROACHES AND caregivers in executing their duties. their communities. Booktrust also METHODOLOGIES Such technical support has been hosts downloadable resources on its invaluable in ensuring the effective website including, for example, book and efficient implementation of the reviews and interactive games, which Funding programme since its inception in are available for free use by learners 1992. and readers of all ages and abilities. The BEP is currently being implement- Such a strategy plays a critical role ed with assistance and sponsorship not only in promoting intergenera- from the government (including local Mobilisation of Participants tional learning by making learning authorities) and private sector (e.g. resources easily available to all but book publishers, libraries and book Booktrust employs several strategies also in motivating families to join and sellers). Through this innovative public and mechanisms to mobilise families continue to participating in the BEP. and private partnership, Booktrust is to participate in the BEP and, in able to use relatively small amounts of particular, to encourage parents and public money as a catalyst for releas- caregivers to proactively partici- Procurement and Distribution ing a much larger contribution from pate in their children’s formative of Teaching-Learning Materials the private sector. For example, for learning process and development. every £1 invested by the Department Noteworthy, the Trust routinely In order to ensure the successful and for Education, Booktrust generates flights informative advertisements sustainable implementation of the an additional £4 in support from its in the public media (i.e. community BEP, Booktrust provides participating private sector partners. In addition and national newspapers, magazines families with free book packs for to financial support, Booktrust also and television and radio stations) use by children of different age- receives significant material contribu- and holds regular community-based groups and abilities as well as ECE Learning Families – Intergenerational Approaches to Literacy Teaching and Learning 97

teaching-guidance modules for use ■■ Resources and support for teenage Survey, 2010 by Fatherhood Institute by parents and / or caregivers who pregnancy practitioners and projects & ICM Research to delineate the act as the programme’s primary including the Family Nurse Partner- impact of the programme in the UK. facilitators or educators. Children’s ship; Noteworthy, most recently, Booktrust reading or learning packages are ■■ Resources for charities and volun- commissioned Just Economics LLP to carefully selected by a panel of ECE tary organisations who engage with conduct a forecasted Social Return and ECD experts and often cover a families and children from a range on Investment (SROI) analysis in order wide spectrum of themes including of backgrounds, including: Home- to quantify the social, environmental fiction, rhymes and illustrated short Start, Prisoners Advice & Care Trust and economic value created by stories etc. Although these book & Action for Prisoners Families and Bookstart in England for the 2009/10 packages are mostly procured at a KidsVIP; financial year. As detailed below, low cost or as gifts from Booktrust’s ■■ Resources for children’s centres these studies revealed that the BEP long-standing private partners such and Early Years settings to help has had a positive impact not only as public libraries, book-sellers, and practitioners promote speech and children and their families but also on book publishing houses, Booktrust is language development; the wider society. solely responsible for selecting books ■■ Opportunities for targeted work and other learning resources without with Gypsy, Roma Travellers; undue influence from the government ■■ Resources for children’s hospital IMPACT or publishers. This ensures that schools and children’s hospices, and the programme is not usurped for ■■ Resources to promote library join- The BEP has had a significant impact commercial or political purposes. ing and regular access to many more on the development and expansion books for free of ECE in the UK since its inception Furthermore, in order to ensure that in 1992. Most significantly, the the programme remains relevant to programme reaches more than 2 all, the teaching-learning resources Monitoring and Evaluation million children every year and has are often selected to reflect and been the main conduit through which satisfy the differing needs of In addition to internal programme Booktrust procures and distributes individual communities and their impact assessment reviews which about 2,155,000 book packs annually families. In general, however, a BEP are undertaken by the Trust on an to families across the country (i.e. teaching-learning package includes ongoing basis (e.g. the Booktrust 2,010,000 in England, 70,000 in one or more of the following items: National Impact Evaluation, 2009), Wales and 75,000 in Northern Booktrust has also commissioned Ireland). Qualitatively, several eval- ■■ Dual language books and guid- several external evaluation studies uation reports have highlighted the ance to encourage every family to such as the Bookstart: The First Five following key programme impacts: share books; Years by Moore, M & Wade, B: 1993, ■■ Specialised packs for children 1998 and 2000; the Social Return ■■ Like other related ECE or early who are blind / partially sighted or on Investment (SROI) analysis of learning intervention programmes, deaf / hearing impaired; Bookstart by Just Economics LLP and impact assessment or evaluation Booktrust: Family Reading Activity studies have revealed that by expos- 98 Learning Families – Intergenerational Approaches to Literacy Teaching and Learning

ing children to books and a culture dren with an essential foundation for by more than twenty-four (24) coun- of home-based learning at an early engaging with the wider community; tries across the world and Booktrust age, the BEP critically helps to nurture ■■ A recent cost-benefit and Social provides these affiliates with technical children’s formative psychosocial, lan- Return on Investment (SROI) analysis support in the implementation of the guage and literacy skills development of the BEP which was conducted by BEP. as well as a sustained love of books, Just Economics LLP revealed that the all of which provides a critical founda- BEP is a low-cost (cost-effective) early tion for successful long-term learning. learning intervention which creates CONTACT Indeed, interviews with some primary significant social value for parents, school teachers in the UK have re- children and the state. In particular, Ms Louise Chadwick vealed that children who participat- the programme helps to save the Head of Public Policy and Research ed in the BEP demonstrate greater nation millions of tax-dollars per year Address: Book House, 45 East Hill, learning aptitudes and language (e.g. through a reduction in the pro- London SW18 2QZ and literacy skills competencies than vision of institutionalised pre-school Telephone: 07796 384 644 their peers who were not extensively services and remedial educational Email: louise.chadwick@booktrust. exposed to books at an early age. Ac- services in primary and secondary org.uk cording to Wade and Moore, (2000), schools as well as reduced procure- Web site: http://www.booktrust.org. for example, mean scores for a range ment costs for book packages for uk or http://www.bookstart.org.uk of literacy and numeracy tests among ECE) as well as to effectively nurture primary school children indicates the country’s human resource capital. that Bookstart children outperforms Furthermore, the books and guidance their non-Bookstart counterparts materials included in the Bookstart by between 1 and 5%. Essentially book packages allow parents to therefore, by positively influencing engage with the children themselves, children’s formative psychosocial therefore eliminating the high cost development, the BEP enhances chil- of professional involvement. Thus, dren’s learning capacities; in financial terms, the SROI analysis ■■ The programme also fosters the revealed that: development of important social skills ■■ For every £1 the state invests, among children as well as strong Bookstart returns a total £25 of value emotional bonds between parents to society, and and their children, primarily by ■■ £614m of social value is generated increasing quality time that children by using £9m of Department for Ed- and their parents / carers spend and ucation funding to leverage support work together. This not only enhanc- from private sector partners, local es familial cohesion and thus reduces authorities & Primary Care Trusts. the likelihood of deviant behaviour among children but also provides chil- In light of its significant impact in the UK, the BEP has now been adopted 99

UNITED KINGDOM OF GREAT BRITAIN AND NORTHERN IRELAND

Prison Family Learning Programme

Programme Title and slows down or even precludes themes covered during the Mothers- Prison Family Learning the prisoners’ rehabilitation and only learning sessions include: Programme (PFLP) their reintegration into society once released from prison, all of which ■■ functional Literacy( e.g. numeracy Implementing Organization leads to high levels of offending and and writing of poems, prose etc.); Best Start for Families (BSfF) re-offending. ■■ good parent practices (based on Maslow’s hierarchy of needs and Language of Instruction Given the fact that the socio-eco- including the importance of praise, English nomic costs of crime are extremely positive behaviour and discipline; high and the belief that the provision managing difficult behaviour); Programme Partners of quality literacy education to ■■ the role of the parent in support- Learning Unlimited, Big Lottery, prisoners is potentially one of the ing a child’s literacy development Camden and Islington Family most effective forms of prisoner reha- (i.e. how children learn to read, how Learning, and National Offender bilitation and crime prevention, Best children are taught to read, individual Management Service through HMP Start for Families (BSfF) instituted the learning styles etc.); and Holloway & Pentonville Prisons Prison Family Learning Programme ■■ book making. (PFLP) in August 2011. Date of Inception The themes or topics covered during 2008 family learning sessions vary greatly PRISON FAMILY LEARNING since the primary aim is to enable PROGRAMME (PFLP) parents and children to interact CONTEXT AND and learn together. The themes BACKGROUND The PFLP is an integrated, intergen- are therefore tailored to cover the erational and in-prison non-formal learning needs and interests of adult Although the UK has achieved near educational programme which and child-learners and are also highly universal literacy rates across all primarily targets imprisoned mothers interactive and educative. Thus, age groups due, in large part, to and their children. The programme as elaborated below, the common strong State support of education was previously implemented by the themes covered during family over many decades, levels of literacy London Language and Literacy Unit learning sessions include: skills among prisoners are still lower (LLU+), based at the London South than among the general population. Bank University until August 2011 ■■ basic Literacy; Indeed, studies by the Prison Reform when the university closed down the ■■ making photograph frames using Trust (PRT) and the Basic Skills Agency LLU+. Following this closure, former lolly sticks, cards and glue; (BSA) have revealed that 60% of all employees of the LLU+ formed the ■■ composing and writing poems, prisoners in the UK have problems BSfF and Learning Unlimited (LU) in rhymes etc.; with basic literacy, and 40% have order to continue implementing the ■■ developing a theme-based quiz for severe literacy problems. Similarly, the PFLP. The PFLP is currently being put class discussion; Social Exclusion Unit (SEU) recently into practice at the HMP Holloway ■■ games / sport (including table reported that 80% of prisoners’ and Pentonville prisons by the BSfF tennis, table football, swimming etc.); literacy skills (writing, reading and with technical and financial support and numeracy) are at or below the level from Learning Unlimited and various ■■ art: role plays / drama, song and expected of an 11-year-old child and organisations. dance. 50% of prisoners have no profession- al / vocational qualifications (Jones The primary goal of the PFLP is 2010; Clark and Dugdale 2008). The to create quality family learning Aims and Objectives lack of basic literacy and vocational opportunities for imprisoned mothers skills among prisoners – most of and their children. Accordingly, the As an integrated and intergeneration- whom are from low socio-economic BSfF has designed and developed an al educational programme, the PFLP backgrounds – is a cause of great integrated programme curriculum has various aims and objectives. In concern among stakeholders because which covers a wide range of themes particular, the programme aims to: it perpetuates the existing socio-eco- or topics that specifically address nomic inequalities in the country, the learning needs and interests ■■ create quality and sustainable prevents effective communication of parents and their children. The learning opportunities for imprisoned between prisoners and their families mothers and their children in order 100 Learning Families – Intergenerational Approaches to Literacy Teaching and Learning to enhance their literacy skills and learning groups. Support from these former prisoners) are employed on relationship or family bonds; institutions has been and continues a part-time basis. All facilitators and ■■ enable imprisoned mothers to con- to be fundamental for the efficient volunteers are, nonetheless, required tinue to proactively participate in the implementation of the PFLP. to possess recognisable professional education and development of their qualifications and practical experience children despite their imprisonment; in non-formal education, especially in ■■ enhance positive communication Development of the adult and early childhood education. between imprisoned mothers and Curriculum and Teaching- In addition and in order to ensure the their children; Learning Materials effective and sustainable implementa- ■■ nurture positive literacy, life and tion of the PFLP, the BSfF and LU also social skills among prisoners in order As noted above, the PFLP curriculum provide facilitators and volunteers to facilitate their effective rehabilita- and teaching-learning materials such with opportunities for professional tion as well as to reduce the rate of as illustrative posters, poems, rhymes, advancement through regular and re-offending and combat the scourge etc. were designed and developed ongoing in-service training and of crime; by BSfF and Learning Unlimited mentoring in adult and early-child- ■■ empower prisoners to effectively with technical support from various hood education as well as through reintegrate into their families and institutional partners. Programme participation in relevant conferences. communities after their release from beneficiaries (prisoners) were also The in-service training and mentoring prison; and actively consulted and involved sessions focus on a wide range of ■■ empower imprisoned mothers and during the process of designing and non-formal education including: their children to improve their literacy developing the programme curricu- skills. lum and teaching-learning materials. ■■ non-formal education and For instance, imprisoned mothers are intergenerational teaching-learning encouraged to make personalised methodologies; PROGRAMME poem and song books for their ■■ management of mixed-learning IMPLEMENTATION: children and, in so doing they not groups; APPROACHES AND only improve their literacy skills and ■■ psycho-social practices of dealing METHODOLOGIES play an active role in their children’s with prisoners; education but they also strengthen ■■ design, development and use of their relationships with their children. teaching-learning materials; and Institutional Arrangements The strategy of involving mothers in ■■ assessment and evaluation of and Partnerships the development of the curriculum learning outcomes. and learning materials also helps to In order to facilitate the efficient determine their learning needs and Once trained, each facilitator – with and sustainable implementation of interests in order to ensure that these assistance from a trained senior the PFLP, the BSfF has established are appropriately addressed. prison officer and volunteers – is functional partnerships with several entrusted with training an average of institutions, including: Learning In addition, the results of programme 7 participants during mothers only Unlimited, Big Lottery, Camden and evaluations have also been used to sessions and up to 40 participants Islington Family Learning, National review and update the curriculum during mixed-group sessions com- Offender Management Service and teaching-learning materials on prising of mothers and their children. through HMP Holloway and HMP an ongoing basis. The BSfF has also They are also required to assist the Pentonville Prisons. These institutions adopted and adapted teaching-learn- BSfF and LU in evaluating the learning provide the BSfF with critical technical ing materials that were developed by outcomes on an ongoing basis. and financial support necessary for other organisations such as the LLU+ Facilitators are currently being paid a the efficient and effective imple- which used to implement a similar stipend of £35 (USD 56) per hour. mentation of the PFLP. For instance, programme prior to September Camden and Islington Family 2011. Essentially therefore, the Learning and the National Offender development of the curriculum Teaching-Learning Management Service are currently and teaching-learning materials is Approaches and Methods assisting the BSfF with all the financial achieved through a participatory and support needed to implement the consultative process involving all key As noted above, the PFLP is an inte- entire PFLP while Learning Unlimited stakeholders. grated and intergenerational learning plays a vital role in the training and programme for imprisoned mothers mentoring of programme facilitators, and their children. Accordingly, the in monitoring and managing the Recruitment and Training actual learning process is divided into implementation of the programme of Facilitators two categories: (1) family learning and in the production of appropriate sessions or classes, which involve teaching-learning materials. In Whereas full-time programme mothers and their children learning addition, prison officers from HMP facilitators or tutors were engaged together, and (2) mothers-only Holloway and HMP Pentonville to facilitate the practical implemen- classes. Family learning sessions are Prisons also assist BSfF in supervising tation of the PFLP prior to mid-2011, conducted during family visiting programme facilitators during classes currently programme facilitators days when children are brought to as well as in managing in-prison and volunteers (some of whom are the prisons by their carers. Typically, Learning Families – Intergenerational Approaches to Literacy Teaching and Learning 101

