2. MARCO REFERENCIAL
2.1. Antecedentes de la Investigación
2.1.1. Internacionales
Implementing organization Clare Adult Basic Education Service Language of instruction English
Date of inception 1994
Programme partners Schools, community centres, libraries, adult education centres and family resource centres Funding
Department of Education, Limerick and Clare Education and Training Board (LCETB) Annual programme costs Less than €200,000 (approximately $220,000) Annual programme cost per learner
€500 (approximately $550)
COUNTRY CONTEXT
There is significant scope