family classes are conducted once result of these workshops with the ■■ the development and dissemina- every month and involve an average mothers the percentage of mothers tion of high quality learning materials of 60 to 90 children and 20 to 40 who engage in activities with their and guidance modules to support adults. During the joint family learn- children during the children’s visits in-prison family learning programmes; ing sessions, parents and children has increased. ■■ the transformation of family visit- work together on a wide range of ing days into family learning days: this common, practical and interactive created an opportunity for impris- activities which have been specifically PROGRAMME IMPACT oned mothers to interact and learn designed and adapted not only to AND CHALLENGES together with their children, most of address adults and children’s learning whom are in foster families and / or needs and interests but also to child-caring institutions; empower mothers to take an active Monitoring and Evaluation ■■ prisons (i.e. HMP Holloway and role in the education of their children. Pentonville) have now fully embraced Common family learning activities Although external evaluators have the principles and practice of family include but are not limited to: not been engaged since July 2011 learning enshrined in the BSfF publi- (when BSfF took over the implemen- cation, Family Learning in Prisons: A ■■ basic Literacy (through, for ex- tation of the PFLP), the programme complete guide, as a strategy of de- ample, making photograph frames, is, nonetheless, currently being veloping their prisoner rehabilitation greeting cards, posters, writing po- evaluated on an ongoing basis by and reintegration schemes; ems, simple science activities etc.); BSfF technical staff, partners, prison ■■ BSfF has also created training and ■■ composing and writing poems, officials, the Office for Standards in employment opportunities for facilita- rhymes etc.; Education, Children’s Services and tors and volunteers who are engaged ■■ developing a theme-based quiz for Skills (OFSTED) and learners through as trainers or tutors. In so doing, the class discussion; field-based observations, in-depth programme is contributing towards ■■ games / sport (including table interviews and consultations. Most social and community development, tennis, table football, swimming etc.); importantly, programme beneficiaries and also evaluate (using a standardised ■■ art: role plays / drama, song and questionnaire) the learning outcomes Challenges dance. through a reflective process which asks them to identify and highlight Despite its major impact as noted The aim of these learning activities is what they have learnt, the impact above, numerous challenges continue to positively engage families in order of the programme on their lives and to plague the effective implementa- to improve their literacy skills as well well-being and the challenges they tion of the PFLP: as to strengthen family bonds. faced during the entire learning process. They are also asked to make ■■ The programme is currently being Mothers-only classes are conducted suggestions on how to improve the implemented in remand prisons and, once every week and each learning programme based on their learning as such, there is a high turn-over of session lasts for, on average, one and experiences. prisoners due transferrals to other a half hours. Typically, each class has prisons after being sentenced or about 15 learners. The actual learning being released when acquitted. In process is conducted through a Impact light of this, it is extremely difficult for variety of participatory or interactive prisoners to continue participating in methods (such as group discussions / Existing results from the internal the programme and for BSfF to follow dialogues; question and answer; role evaluation processes indicate that the up prisoners’ learning, rehabilitation play, demonstrations, reading and PFLP is making an impact on the lives and reintegration progress. writing of poems, rhymes for their and well-being of female prisoners ■■ Another major challenge has been children etc.) and is largely based and their children. A total of 1,264 getting prison authorities to recog- on learners’ personal experiences. prisoners and 1,000 children have nise the value of family learning in The rationale for employing these participated in the programme during promoting the development of litera- teaching-learning strategies is to the past three years. Apart from cy, language, numeracy and commu- enable facilitators to determine the playing a vital role in strengthening nication skills among prisoners and prisoners’ primary needs and interests family bonds (i.e. the relationship how this positively impacts on their in order to effectively equip them between mothers and their children), long-term rehabilitation and eventual with appropriate literacy and social the programme has also equipped reintegration into normal society. skills necessary for their successful prisoners with crucial social skills ■■ The programme offers no official reintegration or resettlement into which have prevented a majority of accreditation of learning. This dis- society once released from prison. them from re-engaging in criminal suades some prisoners from partici- These sessions also provide women activities and thus in successfully rein- pating in the programme. with an opportunity to talk about the tegrating into their families. As such, ■■ BSfF has also encountered numer- purpose of the children’s visits, the the programme has been an essential ous challenges in bringing children to aims of the activities the facilitators catalyst in prisoner rehabilitation, prisons for family learning sessions. will be running and how the mothers empowerment and reintegration. ■■ The prison environment creates will encourage their children to join in More specifically, the major impacts unique challenges such as psychoso- the activities with them. As a direct of the PFLP include: cial problems among prisoners and 102 Learning Families – Intergenerational Approaches to Literacy Teaching and Learning lack of adequate learning spaces, all limited.co of which hinder the effective and [email protected] efficient implementation of family Website: http://www.learningunlim- learning programmes. ited.co ■■ Funding: BSfF can afford to pay programme facilitators ‘nominal’ per diems. As a result, staff turn-over rates are very high which leads not only to inconsistencies with regards to programme implementation but also to increased operational costs as facilitators are regularly trained.

SUSTAINABILITY

Despite the challenges being faced, the long-term sustainability of in-prison family learning programmes in the UK is guaranteed due, in part, to increased State support of such activities and the changing attitudes among prison officials who now see the intrinsic value of family learning programmes in fostering the effective rehabilitation of prisoners. Similarly, the sustainability of the PFLP is guaranteed not only because of the aforesaid, but also because BSfF has trained many prison officers, volunteers, carers of prisoners’ chil- dren and civilian staff working with prisoners in order to enable them to continue implementing this or similar programmes alongside BSfF and other organisations.

SOURCES

■■ Aitken , J. (2005). What I now know about our prisons. The Guardi- an, 21 June 2005 ■■ Clark, C. & Dugdale, G. (2008). Literacy Changes Lives: The role of literacy in offending behaviour. Na- tional Literacy Trust ■■ Jones, D. (2010). Illiteracy and innumeracy are the UK’s dirty little secrets. The Guardian, 3 May 2010 ■■ Moser, C. (1999), Improving liter- acy and numeracy. A Fresh Start. The report of the working group chaired by Sir Claus Moser

CONTACT

Ms Foufou Savitzky Family Learning Specialist Best Start for Families, 8 Medora Road, London SW2 2LN, UK Telephone: +44 794 960 39 68 Email: foufou.savitzky@learningun- 103

UNITED STATES OF AMERICA

Students and Parents In Cooperative Education (SPICE) Family Literacy Programme

Programme Title Students and Parents In Cooperative Education (SPICE) Family Literacy Programme

Implementing Organization Maine School Administrative District (MSAD) No. 3 (under the Adult and Community Education Programme)

Language of Instruction English

Programme Partners Broadreach, MSAD No. 3, National Even Start – No Child Left Behind, the Barbara Bush Foundation For Family Literacy (through the Maine Family Literacy Initiative (MEFLI Lighthouse grant) and the State (through the Adult Education and Family Literacy grant) districts such as western Waldo homelessness. The 2003 poverty Date of Inception County in Maine have limited access report, for example, reveals that 2000 – to quality education. Population cen- only 18% of the adult population in sus data for Waldo County indicates Waldo County were gainfully and that between 15.4 and 16.3% of the permanently employed while 46.1% CONTEXT AND total adult population (aged 25 and worked part-time and 39% were BACKGROUND above) failed to complete secondary unemployed. As a result, about of (high) school while the average 13.3% of the families in Maine School School attendance rates in the USA school drop-out rate is estimated Administrative District No. 3 (MSAD have nearly reached universal levels to be between 2.71 and 4.46%. No. 3) lived below the federally and as a result, youth and adult Consequently, the NALS estimates established poverty level. These so- literacy rates are also high. Despite that about 42% (400,000) of Maine’s cial-economic problems – particularly these significant developments, total adult population is functionally a lack of parental educational support illiteracy remains a major challenge illiterate with limited capacity to and poverty – had a negative effect in the country. The National Adult perform numeric calculations, read on children’s educational attain- Literacy Survey (NALS) revealed that and comprehend written text, to ment / achievement. Recognising the 14% of adults – about 30 million – complete an application form or to need to break the cycle of illiteracy were functionally illiterate as of 2003. ‹integrate easily identifiable pieces of and the attendant social challenges, Furthermore, disparities still exist information›. Thus, overall, ‹one in the MSADistrict No. 3 initiated the between regions / location (urban, five adults in Maine lacks the literacy Students and Parents In Cooperative suburban or rural) and ethnic groups skills required to effectively function› Education (SPICE) family literacy with regards to access to education, in a modern society. programme (SPICE-FLP). The SPICE- therefore hindering educational FLP principally endeavours to create attainment and levels of literacy High levels of functional illiteracy sufficient educational opportunities competence. among adults have engendered for Maine’s disadvantaged families various socioeconomic challenges and therefore to empower them Studies indicate that communities for Maine including poverty and in impoverished and isolated rural 104 Learning Families – Intergenerational Approaches to Literacy Teaching and Learning

to function effectively in a modern Aims and Objectives and writing), adult education, early society. childhood education, parent educa- The aims and objectives of the SPICE- tion, and intergenerational literacy FLP are to: activities. Besides literacy skills, THE SPICE FAMILY the comprehensive and integrated LITERACY PROGRAMME ■■ combat illiteracy in a rural Maine curriculum is also intended to foster (SPICE-FLP) school district through the provision the development of a broad range of of adult and early childhood educa- social skills among learners including: The SPICE-FLP is a comprehensive, tion to disadvantaged (most-in-need) home-based and intergenerational families ■■ critical thinking programme which, primarily, provides ■■ assist low-income families to ■■ interpersonal (effective commu- professional and technical-based liter- overcome the barriers which prevent nication, group relations, problem acy training to disadvantaged families them from participating in education solving) in Maine’s western Waldo County. In and adult literacy classes ■■ conflict resolution addition, the programme also assists ■■ assist teen-parents to resume ■■ responsibility for learning. other learners with college placement formal education examination preparation classes, ■■ empower adults with functional citizenship test training, work-based literacy skills to enable them to effec- PROGRAMME literacy training and high school tively perform their basic social roles IMPLEMENTATION: classes, as well as GED (General as parents and workers APPROACHES AND Educational Development) prepara- ■■ improve parents’ literacy skills in METHODOLOGIES tion and testing. order to enhance their capacity as child educators as well as to support The SPICE-FLP works through the The programme was initiated by the their children to attain an education collaboration of local communities, MSAD No. 3 under the Adult and ■■ promote optimal child psychoso- institutions and organisations includ- Community Education Programme. It cial development through the provi- ing Broadreach, Parents Are Teachers, specifically targets families (parents sion of early childhood education Too! (PATT), the University of Maine and their children) ‹most-in-need› ■■ strengthen familial relations in Augusta and MSAD No. 3, with the of educational training due to their through intergenerational literacy latter providing educational services socio-economic status as indicated learning activities. to all students up to high (secondary) by low literacy skills competence and school. On the other hand, through educational attainment, low employ- PATT, expectant or young mothers’ ment status and income. In addition, Programme Curriculum reproductive health and childcare the programme targets families education needs are met. who are at-risk of failing to access In order to achieve these goals, the education such as teen-parents and SPICE-FLP has developed a broad and children with special needs and their scientifically-based literacy curriculum parents. which encompasses basic literacy and numeracy (reading, comprehension Learning Families – Intergenerational Approaches to Literacy Teaching and Learning 105

Mobilisation and and to build community trust. SPICE adults who were at a higher level, it Enrolment of Learners staff also conduct the intake process is possible for the instructor to spend in the home. This process identifies more time with those at a lower level Because the SPICE-FLP employs a existing services and gathers which need more direct instruction. comprehensive case management pertinent information on educational Authentic materials such as newspa- model for family literacy – a model attainment. This information assists pers, parenting materials, magazines, which is designed to provide families the team to identify the most in-need videos, internet sites, cookbooks with individualised literacy training families, to undertake family literacy and parent-chosen materials were at their homes – programme needs assessment, to assess the used as the basis of instruction. All participants are recruited throughout developmental level of each target adult education instruction utilised the year. This policy has, in turn, child and develop a comprehensive research and scientifically-based provided learners with the flexibility curriculum which best addresses the methodologies. The focus of the to integrate literacy learning into their needs of participating families. early childhood education curriculum everyday activities and thus acts as an is to improve the pre-literacy and essential motivation for participation. literacy skills of the target children In order to optimise the recruitment Teaching-Learning in the programme. The pre-literacy of learners, the SPICE-FLP has formed Approaches and Methods and literacy skills taught by the SPICE a community-based advisory board staff to children are: sensory skills, comprising of members of the local The SPICE-FLP employs innovative fine motor skills, creative skills, gross communities and local schools. The and multi-faceted teaching-learning motor skills, language skills, social advisory board plays a critical role in approaches, which include individual skills and thinking and problem programme implementation. They tutoring, small group classes, and solving skills. The premise is that are, for example, actively involved in computerised learning assistance. all children learn with their whole the development of the curriculum, in However, students’ personal learning being and, therefore, pre-literacy, promoting community awareness of styles and educational needs are the pre-reading and literacy information literacy training and education as well primary factors which determine are most effectively taught through a as in mobilising programme partic- instructional strategies. Students are wide variety of learning experiences. ipants. In addition, SPICE also relies encouraged and challenged by their The primary goal of early childhood on community outreach or advocacy instructors to reach higher levels of literacy is to prepare target children campaigns including press releases, achievement. for success in school. various websites, distribution of flyers and SPICE booklet through pub- The SPICE adult education instructor The programme has an extensive lic / community centres (e.g. libraries, supplemented computer assisted library of age-appropriate books, toys shops, post offices, town offices and instruction with regular home and games that are borrowed by the local schools), workshops and public instruction for parents getting their children to build their developmental, functions such as the Maine family GED certification as well as those pre-literacy and literacy skills which literacy conference in order to build who needed adult basic reading, are necessary for success in school. public awareness of and to recruit writing and maths. Using PLATO, a During home visits, the children also participants into the programme self-based learning technology, with receive books and toys to contribute 106 Learning Families – Intergenerational Approaches to Literacy Teaching and Learning to their own library of learning. Communication among all interested Tel: 207-568-3426 and / or 207-568- SPICE instructors help parents learn parties in developing family literacy 3420 important skills such as advocacy, role programming from the national Fax: 207-568-3471 modelling and teaching. level legislation to the individual E-mail: [email protected] participants in the family literacy pro- Web site: http://www.msad3.org or gramme is key to continued success. http://www.maea.org OUTCOMES Without pertinent data, knowledge and understanding of why supporting SPICE Speaks is the programme’s the entire family through education colourful, bound publication printed to self-sufficiency is the goal of two to three times per programme all family literacy programming, year. Included are student-generated communication breaks down and works such as children’s stories can lead to misinformed decisions and drawings, and parents’ poetry, regarding resources, and can have essays, and journal entries. Issues of dire consequences. SPICE Speaks is distributed to every family, shared with collaborators, Barriers to literacy are varied. All legislators and the school board. family literacy programmes must have a varied, multiple intelligence curriculum. Learners do not all learn PROGRAMME IMPACT the same way, and instructors must be versed at multi-faceted teaching Since its inception in 2000, the methodologies. SPICE-FLP has supported an average of 20 families per year. Comparing SPICE staff will increase the use this data to the proposed indicators of technology with participants. to serve 15 families in order to receive This teaching technique increases funding from the federal Even Start intensity of instruction, supports Programme, SPICE has overreached the twenty-first century workforce its original goal. with required technology skills, and connects our isolated learners to the world. LESSONS LEARNED Parents that have had negative The link between the literacy activi- experiences in school do not attend ties and brain development became a school functions very often with their focus of the in-home visits. The early children. SPICE staff actively teach childhood instructor reported that parents to advocate for themselves some new mothers were not talking and their children in school events to their infant because they did not and activities. Parents showing an think it was necessary or important. interest in the school environment support the child’s ultimate success The intensity of instruction has in school. resulted in an increase in student educational goal attainment. In addition, research indicates that the SOURCES more intensive the student hours, the greater the likelihood they will ■■ www.brmaine.org – web site for understand, retain and use the community partners concepts and techniques learned. ■■ 2008 SPICE Family Literacy Pro- gram Evaluation Working with the birth to three ■■ Spring 2009 SPICE Speaks populations supports a proactive ■■ http://www.barbarabushfounda- approach to literacy issues, rather tion.com than waiting for issues and challenges to arise and reacting to the illiteracy challenge with special education CONTACT services or having the learner drop out of school. Ultimately, this process Pat Hughes will help break the cycle of reacting Adult & Community Education to illiteracy issues, and helping before Director, SPICE Family Literacy the challenges become an issue. Programme Administrator 577 Mount View Road, Thorndike, ME 04986 107

UNITED STATES OF AMERICA

The Family and Child Education Programme (FACE)

Programme Title The Family and Child Education Programme (FACE)

Implementing Organization Bureau of Indian Education (BIE), National Centre for Family Literacy (NCFL) and Parents as Teachers National Centre (PATNC)

Language of Instruction English, Navajo, and other American Indian languages

Date of Inception 1992 –

OVERVIEW

The Family and Child Education (FACE) programme of early childhood / pa- rental involvement was initiated by the Bureau of Indian Education (BIE) in collaboration with the National Centre for Family Literacy (NCFL) and Parents as Teachers National Centre (PATNC) in 1990. It has over the years been implemented at 54 BIE-funded showed that nearly 14 percent of American Indians. It was found that schools and served more than 10,000 adults in the USA had low levels of 35 percent of American Indians had American Indian families with prena- basic prose literacy (ability to search, completed high school but had not tal to grade 3 children by providing comprehend and use information enrolled for postsecondary school adult education, early childhood from brochures, instruction booklets) and nearly 23 percent had dropped education and parenting education. and nearly 12 percent displayed low out before completing high school. Home-based and centre-based servic- levels of basic document literacy Furthermore, the unemployment rate es that integrate indigenous / native (ability to search, comprehend and for American Indians has repeatedly languages and cultures are offered. use information from job application been found to be greater than that The emphasis has been on school forms, payroll forms, maps). Studies of the general population – the readiness and reducing achievement have shown that the drop-out rate American Indian unemployment rate gaps through culturally responsive of American Indians is almost twice in 2003 was estimated at 15 percent education, resources and support. the national average – the highest by the IES, 9 percent points more Continuing professional development compared to all other ethnic groups. than the general population’s unem- and technical assistance provided The US National Centre for Education ployment rate. Research suggests that by BIE, NCFL and PATNC are crucial Statistics (IES) estimated the national Children born to parents, especially elements of FACE. drop-out rate in 2008 to be 8 per- mothers with less than high school cent; the drop-out rate for American education are much more likely to Indians was estimated to be 14.6 be found lacking in respect of school CONTEXT AND percent. Out of 300 million degrees readiness (for example, counting BACKGROUND awarded in 2008 only 3.5 percent to 10, recognition of basic shapes, and 4.6 percent of Associate’s and letter recognition). This also applies The National Adult Assessment Bachelor’s degrees are awarded to to American Indian children, whose of Literacy (NAAL) survey in 2003 108 Learning Families – Intergenerational Approaches to Literacy Teaching and Learning

Stanford Achievement Test (SAT) 10 ■■ Increase parent participation in their children. Screening and referrals scores (standard achievement test in their children’s learning and expecta- are crucial elements of the personal areas of reading, math and science tions for academic achievement. visits. FACE Family Circle, designed administered through kindergarten ■■ Support and celebrate the unique to meet the needs of participating to secondary grade levels across cultural and linguistic diversity of families by addressing child devel- schools in the USA) are well below each American Indian community opment and parenting issues and by the national average. Furthermore, served by the programme. offering families opportunities for literacy-related resources, for example ■■ Promote lifelong learning. social support, is conducted at least children’s books, and literacy-related once a month. A resource directory parent-child interactions (significant is developed by the parent educators predictors of school success) in IMPLEMENTATION: and annually updated, which helps American Indian families are also not APPROACHES AND connect families with necessary at par with national averages. FACE METHODOLOGIES community resources and provides aims to break this intergenerational support and advocacy when needed. cycle of low literacy through its home- and centre-based pro- FACE Participants grammes. Centre-Based Services American Indian communities that have a BIE-funded elementary school; NCFL provides training and technical THE FAMILY AND are willing to and can arrange to assistance for adult and preschool CHILD EDUCATION implement all elements of FACE educators, a large majority of whom PROGRAM (FACE) in accordance with programme are American Indian, to deliver requirements are eligible to apply centre-based services to families The BIE, in 1990 developed the early for the programme. Participants of with children aged 3 – 5. Centre- childhood / parental involvement FACE are American Indian parents based services are comprised of pilot programme based on three or primary caregivers who have a Adult Education, Early Childhood distinct early childhood and family child prenatal to age 5 (sometimes Education, Parent Time, and Parent education models, namely, National children upto grade 3). A large and Child Together (PACT) Time. Two Centre for Family Literacy (NCFL), number of FACE participants face classrooms, one for 20 children aged Parents as Teachers (PAT), and several socio-economic challenges 3 – 5 and the other for 15 adults, in High / Scope preschool curriculum for including unemployment, low levels BIE-funded elementary schools are Early Childhood and the High / Scope of formal education and dependence designated for early childhood and Educational Approach for K-3 (kinder- on state / tribal / federal financial adult education classes respectively. garten to grade 3). The programme assistance. The adult education component was implemented in five sites using (2.5 hours per day) aims to enhance all three models and the sixth site, parents’ academic, employability and known as the ‘single initiative’ used Home-Based Services parenting skills using Equipped for only the High / Scope Preschool and the Future Framework and Standards K-3 model. In 1992, the pilot project The PATNC provides training and (EFF). The EFF Standards define the was renamed as the Family and Child technical assistance for parent knowledge and skills (communication, Education (FACE) programme. As a educators (mostly American Indian) decision-making, lifelong learning result of its success as experienced in to deliver FACE home-based services and interpersonal skills) adults need the initial years 48 FACE programmes to families with children prenatal to to carry out their roles as parents, are now operational in 11 states, age 3, and sometimes to families family members, citizens, commu- mainly on reservations in Arizona with children aged 3 – 5. Home-based nity members, and workers. The and New Mexico (land managed by services are provided via Personal High / Scope Approach is used for the American Indian Tribes falling under Visits, FACE Family Circle, Screening early childhood education component the jurisdiction of tribal councils and and Resource Network with the (3.5 hours per day) and emphasizes not the local or federal government). primary aim of supporting parents literacy development and children’s FACE serves American Indian families in their role as their child’s first and involvement in their own learning. in areas of adult, child and parenting most influential teacher. Personal Its eight primary content areas are education through centre- and / or visits of one hour are conducted approaches to learning; social and home-based approaches. weekly or on alternate weeks and emotional development; physical the research-based Born to Learn development and health; language, curriculum (based on principles of literacy, and communication; math- Aims and Objectives child development including lan- ematics; creative arts; science and guage, intellectual, social-emotional, technology; and social studies. The The overall aims of FACE are to: and motor development) is used to Early Childhood Standards for Math help parents develop effective parent (number words, spatial awareness, ■■ Support parents / primary caregiv- skills by providing culturally relevant symbols, patterns, measuring, ers in their role as their child’s first learning experiences that support counting, patterns, part-whole and most influential teacher. children’s development and interests, relationships and data analysis) and ■■ Strengthen family-school-commu- and engage parents in developmen- language / literacy (comprehension, nity connections. tally appropriate interactions with vocabulary, phonological awareness, Learning Families – Intergenerational Approaches to Literacy Teaching and Learning 109

alphabet knowledge and concepts resources and strategies to coordinate ■■ Centre-based adult and early child- about print) are implemented to en- with state and local community part- hood education teachers must hold sure children’s smooth transition from ners to provide high quality services required degrees and be state-certi- preschool to kindergarten. During to children with special needs with a fied. the parent time (1 hour per day) view to insuring inclusion for children component, parents come together with disabilities and their families. These qualifications are often not to discuss critical family issues in a visible in schools and communities supportive environment and to obtain Read Together – Catch a Dream: where FACE is implemented, there- information about various parenting Initiated in 2007, this project aims fore NCFL and PATNC through the issues. Parents and children are pro- to strengthen dialogic reading BIE provide high quality professional vided with several opportunities to strategies used by FACE parents and development and technical assistance engage in child-directed parent-child teachers. Training is initially provided such that knowledge, skills and interactions during PACT time (1 hour to teachers, who pass it on to parents employability of respective staff per day) with support and guidance through special training sessions. are enhanced. National Advanced from FACE staff. Parents are given opportunities to Professional Development and practice with their children new on-site technical assistance sessions strategies learnt during PACT Time. are mandatory for all FACE staffs. K-3 Services These aim at helping staff members Supporting Family Transitions: integrate all delivery components and K-3 services are offered via collabo- Resources, that offer suggestions and thereby maintain sustainability. The rative efforts of FACE and K-3 staff. tools to help smooth transitions for sessions include training in respect Though FACE is primarily implement- children from preschool to kinder- of strengthening the implementation ed with preschool children and their garten to elementary school and for of existing programme components parents, there are provisions for parents from adult education to the and / or training in implementing new parents with K-3 children to partici- work place, have been developed and initiatives. Nearly 25 to 33 percent of pate in centre-based adult education, provided to FACE staff since 2009. FACE staffs after 2003 are comprised parent time and K-3 PACT time at the of previous FACE participants. FACE centre. School funds are used FACE Staff Teamwork: In order to provide appropriate professional to enhance teamwork amongst development required in order to members involved in different EVALUATION AND meet the needs of the K-3 education- components of FACE, BIE sends out MONITORING al programme. a monthly hand-out and quarterly team activities, and provides on-site Research and Training Associates, assistance since 2007. Inc. (RTA) were contracted at the Other Initiatives inception of FACE to conduct a programme study and to continue Team Planning Day: In addition to FACE Staffs and Professional to function as an external evaluator. the four days on which direct services Development Programme evaluation has served are offered to families, one day per to provide information: a) to ensure week is devoted to meetings for FACE staffs usually consist of five to continual improvement in programme planning, outreach, record keeping, six members: a coordinator, an adult implementation (overall programme professional development, and / or education teacher, an early childhood and site specific) and b) about the providing missed services. teacher and co-teacher, and two impact of the programme. Data parent educators. According to the collection instruments are developed The RealeBooks Project: In 2006, No Child Left Behind legislation (put through collaborative efforts of RTA, FACE families learnt to create their into law since 2002 with the aims BIE, NCFL and PATNC. Evaluation own RealeBooks on computers using of ensuring higher student achieve- reports are prepared based on data RealeWriter software. Four books are ment, stronger public schools and a (monthly participation and activity re- created each month and distributed better-prepared teacher workforce ports, implementation data, outcome to all FACE families and kindergar- across the USA): data, statistical and narrative data) tens; posted in an online library and provided by FACE staff members available for FACE staff to download. ■■ The coordinator is required to be and participants. Annual reports are a school principal / school admin- prepared for the BIE and site-level Project ‘Strengthening Our Adult istrator / early childhood education summaries are provided to individual Readers’ (SOAR): Under this teacher / adult education teacher. programmes. initiative adult education teachers are ■■ Home-based parent educators expected, since 2008, to administer and centre-based early childhood diagnostic reading assessments and co-teachers are required to have an implement individualized reading AA degree (an associate’s degree strategy instruction in adult literacy resulting from a two-year undergrad- classes. uate course) , 60 hours of college credit or state certification for para- SpecialQuest Birth-5: In 2009, FACE professionals. staff members were introduced to 110 Learning Families – Intergenerational Approaches to Literacy Teaching and Learning

IMPACT AND of child development, enhanced Preschool children have been found ACHIEVEMENTS understanding of how to encourage to make significant improvements in child’s interest in reading, and areas of personal and social develop- increased ability to speak up for child. ment; physical development; the arts; Outcomes from Evaluation language and literacy; social studies; Studies: Participation In terms of academic ability, pre- and and scientific and mathematical post- measures have shown that FACE thinking. FACE has witnessed a decrease in the has resulted in statistically significant number of home-based participants outcomes for adults in respect of Parents have reported that FACE over the years (from 72 adults and 68 reading and math. This finding is has had a large impact in terms of children in 1997 to 39 adults and chil- supported by parents’ claims that increasing their child’s interest in dren in 2009), whereas the number FACE has helped them improve their reading, enhancing their child’s con- of centre-based adults and children academic skills for several reasons fidence and verbal / communication has remained relatively stable over some of which are achieving higher skills, preparing their child for school, time (approximately 18 adults and education and acquiring / improving and helping their child get along 15 children). On average participants computer skills. 4,200 adults gained better with other children. remain with FACE for approximately employment during FACE since its two years, though adults have been inception. found to participate significantly Outcomes from Evaluation longer than children. This could be Programme emphasis on reading Studies: Home-School attributed to prenatal participation or and literacy has also resulted in a Partnerships participation by adults with multiple significant increase in number of children. In 2009, similar to previous adult books and magazines in the FACE parents have, over the years, years, 70 percent participants homes, and in display of children’s maintained a high level of involve- received home-based services, writing / art. A statistically significant ment in their children’s education and 24 percent received centre-based increase has also been found in the FACE school. Parents’ involvement services and 4 percent received both. respect of literacy-related activities in includes helping with homework, Participation has in large part resulted the home such as parents providing communicating with K-6 teachers from parents’ desire to prepare their children more opportunities to look about their child, visiting their child’s child better for school. Other reasons at / read books, scribble, draw and classroom, attending school or cited by parents include the desire to write; listening to children read; classroom events, volunteering time improve their parenting skills, help telling children stories; discussing the to provide instructional and / or other their child learn to socialize with day’s events or special topics with assistance at school, and participating others, improve their chances to get a children. on school committees / boards. job, obtain a GED (General Education Diploma awarded based on the Other positive outcomes for adults FACE staffs also participate in regular results of five tests to people who include feeling better about oneself, school staff activities (meetings, do not have a high school diploma; increased self-discipline, increased in- school-wide planning); and collabo- states a person has American or teraction with other adults, improved rate with classroom teachers, support Canadian high school-level academic communication skills and increased teachers, and library, computer, phys- skills) or high school diploma, or use of native languages. ical education, music and art staff. improve their academic skills. Adult FACE staffs also collaborate with participation in all four components special education teachers, speech of the centre-based services in Outcomes from Evaluation therapists, nursing services, and terms of time is approximately half Studies: Children counselling services to better serve of the offered time, whereas child FACE children and smoothen their participation is close to expectation. Early identification of concerns transition to school. Furthermore, While parents have been found to regarding children’s health and devel- formal transition plans are developed participate fairly intensely in personal opment, and obtaining appropriate and referred to with a view to visits, regular attendance at Family resources for children are essential smoothen children’s transition from Circles remains a challenge. to FACE. Programme staffs have over home-based FACE to centre-based the years provided documentation of FACE to kindergarten. screening that has been conducted Outcomes from Evaluation for children in the areas of language Studies: Adults development, fine and gross motor Outcomes from Evaluation skills, cognitive development, Studies: Community Parents have consistently reported socio-emotional development, Partnerships that FACE has helped them improve hearing, vision, dental health and / or their parenting skills and understand general health. Appropriate action by FACE programmes have developed their child better. Improved parenting team members has been taken and an extensive network of relationships skills include more time spent with referrals to community services have with agencies and programmes child, increased involvement in child’s then been made. that provide basic services such as education, more effective interaction health services, tribal / Bureau of with child, increased understanding Indian Affairs (BIA) social services, Learning Families – Intergenerational Approaches to Literacy Teaching and Learning 111 community services (alcohol and result of weekly personal visits as op- Report prepared for the U.S. Depart- drug abuse, domestic violence), and posed to bi-weekly personal visits and ment of the Interior, Bureau of Indian county / state services. Partnerships emphasis on regular attendance in Affairs, Bureau of Indian Education. have also been forged with tribal home- and centre-based programmes ■■ BIE Family and Child Education courts / law enforcement, Women, respectively. Though incentives to Program (2008). Executive Summary Infants and Children programme encourage participation are well Report prepared for the U.S. Depart- (WIC) and the Temporary Assistance documented and transparent at most ment of the Interior, Bureau of Indian for Needy Families Agency (TANF). In FACE sites, professional development Affairs, Bureau of Indian Education. terms of educational services, several and technical assistance in respect of ■■ BIE Family and Child Education FACE programmes are located in these need more attention. Program (2009). 2009 Report pre- communities that have a Workforce pared for the U.S. Department of Development Program (WDP), a tribal the Interior, Bureau of Indian Affairs, college, post-secondary institutions, SUSTAINABILITY Bureau of Indian Education. BIA adult education programmes, ■■ Equipped for the Future (EFF). EFF Head Start and Even Start Programs, Though FACE emphasizes regular Fundamentals tribal early intervention programmes, attendance, there is also an under- ■■ High Scope Educational Research and public preschools / schools. Such standing of the complexities of par- Foundation (2011). High Scope Cur- partnerships allow for meaningful ents’ day-to-day life and parents are riculum use of both basic and educational not dismissed from the programme ■■ National Assessment of Adult services through two-way referrals. in the light of irregular attendance. Literacy (2003) Furthermore, FACE has helped adults Therefore, parents are able to receive ■■ National Centre for Education increasingly partake in community basic services on isolated reserva- Statistics, US Department of Educa- events and services, for example tions. Professional development and tion (IES).Status and Trends in the tribal meetings. training offered to all staff members Education of American Indians and play an important role in ensuring Alaska Natives sustainability of the success of the ■■ Parents as Teachers (2010). Born to Outcomes from Evaluation FACE model. Networking during Learn Curricula. Studies: Integration of Culture these sessions allows sharing of ■■ Pfannenstiel, J., Yarnell, V. and ideas and exchange of information Seltzer, D. (RTA) (2006). Family and American Indian languages and / or between several programme staffs. Child Education Program (FACE): culture are well interwoven in FACE Furthermore, on-going partnerships Impact Study Report. programmes. FACE staffs work in with local- and county-level agencies close synchrony with schools’ culture in the areas of basic / educational ser- teachers in order to integrate lan- vices as well as the regular addition CONTACT guage and culture in the programme. of new initiatives to the FACE model Some of the ways in which tribal also contribute towards ensuring Debbie Lente-Jojola, FACE Program languages and cultural activities are programme sustainability. Conclusion Director / BIE integrated with FACE services include Ph: 505-563-5258 personal visits conducted using FACE has made a substantial Email: [email protected] American Indian languages, dai- contribution towards levelling the ly / weekly American Indian language playing field for high-risk American National Center for Family Literacy classes, display of cultural artefacts, Indian children and their families. Kim Jacobs and organization of cultural events Evidence of empowerment is well Ph: 502-584-1133 Ext. 124 (Native American Week parade, Wild documented in annual evaluation Email: [email protected] Rice Camp, Indian Day). reports. Continuous evaluations and revision through feedback need to Parents As Teachers National Center be continued for enhancement and Marsha Gebhardt CHALLENGES AND future success. Ph: 314-432-4330 Ext. 263 LESSON LEARNED Email: marsha.gebhardt@parentsas- teachers.org FACE’s efforts at continual improve- SOURCES ment are visible in several areas. For example, in 2006, it was found that ■■ BIE Family and Child Education one book per month provided by Program (2005). Executive Summary the Dolly Parton Imagination library Report prepared for the U.S. Depart- was not enough in terms of easy ment of the Interior, Bureau of Indian access to literacy resources in the Affairs, Bureau of Indian Education. home, leading to the initiation of the ■■ BIE Family and Child Education RealeBooks project. Nonetheless, Program (2006). Executive Summary FACE faces considerable challenges in Report prepared for the U.S. Depart- empowering American Indian families ment of the Interior, Bureau of Indian living in remote locations. There has Affairs, Bureau of Indian Education. been in recent years a substantial ■■ BIE Family and Child Education decrease in FACE participants as a Program (2007). Executive Summary 112

COLOMBIA

Integral School Literacy Programme

Programme Title The Integral School Literacy Model strengthening peaceful relations and Integral School Literacy was set up by the San José Higher attitudes. Programme (Escuela Integral) Education Foundation, the Higher ■■ To achieve greater economic Education Institution (Institución equality by providing access to great- Implementing Organization de Educación Superior) and the er employment opportunities. The San José Higher Education Triangular Education Foundation Foundation (La Fundación de (La Fundación Educativa Triángulo) Educación Superior San José) following ten years of development PROGRAMME by experts and professionals in the IMPLEMENTATION Language of Instruction education of young people and Spanish adults. Not only does the broad Every Saturday, young people above scope of this model address the edu- school age and adults arrive to Funding cational achievements of the learners, participate in the programme with The Government (through the but it promotes healthy living, social their children who either take part in Ministry of Education and Culture harmony and the reassessment of a homework club or are taken care in Soacha, the Colombian Institute life plans based on the acquisition of of depending on their age. Run by for Family Wellbeing (ICBF), the life skills and the pursuit of lifelong the same staff and found in the same National Training Service (SENA) learning. location, the childcare service offers and the Ministry for Social and a safe, healthy and creative place for Community Development in Soacha). the children to go whilst the adults Aims and Objectives are studying. The motivation for Date of Inception the service is to make the return to 2006 The programme strives to achieve the education possible for women who following objectives: would not be able to receive formal education because of having to look CONTEXT AND ■■ To improve the literacy of the after their families. All participants BACKGROUND citizens, particularly women who receive a nutritional supplement each are heads of the household, and to time they attend. In 2008, seven Citizens who are illiterate or have provide them with the opportunity to educational institutions in the urban not completed their basic education improve their quality of life and that area of Soacha, Cundinamarca, were face diverse difficulties and disadvan- of their families. running this programme and a total tages which leave them unable to ■■ To encourage people who are of 6,900 people took part in the participate actively in society. In the at high risk of being vulnerable to programme including children, young Colombian communities of Soacha, participate in academic courses, civic people and adults. people face health problems, unem- training, apprenticeships and psycho- ployment and are served by only a social workshops. Each teacher supervises and supports small number of projects aimed at ■■ To provide opportunities for an average of 30 pupils. The literacy improving quality of life, social har- people to access different levels of programme runs for a period of 40 mony and active citizenship. Due to education. weeks with ten hours of teaching and the complexity of their situation, the ■■ To provide recognition for special- ten hours of homework every week. inhabitants are hindered from taking ised knowledge and skills through a The flexibility of the model allows the up social, economic, cultural and po- system of knowledge accreditation. schedule to be amended depending litical opportunities and remain living ■■ To offer psychosocial support to on the individual circumstances of in difficult conditions linked to armed the children of the participants whilst the project. To complete their basic conflict, drug consumption, domestic their parents are studying and at the and secondary education through violence, premature births and lack of same location. This support also ex- the programme, participants will a life plan. Faced with a dramatically tends to looking after young infants take courses for four years, following increasing population, educational and the elderly. which the subsequent steps to provisions in Colombia additionally ■■ To reconstruct and strengthen accessing higher education are made need to serve an ever-growing families and the social fabric through clearly visible for those wishing to number of citizens putting a strain on internalising values, such as social pursue further education. After form- the capacity of the existing services. harmony, tolerance, respect for ing groups and signing a statement human rights and democracy and of commitment, learners who have enrolled for basic primary education Learning Families – Intergenerational Approaches to Literacy Teaching and Learning 113 follow the course for one academic would be managed on Saturdays in those communities. Permanent year. During this year, literacy plays a by two general coordinators and aspects of the programme include key role in the curriculum. For those an infants coordinator and that teamwork, exchanging experiences enrolled in secondary education, two the school would be left in perfect and incorporating comments and courses at this level of schooling are condition after being used. ideas from the teachers and pupils. completed in each academic year Preconceived ideas on certain topics which corresponds to a period of are explored and from the beginning ten months. In parallel, participants Skills for Life of the programme the topics to receive training to develop life skills address and areas of analysis are and productivity accredited by the Developing life skills is at the heart of identified with the help of the National Training Service (SENA). In the programme’s curriculum, both to teachers and resources. As a result of some cases, more vocational courses supply learners with better tools for collaborating on the subject matter, are offered to learners during their living and to create a base for lifelong the teaching methodology continues basic and middle education, such as learning which can be applied to to be enriched and renewed as the courses in the following sectors, Filing situations outside of the place of programme progresses in a collective and Office Clerking, Accounting, education. Within the concept of the process involving the entire academic Beauty and Make-up and Computer Integral School, Skills for Life repre- community. Maintenance. sents a new learning culture which emphasises the application of knowl- The establishment of this model Teaching guides were produced edge, attitudes, values and features provides the teachers with a reliable by the teachers and contained important to lifelong learning and instrument which helps them to individualised content according to human development. The participants ensure that the proposed educational the particular context and situation receive support to resolve the diverse activities are significant and relevant of each group of students and problems which confront them and to the learners. In order to protect, their environment. In addition to their contemporaries, particularly produce and recreate scientific amendments made by the teachers, adults and over-age young people, knowledge inside of a determined the learners contribute to the design, through the following means: social, historical, geographical and development and evaluation of the reworking life plans, recovering their cultural context, the model promotes programme. potential and developing life skills, interaction between the principal relating with others and with their actors, teachers and students. As The values that are taught during the environment. With a strong focus a result, the integral educational programme are also transferred to on interaction, the group discussion programme can be characterised as the home environment. The children is active and collective, addressing directed specifically at young people and adults work together to finish topics such as mutual understanding and adults in vulnerable situations, any homework that needs to be and respect for the opinions of others and adaptable to meet the conditions completed, generating solidarity ties and searching for solutions to general of different environments. and supporting steps towards family problems using varying forms of integration. Having taken on board communication and collaboration the values of respect, tolerance and (management – educational actors, Programme Costs peace they have been taught, the learner – learner, facilitator – learner, children demand the same values learner – facilitator, educational In 2008, the cost of running the from their parents and tutors during actors – management). programme reached 1,725 million daily life. The educational approaches Colombian Pesos (approximately USD employed are designed for the 900,000). Calculated per capita, the working population and involve the TEACHING-LEARNING cost of each participant amounted to arts and vocational training. APPROACHES 250,000 Colombian Pesos (approxi- mately USD 140). Regarding the expansion of the The education model places programme to other sites, the steps emphasis on the all-round, integral taken prior to the General Santander development of the participants Recruitment and Role Education Institute adopting the particularly in the areas of social, of Facilitators programme offer an insight into the cognitive, productive, emotional and process. Selected as a result of the spiritual development. After primar- The teachers and staff are university problems threatening the area, the ily researching the socio-cultural graduates in Education, Psychology institute first held a meeting between situation of respective regions, the and other disciplines related to the FESSJ and the headteacher of the focus is placed on analysing, evaluat- productivity. The employment institute. During the meeting, the ing and restructuring the participants contracts are based on the number Integral School methodology was understanding and approach to life. of classroom hours and the salaries explained as well as the manner in Following this model, the content issued are in accordance with the which it could be introduced with the is based on real-life experiences; corresponding salary levels for help of the institution. Following this, behaving like a citizen with rights Colombian teachers. the initial agreements were made, and responsibilities, and participating including reaching the consensus that actively in the transformation of As part of the community, the the administration of the facilities the community and the citizens teachers become role models for the 114 Learning Families – Intergenerational Approaches to Literacy Teaching and Learning learners from the very beginning of their respective field, whilst others space for personal development, the programme. They demonstrate return to work on their land as better and creating circumstances which how the necessary means to improve citizens, having overcome situations are difficult to achieve outside of the health, skills and wellbeing can be of exclusion and marginalisation and programme, given the difficulties pre- acquired by the learners as part of having improved their quality of life. sented by marginalisation. At present, lifelong learning. A great many participants have found the Foundation is encouraging the employment and have proven to be spread of the programme to other competitive actors in the sectors locations in Soacha and the widening MONITORING AND they have been trained for. Having of the existing coverage. EVALUATION taken the state exams to enter higher education, some participants have Since it was first established, the The Vice-Rector for Lifelong Learning passed and are now studying at involvement of the community in this and Social Development at the the Foundation or in other higher programme has proven to be high Foundation (FESSJ) is responsible for education institutions. and it boasts the lowest drop-out monitoring and carrying out internal rate amongst all adult education pro- assessments of the programme. With In 2009, the programme was grammes in Colombia. Having begun respect to external assessments, the awarded with the Latin American in 2004 with 400 participants, the Ministry for Education in Soacha Prize for Literacy and Basic Education programme served over 17 times as also carries out audits, as well as for Young People and Adults. many participants in 2008 owing to a the monitoring and evaluation of high demand within the communities. the programme. Furthermore, the The General System of Contributions National Training Institute (SENA), CHALLENGES in Colombia assigns resources to the Colombian Institute for Family support adult education programmes Wellbeing and the Ministry for Social With the support of the regional and the national government have Development in Soacha monitor the Ministry for Social Integration, adopted a broad interpretation of programme and carry out periodic the programme is currently being literacy into their strategic plans, assessments. introduced into 15 community including the definition of goals and development centres in the capital the presence of clearly established city, Bogotá. The management team time frames. Under these supportive IMPACT AND for the project aim to widen the conditions, funding is accessible and ACHIEVEMENTS coverage of the programme which can be directed to the various groups will form an array of new challenges involved. Through teaching arts-related and which will need to be tackled, occupational skills, the teaching including assessing and meeting the approach serves the working needs of the new communities. SOURCES population well and has a signif- icantly positive influence on the Overcoming preconceived ideas and ■■ Bravo H, Amanda J., 9 – 11 de self-confidence of the learners. As attitudes negative to change has junio de 2010, “La formación en well as the psychological benefits posed a challenge; one example Habilidades para la Vida y su aporte stemming from the programme, the would be the move to dealing a los procesos de fortalecimiento de participants improve their household with health matters in a school las universidades como escenarios income when they subsequently environment. Moreover, teachers may promotores de salud,” Bogotá (in join the world of employment and consider academic achievement as Spanish). as a result improve the wellbeing the only or best means for students of their families. In the educational to be competitive in the modern area of Nuevo Compartir, the FESSJ world and be less inclined to support CONTACT has reported on the Integral School alternative educational models and website that the programme was very methods involving life skills and Sra. María Luisa Hincapié Vargas well received by the students and training. Avenida Caracas # 63-09 community members. An important Piso 5° factor behind the community Bogotá D.C., response was the programme’s ability SUSTAINABILITY Colombia to provide a wealth of opportunities Tel: + 57 1 03 3124499039 to improve the participants’ condi- In order to secure a sustainable Email: [email protected] / tions of employment by making the demand, the participants need to [email protected] theoretical foundations needed for continuously recognise the benefits of other occupations readily available. taking part in the programme and be motivated to continue. The opportu- On having completed the pro- nities offered by the programme play gramme, the outlook for the partici- an important role in keeping learners pants is positive, though very diverse motivated. The most striking oppor- in overall scope. Many of those who tunities include offering participants continue with their education have the possibility to find or reencounter reached the level of professionals in themselves, providing an available 115

GUATEMALA

Integral Family Literacy

Programme Title Integral Family Literacy (Alfabetización Integral Intrafamiliar)

Implementing Organization National Commission for Adult Literacy (Comisión Nacional de Alfabetización de Adultos, CONALFA)

Language of Instruction Spanish

Funding CONALFA

Date of Inception 1999 – present

BACKGROUND AND CONTEXT

Guatemala is a multi-cultural and multi-lingual country with a great diversity of ethnic groups spread throughout its 22 departamentos and 332 municipalities. Although Spanish is the official language, it is not reflected in the living conditions of its American countries. The numbers spoken by all Guatemalans. According population. It is estimated that 24% are even more disconcerting with to a National Population Census in live in extreme poverty (i.e. on less regard to the rural population where 2002, around 40% of the population than USD 2 per day), a percentage as little as 40% of the population has is indigenous, and the rest is consid- much higher than the Latin American reached sixth grade. Improvements ered Mestizo (mixed indigenous and average of 15%. Currently, Guatemala have been observed within the last Spanish) or descendants of migrants occupies the 116th position in the fifteen years as the net enrolment in from Europe. The census diagnosed World Human Development Index early grades has increased by 22%, that 54.5% of the Mayan population (HDI), the second lowest of its which has enabled Guatemala to have is bilingual in a Maya language and region. Out of the three dimensions almost universal access to primary Spanish, while 43.6% is monolingual. measured by the HDI, education has schooling. However, the education There are 23 officially recognised the lowest rate: .42 as opposed to system still shows significant signs indigenous languages, such as Quiche health (.80) and income (.52). One of of inefficiency: the survival rate to and Cakchiquel, which are spoken the main reasons that might explain Grade 5 is 71%, resulting in only 61% in rural areas and among indigenous the country’s low education index is of students graduating from primary and Afro-descendant communities. the low public financial investment school (Grades 1–6, 2007). This Approximately 51% of the popula- on the sector: the total expenditure results in a continuous flow of new tion lives in non-urban zones. The on education as a percentage of GDP illiterate or barely literate adolescents indigenous populations in rural equals 3.2%, which places Guatemala and young people into the population Guatemala are among those with the among the 40 countries with the group with a potential demand for lowest income and the lowest levels lowest expenditures in the world. adult literacy programmes. of education and literacy. National data from 2004 show that According to the country’s National This low-middle income Central less than 60% of the population aged Report for CONFINTEA VI, there are American country has a long-last- 15 to 24 has completed at least six approximately 82,839 new illiterate ing history of economic and years of basic education, the lowest adults each year, of which 60% social challenges, which have been average among other eighteen Latin have dropped out of school before 116 Learning Families – Intergenerational Approaches to Literacy Teaching and Learning

sustainably mastering literacy skills, over 40% of the adult population It is a flexible, context-based project and the remaining 40% corresponds and almost 80% of individuals who that includes a creative integration to persons who have no schooling at resided in the rural areas. To date, between the formal and non-formal all. There has been a decrease in the CONALFA is responsible for the education systems. adult illiteracy rates from 48.10% to coordination, training, supervision, 26% (1985–2008), but the literacy evaluation and accreditation of over rate in Guatemala is still the second 1,000 programmes carried out by Aims and objectives lowest in the Latin American and public and private initiatives as well as Caribbean region. In addition, there those promoted by organisations of The fundamental aim of this inter- are remarkable geographic, so- civil society. generational literacy initiative is to cio-economic and gender inequalities promote a dynamic and comprehen- with regards to literacy acquisition: sive development of all participants 71.55%, out of all adults with no or THE PROGRAMME: involved in the programme, that is, low literacy skills live in rural areas; INTEGRAL FAMILY not only to enhance the learners’ 44% of the country’s poorest have LITERACY knowledge and abilities, but also no literacy skills, whereas 91% of the to empower children-facilitators, richest persons master literacy; and The Integral Family Literacy pro- monitors and coordinators to be 31% of adult women do not possess gramme (Alfabetización Integral actively engaged in their communi- literacy skills as opposed to the 20% Intrafamiliar) was launched by ties. Additionally, the programme also males who face with this challenge. CONALFA in 1999 as an intergen- attempts to improve national literacy erational literacy programme in the rates, especially among the under- In order to address the education departamento of Baja Verapaz, the served communities, in combination challenges in the country, the region with one of the highest rates with other national literacy initiatives. National Literacy Committee of illiteracy in the country. Since (CONALFA) has developed approxi- its inception, the programme has The specific objectives for adults, mately 20 initiatives aimed to increase been expanded to five additional school children and families are to: literacy rates, develop labour skills regions: Zacapa, Alta Verapaz, and enhance overall education Escuintla, Chimaltenango and Quiché. ■■ increase adults’ self-esteem and among the different population The initiative targets underserved sense of personal value; groups. Some of these initiatives communities that have high rates of ■■ increase adults’ active participa- include a traditional formal adult illiteracy and low levels of schooling, tion in the community; education programme, literacy a combination most commonly found ■■ provide educational opportunities through the radio, bilingual literacy among indigenous and rural popu- for women and members of indige- and literacy for the development lations. The programme employs an nous populations in order to reduce of labour skills. CONALFA was one innovative approach in that it trains and, ultimately eliminate gender of the results of the passage of the children to be the service deliverers disparities in access to education; Literacy Act in 1986. The committee in their own homes, teaching basic ■■ empower children to take leader- was designed to alleviate the acute literacy and numeracy to their parents ship roles in school and at home; national illiteracy rates that affected and / or extended family members. Learning Families – Intergenerational Approaches to Literacy Teaching and Learning 117

■■ increase children’s responsibility in PROGRAMME The children are also required to studying and doing school work; IMPLEMENTATION participate in one-day pre-service ■■ encourage children to further training held in their school where pursue their own education, not they learn about essential competen- only for individual self-development, Recruitment and training cies they need to develop as tutors, but also to improve the survival and of facilitators such as commitment, responsibility completion rates in primary and and leadership. The children also secondary schools in underprivileged The programme employs two differ- receive an introductory presentation communities; ent types of facilitators. At the family about the methodological approach ■■ promote / enhance children’s and level, the programme is implemented to be used in class and a guide of adults’ skills, such as interpersonal, by elementary school children who steps tutors need to follow for each problem-solving and teaching abili- teach their parents, caregivers, lesson. Children do not receive any ties, which can be further employed and / or extended families basic liter- stipend, but they are often granted for educational and professional acy and numeracy skills. The majority incentives from local NGOs which in- development; of these facilitators, or tutors, are clude school materials, field trips and ■■ improve the perception regard- fifth grade students, and although backpacks. They also receive meals ing the value of education, and the about 50% of them are females, in during the trainings, and by the end importance of succeeding in school, rural regions they are mostly males. of the programme, the facilitators are as well as pursuing further education Facilitators are usually required to awarded with a certificate entitled and professional development; tutor one to two adults, but they can Young Teacher (Joven Maestro) which ■■ improve the quality of parent-child teach up to three learners. Children recognises their participation and relationships, increase the amount of are recruited within their schools by efforts during the year. time spent together, and foster close the active engagement of the school interactions; principals and teachers who play an The community monitors are the ■■ promote literacy among family important role in this recruitment pro- second type of facilitator, and they members in order to enhance family cess. These educators are in charge are in charge of providing training to integration, cohesion and their val- of advertising and explaining about the children and monitoring literacy ues; and the tutoring opportunity within their instruction. In order to participate in ■■ promote behavioural changes in school and community, distributing the programme, the monitors have order to empower families to effect and collecting the application forms to reside within the community they significant development in their com- to and from their students, as well work in, have completed at least 6th munities. as obtaining parental consent. The grade of basic elementary education, minimum requirements to become be respectful towards different facilitators are to be enrolled in religions, have outreach experience, Grades 4, 5 or 6, be 10 – 14 years of be well accepted by the members of age, be committed to the programme their communities and have sufficient and its activities, and have sufficient time to carry out their responsibilities. time for tutoring – an average of four The recruitment process designed to five hours per week. to select the monitors includes a 118 Learning Families – Intergenerational Approaches to Literacy Teaching and Learning

screening phase, where programme among these individuals is higher word, a fundamental component of coordinators search for prospective than among their male counterparts. Paulo Freire’s dialogical method for candidates who seem to be a suitable The core reasons that motivate adults cultural action and social change. This for the position, and individual inter- to participate in this programme are method enables adults to construct views. Monitors receive a monthly to increase self-esteem, to improve new words based on the letters stipend of Q500 (approx. USD 65). income and employability, to move and syllabuses of the original unit Community monitors are under the into the formal educational system, as they engage in a participatory supervision of the municipal coordi- and to be active participants in the discussion about topics related to nators, who oversee the work of the communities. their environment and needs. Themes children and monitors, and provide include gender equity, environment technical-pedagogical support and So far, this programme has reached and ecotourism, enhancement of instructional materials. They receive almost 25,000 participants in the self-esteem, community develop- a monthly salary of Q3,900 (approx. country and has been implemented ment, citizenship, hygiene and health, USD 500) and are required to in five departamentos. However, the and domestic economy. participate in an annual training on programme has suffered progressive adult education, innovative literacy downsizing in its coverage over the Literacy lessons follow a sequence practices and didactics, as well as in past five years, reaching as few as of steps: presentation of a picture, monthly meetings with other coordi- 101 learners in 2010, mainly due to discussion of a topic, analysis of the nators in order to discuss challenges limited resources and the concurrent generating word (i.e. learning the let- in their practices. implementation of another literacy ters, syllables and sounds and writing initiative. Because the results of this down the small units), construction alternative approach have provided of syllables, construction of words Enrolment of learners empirical evidence of its limitations, based on the newly-acquired letters federal funding and efforts will and syllables, writing sentences and The primary target populations once again be invested to scale-up paragraphs, and a final learning of Guatemala’s national literacy the family literacy approach in 2012 assessment. Numeracy content covers programme are mothers, fathers onwards. basic geometric forms, standard and primary caregivers, as well as measures (height, weight, time), members of the extended family the concept of money, the decimal who have school-aged children at Teaching / learning approaches system, ordinal and cardinal numbers, home. In particular, the focus of and methodologies problem-solving activities related to this programme lies on illiterate trading goods, and an introduction and semi-illiterate adults, Mestizo, Classes last for nine months, from to the Mayan calendar. The aim of indigenous and rural populations who February to October, and are offered the lessons is to develop the learners’ come from the lower-income strata in the participants’ own homes, overall competence to perform basic of society, but it also includes a great with flexible timetables which vary literacy and numeracy activities, participation of elders. The great according to the participants’ needs. enhance their overall knowledge and majority (70–80%) of the learners In the literacy lessons, the approach develop their analytical, synthetical are women, since the illiteracy rate employed is that of the generating and reflective skills so that they Learning Families – Intergenerational Approaches to Literacy Teaching and Learning 119

can be active participants in their periodical home visits. Prior to the 835) due to the very low coverage communities. beginning of classes, participants are with regard to the absolute number required to take a placement test that of participants as well as the very The materials given to the learners evaluates their entry-level knowledge inexpensive cost per learner – only are notebooks, pencils, erasers and and abilities, so they can be placed Q65 (approx. USD 8.25). The pencil sharpeners. Tutors are provided in the appropriate level. The same main reasons that explain this low with a calculator, a blackboard assessment is used later to evaluate expenditure include among others and a package entitled Education, learners’ progress and acquisition the venue of classes (i.e. participants’ Development and Peace (Educación, of the new literacy and numeracy own homes), short training periods Desarollo y Paz) which includes three skills. By the end of the programme, for facilitators, the use of very few printed modules on basic literacy and participants may choose to take materials and a plain textbook, numeracy and an exercise notebook. a final standardised evaluation, recruitments done within and by Its level of difficulty progressively developed by CONALFA and designed the communities themselves, low moves from beginners to intermedi- to assess their learning throughout stipends and salaries to monitors and ate and advanced. This is reflected the programme, to certify their new coordinators and finally donations in the division into three models: competencies and to enable the from NGOs for the incentives to the Module I – vowels and cardinal num- learners to move into the formal children. bers; Module II – a set of generating system. This exam can be taken at words, numbers 1–100 and basic primary schools located within the arithmetic operations (i.e. addition learner’s community or, for those MONITORING AND and subtraction); and Module III – a who live in distant rural villages, in EVALUATION set of words with higher complexity the learners’ homes. and the remaining two arithmetic The monitoring of the Integral operations (i.e. multiplication and Family Literacy programme uses a division). All the materials are in Funding support cascade mechanism in which there Spanish, which is also the language of is a combination of different actors instruction. The financial source to cover the costs in the collection and analysis of of the programme is the Ministry data. In order to track the progress The end of each lesson contains of Education of Guatemala through and results in the ground level, the evaluation activities which give the CONALFA and PROASE (Projecto de monitors oversee the lessons and adults an opportunity to have their Apoyo al Sector Educativo), a federal evaluation activities implemented learning assessed. It is not part of initiatives created for the promotion by the tutors in the learners’ home the child-tutor’s role to review these of education, including adult learning and report challenges, outcomes activities, but rather the responsibility and literacy. In 2010, the annual cost and questions to the next level, the of the community monitors in their was as low as Q6,515 (approx. USD coordinators of the municipality. This 120 Learning Families – Intergenerational Approaches to Literacy Teaching and Learning coordinator supervises the work of this family literacy initiative concern education within their communities the child-facilitators and the monitors the lack of resources to provide all and economic limitations. in multiple communities, and provides children with stipends and other the information to CONALFA where incentives, to expand the programme the data are consolidated, compiled to all departamentos, including SUSTAINABILITY and used to further improve the pro- regions with a great number of gramme. The monitoring data include distant villages, and to offer a longer Despite the reductions in the cov- some of the following indicators: and more comprehensive training erage of the Integral Family Literacy number of participants (i.e., learners, to the facilitators. Also, many of the Initiative over the past five years, children and monitors), characteristics rural and indigenous populations in there has been no interruption of the of the participants (i.e. gender, age, Guatemala do not speak Spanish or services since the programme’s in- geographical location), drop-out have it as a second language. Thus, ception in 2001. On the contrary, the rate, evaluation rate (i.e. number of since the programme’s language of programme has been up and running learners who took final evaluation) instruction is Spanish, many groups despite the fact that a parallel literacy and promotion rate (i.e. number of have been prevented from taking initiative has been implemented by learners who have successfully passed part in this initiative and remain the government. Since the original the final examination). marginalised by these national version has produced greater positive education initiatives. CONALFA results by comparison with the latter, To date, no external evaluation has intends to address this language an expansion of the family literacy yet been carried out in order to limitation in 2012 when lessons will programme is expected to take assess the effectiveness and benefits be given to students in their mother place for 2012. Many factors have of the programme. However, results tongue. Lastly, learners who are contributed to the sustainability of from the monitoring and from promoted after completion of their this programme: informal observations have provided studies usually do not move into the quantitative and qualitative data formal system or participate in other ■■ guaranteed financial resources by about the positive outcomes of non-formal adult education services CONALFA; the programme. Out of the 24,830 due to lack of resources, availability ■■ low costs per learner; participants enrolled since the of time, means of transportation and ■■ the great demand of illiterate programme’s inception, 18,175 were personal motivation. Addressing this adults, especially in the departamen- females, 10,052 took the final exam latter obstacle, CONALFA implement- to of Baja Verapaz; and 8,275 were promoted. Some of ed a pilot non-formal adult education ■■ the successful linkage between the benefits also include: classes in the homes of the learners in this initiative with the formal primary the municipality Cubulco in order to education system demonstrated by ■■ acquisition of basic literacy and enable students to be certified with a the high number of children as tutors; numeracy skills; sixth grade diploma. ■■ great participation of teachers and ■■ improvement in the participants’ school principals as advertisers and abilities to deal with issues related to The challenges faced by CONALFA in recruiters as well as the use of infra- family economy; combination with the positive results structures of primary schools. ■■ enhanced relationships between obtained during the past 12 years child and parent; the programme has been up and ■■ low drop-out rates due to the lo- running have served as an enriching CONTACT cation of classes being in the learner’s opportunity to learn valuable lessons. own home; Firstly, children are a great human Jorge Rudy García Monterroso ■■ a greater awareness of the children resource to provide educational National Commission for Adult about the importance of education, services, since they have proved to Literacy resulting in increased attendance at be capable to help in the process 2ª. Calle 6-51, Zona 2, Ciudad de school and commitment to academic of teaching adults to successfully Guatemala work, a desire to pursue further ed- acquire literacy and numeracy skills Telephone: +50222517019 ucational development and a greater when they receive training, support, [email protected] sense of responsibility towards their encouragement and resources. Also, families; this experience has demonstrated ■■ empowerment of children to take that parents are pleased to learn from a leadership role within their families their own children as they trust and and schools; and believe in their capacity to provide ■■ increased participation of learners, them with proper lessons. Moreover, children and monitors within their the language of instruction can be a community. major issue for literacy programmes implemented in a multi-lingual country such as Guatemala. Home- CHALLENGES AND based lessons can be effective to LESSONS LEARNED reduce drop-out rates, but additional support has to be provided in order The challenges that CONALFA has to enable students to continue their had to address since the inception of 121

MEXICO

Aprendizajes en Familia (Family Literacy Programme)

Programme Title families, being situated in an environ- inclusion of learners and promoting Family Literacy Programme ment unconducive to learning, etc. their interaction. (Aprendizajes en Familia) Significant differences also remain between the access to education in Due to the magnitude and extent of Implementing Organization rural areas, such as Durango, Oaxaca the educational deficit, it is imper- Regional Cooperation Center for and Chiapas, and the opportunities ative to support basic education in Adult Education in Latin America available to those living in or close areas where learning takes place and and the Caribbean (Centro de to urban areas. The wide range of competences for lifelong learning can Cooperación Regional para la indigenous languages and communi- be developed: in families, in class- Educación de Adultos en América ties across the country, particularly in rooms and in the community. In these Latina y el Caribe) (CREFAL). rural areas, creates a population with locations, innovative socio-education- a large variety of needs and interests al activities of an inter-institutional, Language of Instruction which are difficult to meet with an inter-sectoral and inter-generational Spanish and indigenous inflexible, standardised curriculum. nature can encourage learning. languages (bilingual) At present, around one third of the Funding Mexican population is lagging behind THE FAMILY LITERACY The Federal Government (through the in their basic education. In 2009, a PROGRAMME Ministry for Public Education (SEP) census-style test, ENLACE, for primary under the National Programme to school pupils in the third, fourth, Launched in a pilot format in early Improve Educational Attainment). fifth and sixth academic years and 2011, the Family Literacy Programme the third year in secondary school (Aprendizajes en Familia) is a scheme Programme Partners revealed that 67.3% of primary-age set up by CREFAL to support educa- The Federal Government of Mexico pupils have a elementary or insuffi- tional programmes for vulnerable are- (through the Ministry for Public cient understanding of Spanish and as of the population which are run by Education), the National Institute 69% have elementary or insufficient the Ministry of Public Education. The for Adult Education (INEA), knowledge in Maths. This situation scheme forms part of the Integrated National Council for Education has severe implications not only for Strategy for the Improvement of Development (CONAFE), National the lives of the population but also Educational Achievement (EIMLE) in Council for Social Participation in for the economic and social devel- Mexico. The objective of the EIMLE is Education (CONAPASE), Ministry opment of the country. Illiteracy and to improve educational achievement for Social Development (SEDESOL) educational deficits in families are in almost thirty thousand schools through the OPORTUNIDADES related to low academic performance, which received poor ENLACE test (Opportunities) programme. dropping out and falling behind in results in 2009, and in particular the education, poor health, environ- more than seven thousand schools Date of Inception mental damage, unemployment and which were ranked as inadequate in 2011– a lack of prospects for a dignified 2007, 2008 and 2009 consecutively. life, and low citizen participation. The programme has so far been These are the areas for development introduced to eleven schools in nine CONTEXT AND which the Regional Cooperation locations around Mexico. Seven of BACKGROUND Center for Adult Education in Latin the sites are to be found in rural America and the Caribbean (CREFAL) areas with very high rates of margin- Over the last few decades, Mexico aim to positively influence through alisation and six of these are based has made significant progress with their actions and projects. CREFAL, in indigenous communities speaking the task of providing basic education in partnership with the Ministry for either Tzotzil (Chiapas) or Náhuatl for all. However, the formal education Public Education and through its (Veracruz and Guerrero). The more system is still weakened by obstacles Programme to Improve Educational urban locations concern marginalised to a successful teaching-learning Attainment, seeks to promote populations who have migrated from experience: low salaries, a lack of intergenerational learning which has rural areas in order to search for educational material and resources, an impact on the development and better opportunities. excessive workloads for the staff, quality of life of families through the poverty, minimal cooperation with 122 Learning Families – Intergenerational Approaches to Literacy Teaching and Learning

Each time the programme is and supporting the School Social learning skills both as educators and launched, an assessment of the Participation Councils (CEPS). learners. The network offers people individual situation on the ground is ■■ To establish a flexible model of the chance to teach and be taught in- carried out taking into account the family and community based learning formally, strengthening their ability to precise context, needs and interests founded on the specific and complex learn autonomously and enabling the of the school and community. The reality of how three educational areas lessons to be tailored to the interests programme endeavours to encourage interplay (the family environment, of both the learner and the tutor. The family participation in young people’s school education and community process encourages potential tutors education as well as boosting social involvement). to take the opportunity to reflect on engagement in education inside ■■ To support the well-balanced their previous learning experience communities. The principal actors development of children and young (their interests, strategies, mistakes, in this programme are the teachers people and to promote sustainable questions, etc), as well as recording and staff at the schools, the families community development by engag- the experience in writing to share and the authorities and all members ing the skills and knowledge of all later with learners. By doing so, the of the communities. The families families. tutors gain ownership of the knowl- are responsible for supporting their ■■ To set up a national Family edge in an organised manner and children’s education by participating Literacy Programme to support the practise their writing skills. Tutoring in tutoring networks, cultivating their Programme to Improve Educational transcends the limits of the classroom own curiosity and taste for learning, Achievement (PMLE), which pro- in order to provide families and supporting school activities, and motes, coordinates and looks for community members with a flexible, sharing their knowledge within the funding for the plans and pro- dynamic system to accommodate the community. Participating schools are grammes devised by families who learning requirements and interests of responsible for providing meaningful wish to improve the quality of life in the community. education, establishing tutoring their communities. Furthermore, to networks and carrying out projects develop a model to be used across for the benefit of the school and the Latin America. Building a Literate Community community. ■■ The three main lines of action for the achievement of these aims are as From pre-primary through to The tasks belonging to the commu- follows: secondary level, the teachers are nity include setting up literacy and ■■ The promotion of literacy as a responsible for setting up a library recreational centres, supporting the continuous process within the scope and games collection in the learning school through the tutoring networks of lifelong learning. area or classroom for the families and collaborating with projects for ■■ The formation of tutoring net- to use. Working together with the the benefit of the community. works to encourage autonomous families, they create new games and learning. activities which support the children’s ■■ The creation of literate communi- development particularly in early Aims and Objectives ties which are capable of developing years education. After developing their own local sustainable develop- highly motivating approaches and The Family Literacy Programme strives ment projects. materials for pre-primary and primary to achieve the following objectives: education, they can be used both in school and within families. In addition ■■ To ensure that all participants PROGRAMME to the establishment of school librar- complete their basic education, work IMPLEMENTATION ies, community centres for literacy together to form literate communities and recreational activities support and carry out their own community the promotion and development of development projects. Tutoring Networks lifelong learning and literacy skills in ■■ To promote a substantive educa- the community. tion, connecting knowledge gained Sharing knowledge and develop- from school with family and commu- ing lifelong learning skills in the As part of the programme, three nity activities. community are key aspects of this catalogues will be published with ■■ To increase the family involvement programme. The tutoring network the aim to strengthen and broaden in the children’s school education and connects people who have learnt the teaching-learning process. The to boost recognition of the family a skill or gained knowledge in a first catalogue is comprised of the as the first source of education for certain area with those who may books and audiovisual material which children. wish to learn more about that area. are available to schools, families and ■■ To establish schools as institutions Volunteers from schools, from communities for the promotion of which guarantee time and space for families or in the community offer literacy and to encourage reading the development of basic literacy themselves as tutors to other mem- for pleasure. Organised on a national (reading for understanding, writing bers of the community. With tutoring level, the programme facilitates the and self-correction, and basic math- partnerships amongst teachers and publication of this catalogue and ematical calculations) in the scope of amonst pupils as well as between supports communities who wish to lifelong learning. teachers and pupils, the support gain access to the catalogued items. ■■ To improve educational achieve- structures formed help participants The second catalogue features the ment by creating tutoring networks to obtain experience developing their courses and projects offered by Learning Families – Intergenerational Approaches to Literacy Teaching and Learning 123 different government departments their communities and offer advice the learning experience engaging and and organisations which correspond to the CEPS to encourage the growth enjoyable for all. As well as setting up to the community’s needs and of a literate community in the local a literacy rich environment in school, interests. Various government de- area. Along the same lines, they help the teachers encourage families to partments, civil society organisations, to set up and maintain the tutoring carry out enjoyable yet purposeful businesses and religious institutions networks inside and outside of the activities with their children at home offer a variety of programmes and school, offering advice on potential to support their development. The projects focused on promoting locations for literacy projects. programme encourages teachers education and development in the to adapt, enrich and incorporate communities. Some of the principal concepts from educational theories aims of these programmes include Teaching-Learning Approaches on learning communities into their increasing educational achievement and Methodologies daily activities at school. in school or the community, creating sources of employment or taking Due to the wide range of intervention By allowing students to diverge slight- advantage of natural resources. points, the programme employs a ly from the curriculum in order to Finally, the third catalogue details the variety of strategies based on five focus on topics of their own interest knowledge and areas of experience theoretical fields: theories on inter-in- during the learning process, the pro- of community members who are stitutional collaboration, theories gramme supports the development able to share these skills with other on organisational development as of skills for autonomous learning. In members of the community through organisms which learn, theories on addition to acquiring reading and a tutoring network. For the purpose the professionalisation of teaching, writing skills, the pilot programme of establishing a literate community, theories on the development of aims to offer a large scale of different the tutoring networks help develop learning communities and communi- skills for participants to learn with important relationships between the ties of practice, and constructivism as the objective of supporting their children and the three main actors: a theory of individual and collective integration in society and general the school staff, the families and the learning. All of these theoretical focal development. Some activities which local community and play a key role points guide the programme and have taken place include Zumba (a in the successful evolution of the pro- complement one another to achieve dance fitness programme), cooking, gramme. The programme supports the maximum impact on educational origami, and other workshops. the collection of information, the achievement. publication of the catalogue and the organisation of exchanges through The tutorial relationship model, upon Development of Teaching- the tutoring network. which the networks are based, is the Learning Materials main educational model used in every In every community, the Family area of the programme. The model In order to enhance people’s interest Literacy Programme is organised created by Gabriel Cámara Cervera and confidence to take part in the by the School Social Participation (2004), a Mexican expert on alterna- educational activities in schools and Council (CEPS), supported by a tive models for basic education, has the communities, an initial set of regional coordinator and the advisory been used successfully in a variety of educational material will be designed team from CREFAL. Each school has situations and environments and is and produced according to the its own CEPS, or Council, comprised an educational model based on the particular features of each individ- of parents, school staff, teachers, exchange of personalised dialogue ual community. The materials are former pupils and neighbours for use both inside and outside of designed to prompt a participatory who are interested in carrying out schools. Centred on developing the response from the individuals (family improvements to the school. The ability of learning to learn inde- member and learners) who wish Council supports the school’s educa- pendently, the method results in high to use them. Following their use, tional initiatives by means of setting quality learning, the development the individuals taking part provide up several committees with different of cognitive structures and the feedback on their experiences and foci. The Reading Committee, as achievement of the key competences on whether the material succeeded one example, is responsible for (reading for understanding, writing in guiding them through the content organising the required steps to set and self-correction, and basic and aiding interaction. up and maintain the library and for mathematical calculations). promoting reading in the school The programme encourages teachers environment. In addition, the Council As the key actors in the programme to reflect on the teaching materials is entrusted with the coordination of are families, communities and they possess and the extent to which inter-institutional opportunities for schools, it is vital to start by looking these tools meet the essential learn- education and compiling a report on at their needs, interests and ambi- ing needs of the students. Emphasis is the strengths, interests and needs of tions, encouraging self-management placed on involving the children when the community. and participation, and recognising teachers are designing strategies to their knowledge, abilities and encourage more family participation Regional coordinators for the potential. The educators are encour- in school education. programme manage the selection of aged to utilize their individual talents educational projects on offer, create and interests when teaching in order the catalogue of projects available in to boost their motivation and make 124 Learning Families – Intergenerational Approaches to Literacy Teaching and Learning

Qualifications implementation, monitoring and the pilot run of the Family Literacy evaluation of community projects. Programme aims to explore how a If learners wish to work towards No formal training for this position is national system for family literacy a fixed goal or simply mark their deemed necessary. could be introduced. The system achievements through the pro- would be responsible for coordi- gramme by obtaining a qualification, Training events on tutoring have been nating family literacy projects and they have access to a series of organised for the school teachers. programmes using existing resources existing assessments. The following Furthermore, educators already work- from government departments and types of evaluation are available: the ing with the tutoring model as part civil society organisations, whilst National Assessment of Academic of a distance learning programme researching and leading investigations Achievement in Education Centres were present and brought additional in order to update the programmes (ENLACE), advanced certificates in input and experiences. The training is and projects which are established literacy, and primary, secondary intended to give the teachers a better on a regular basis. Once a nationwide or advanced secondary education understanding of the model and help system has been established, many from the National Institute for them to introduce it into a variety of areas of society are expected to be Adult Education (INEA), basic level areas. positively impacted. certificates which are offered by the National Education Promotion Council Impact on schools: The programme (CONAFE) and certificates from the Selection of Participating involves changing to an educational National Council for Lifelong Learning Schools model which focuses on educational and Work Skills (CONEVyT). attainment through developing es- In order to target areas with lots of sential life skills and encourages high opportunity for improvement, the quality education. The transfer to the Expansion and Future states selected for this programme model is supported by the efforts of Application were chosen based predominantly on the school management to secure the their Human Development Index. To time and space for teacher training, The Family Literacy Programme decide where the programme will be and through the reorganisation of consists of four stages which will run in these states, the search was school activities so that they respond be introduced over a span of seven focused on schools and communities to and are even directly based upon years. In the first stage (2011 – 2012), which fit into the following groups: the interests, individual situations and eleven schools in five Mexican states knowledge of the pupils. will take part in the programme. Schools in particularly marginalised As part of the second stage areas according to the respective Impact on families: As a result of (2012 – 2014), nine states and nine index of the Federal Government the programme, significant changes schools will be incorporated into (INEGI). to the relationship between schools the programme. In the third stage and familias should occur. Families (2014 – 2015), an educational model Those communities in which several take on shared responsibility and and a national plan for Family Literacy educational and social programmes assume a unique, independent role in in Mexico will be established, and in converge, including programmes the development of the skills which the final stage (2015 – 2018) a flexible organised by both the government define a literate community. Such model of Family Literacy will be and civil society. skills form the foundation of a society created for possible transfer to other which lives by and defends values Latin American countries. Schools with poor results in the such as democracy, participation, ENLACE test and who were selected solidarity, justice, honesty and for the National Programme to knowledge. As such, families give Recruitment and Training Improve Educational Attainment. impetus to and support the changes of Facilitators occurring in schools.

The process of recruitment for the PROGRAMME IMPACT, Furthermore, the new model presents regional coordinators begins with ACHIEVEMENTS AND a method by which all family mem- the nomination of candidates by CHALLENGES bers can become lifelong learners. the Ministry for Education in each Amongst the families participating, state and in agreement with CREFAL. the programme is expected to Generally speaking, the coordinators Expected Impact promote the development of useful have experience of working in skills for work and life, encourage the different fields in the Ministry for Concrete results are difficult to pursuit of certificates for different lev- Public Education in their respective pinpoint at this point in time since els of education, contribute to raising states and they have all been the programme is still in its early the educational level in families and qualified to degree level, with one stages. Moreover, a project with encourage equality and democracy in coordinator holding an Engineering such a wide community reach takes a family relationships. degree. The selection depended significant amount of time to reach its heavily on the candidates showing full potential and show its impact on Impact on communities: Change evidence of leadership experience the local area. Rather than focusing arises in a community as a result of whilst supporting the organisation, on achieving a numerical impact, the capabilities and decisions of the Learning Families – Intergenerational Approaches to Literacy Teaching and Learning 125 community members. By providing scheduled for design by December Transforming the institutional culture the members with sufficient resources 2011. centred on its own objectives in order to improve their literacy and, as such, to make way for an open collabora- to perform their roles efficiently On introducing the programme tion process between institutions and inside the community, the community to communities, many positive sectors with consensual goals and adapts and forms virtuous circles of comments were made by the parents focused on benefitting the country’s development and improvement which reflecting their desire to improve their most needy groups. raise the quality of life of its members own skills as well as support their of the community in many diverse children’s educational development. Accommodating the necessary time areas such as health, the environ- The following comments have been for community changes to come to ment, sustainable development, reported and reflect the opportunities fruition. Transformations of such a justice, equality and social peace, the programme opens up for all magnitude require long-term vision citizen participation, etc. The changes community members : “I learn more and planning and can suffer at to the families and the communities with my daughter than what I learnt the hands of changing politics or are expected to transform the regions at the same age…” “If I learn, I’ll inertia. Given that political support is and states in a progressive manner. be able to help my son more”. The necessary to obtain funds to continue As the educational demands of the interest in the community to continue with the programme, agreement with families become more complex, the learning and to help to improve the the authorities on the schedule for horizons for sustainable development children’s educational achievement is progression is notably important. will be broadened, producing jobs, evidence of the potential the Family new goods and services and an Literacy Programme has in these Acquiring financial, material and increase in the well-being of the communities. human resources to sustain the population. educational changes taking place as well as the transformations in Challenges families and in the community. Since First Achievements continuous action is required for long During the preparation and imple- term community transformations, it Since its introduction in May 2011, a mentation of the programme, a is necessary to have the resources number of preliminary achievements number of challenges have been available to keep the programme and positive experiences have been faced mainly due to the fundamental going. reported across the programme changes made to the teaching-learn- locations: ing approaches and the focus The introduction of tutoring networks on community participation. The provoked reservations on the part of Three teacher training events have following areas have presented the some teachers as they consider them- been held, providing over 140 people main challenges for the programme selves to have had little experience in Durango, Guerrero and Veracruz so far: of the workings and benefits of the with specific training for the tutorial model. To address these concerns, relationship model. Introducing a change of paradigm the teachers were introduced to the through the move from governmental model in a short, one-day workshop Six of the schools taking part have intervention to the promotion of on tutorial relationships. Held in the now joined the Schools of Quality self-managing communities. For company of some telesecundaria Programme (PEC). One of these example, the CEPS already exists in teachers who already work as tutors, schools, María Angelina Flores the majority of schools but has not it was agreed to hold a broader Morales in Teopisca, Chiapas, was assumed its role, for reasons of lack workshop as soon as possible so that assigned funding through the PEC of organisation or lack of information. they can gain a wider and deeper which has now been allocated for the The composition, training and insight into the topic as well as to construction of a school dining room. functionality of the CEPS is a wide envisage the possible areas in which area for development in the coming they could use the model. Each of the schools taking part was academic year. visited by the coordination team and A number of specific challenges to the pilot programme was introduced Transforming the pedagogical focus the smooth running of the pro- to each school community. from memorised learning to a teach- gramme stemming from the culture ing-learning model which centres on and demographics of Mexico have A website covering the details of the the educational achievement of the been reported by CREFAL repre- programme (http://atzimba.crefal. pupils and their families both inside sentatives having visited the schools edu.mx/learnfamily/) has been set and outside of school. and communities. The prevalence up by CREFAL and a leaflet has been of many indigenous languages in designed to encourage the support Fostering the active participation of Mexico can pose difficulties with of families with reading and writing the whole community to encourage regards to learning resources and activities. The design of teaching ownership of innovative ideas and communication in the community. guides, a memory game and teaching new action plans in order to adapt Dilapidated teaching facilities, such handbooks covering literacy in the them to the realities of each commu- as old blackboards and even a lack family, school and community are nity. of benches, can hinder educational progress in schools through creating 126 Learning Families – Intergenerational Approaches to Literacy Teaching and Learning a poor learning environment. On The research will focus on the for the success of the programme. introducing the programme to one following areas: With only limited support, such a particular community, some of those transformation to the community present had reservations about their ■■ Documenting the changes which dynamics would be hard to establish participation in the programme given have occurred in the schools, families or sustain. Sufficient time is also the various tasks and responsibilities and communities. required in order for each community they have at home. Nevertheless, ■■ The systematisation of the experi- to ascertain the optimum speed of as time has gone on, a considerable ences of the Family Literacy Pro- change, to take ownership of ideas number of mothers have expressed gramme with its interaction between and to organise the management and their desire to participate, looking for schools, families and communities. use of available resources. a better role in their children’s educa- ■■ The documentation and systemati- tion and improved results as well as sation of the experiences of collab- The process of putting into practice searching for an improvement to their oration with other institutions and the good ideas and intentions behind own education. Rather than engaging across sectors. existing laws and reforms and making both parents, CREFAL has reported ■■ The educational evaluation of them a reality in communities where from initial investigations that it is the programmes and projects which they have not been incorporated until more often mothers rather than develop as a result of the involvement now is a sizeable task and should not fathers who participate most actively of the Family Literacy Programme. be underestimated. in the school life of their children. ■■ Organising the data to enable Overcoming the initial apprehensions regular assessments on how the pro- It is necessary to highlight the impor- of teachers and communities forms gramme is functioning. tance of inter-institutional relation- another preliminary challenge, as they ships which have already proved to may have experience of unsuccessful Through research and evaluation, bring positive results to the com- past programmes and do not wish to the programme helps the schools, munities. In one particular case, the be overloaded with new responsibili- the families and the communities to collaboration with governmental pro- ties and a greater workload. shape their actions in order to best grammes, such as OPORTUNIDADES achieve their goals. The results of (Opportunities) run by the Ministry the evaluation and the subsequent for Social Development, has enabled RESEARCH AND improvements provide ideal material families in marginalised areas to enrol EVALUATION for use when developing the integral in a scholarship and study grants and systemic Family Literacy Model. programme. To learn from the community experiences during the programme, it is vital to ensure that the transforma- Monitoring and Evaluation SUSTAINABILITY tions which occur and the systemati- sation of educational experiences at The national team of coordinators will In order for the project to be sus- all levels are well-documented. The visit the states four times a year and tainable over the long term, it will be collected data serves as a continuing take part in two national meetings necessary to convert the participating form of evaluation which improves annually. The first national meeting schools into learning and cultural the management processes, as well took place in October 2011 and centres for the community. Forming as providing the most important dealt with the three central goals of a learning community involves a wide source of information for those the Family Literacy Programme: to range of actors, including children, in charge of producing the Family promote reading, to create tutoring young people, adults, families and Literacy Model and designing a na- networks and to establish a literate elderly people as well as potential tional system to implement it. As the community. The principal aim of the educators, who include all those just programme is running simultaneously meeting was to discuss the elements mentioned, students, social workers, in five states, CREFAL has called on which enhance the efficiency of the teachers, professors, public workers the support of institutions dedicated programme in order to reach these and every citizen who would like to educational research and studies goals in communities and schools. to share their knowledge and skills. and which have an authentic interest It will be important to maintain a in improving the quality of schools, demand for learning amongst all namely teacher training colleges in LESSONS LEARNED citizens and by integrating literacy the participating areas and universi- practices into the community there ties which offer degrees in Education. Even though the programme is still in will be a firm base from which to With the recent establishment of its early stages, it is expected to bring promote and maintain participation. academic bodies in the teacher insight and deeper understanding of With regard to motivating family training colleges, it is now crucial to the most important aspects to ensure members and community representa- carry out systematic research and to the success of such an education tives to participate in the programme, interact with other higher education programme in Mexico. Until now, the catalogue detailing the existing institutions. In the same manner, three clear lessons can be mentioned: educational projects in each partic- universities are generally interested in ipating state supports those who participating in investigations which The active participation of all those wish to take part. The Council in provide their students with significant involved as well as significant interac- each school also aims to help families field experience. tion between institutions is required by evaluating and organising their Learning Families – Intergenerational Approaches to Literacy Teaching and Learning 127 interests and needs into requests Cooperación Regional Para La for training and support them with Educación De Adultos En America selecting educational projects from Latina (CREFAL), the catalogue. Pátzcuaro, Michoacan, Given the possibilities for education México. (informal, non-formal, distance, Website: http://www.crefal.edu.mx online, led by experts, across genera- Email: [email protected] tions, etc.), the model is very flexible Tel: +52 (434) 3428194 and highly sustainable due to its variety and range. By promoting the development of learning to learn in- dependently for the teachers, pupils, families and the wider community, solid foundations for a literate and so- cially engaged community can be laid down. The Family Literacy Programme will continue to work with the communities, schools and families concerned until the community actors have taken over the role in the process of transformation which the programme promotes. This process is expected to take approximately four years. Within this period, it is hoped that the actors will establish ownership of the community changes in order to maintain them with the support of government departments and civil society organisations in each state. As the presence of resources is a constant concern for programmes reliant on funding and support, the use of existing resources from other programmes and initiatives increases the sustainability of the programme.

SOURCES

■■ Aprendizajes en Familia en México: Hacia la integración de escuela, familia y comunidad. Pátzcuaro, Centro de Cooperación Regional para la Educación de Adultos en América Latina y el Caribe (CREFAL). 2012. (In Spanish) ■■ Cámara Cervera, Gabriel et al., 2004, Comunidad de Aprendizaje: cómo hacer de la educación básica un bien valioso y compartido, Ed. Siglo XXI, Mexico. Cámara, Gabriel, 2008, Otra Educación Básica es posible, Ed. Siglo XXI, Mexico.

CONTACT

Lic. Pedro Andrés Ramírez Zavala National Coordinator of the Family Literacy Programme Regional Cooperation Center for Adult Education in Latin America and the Caribbean / Centro de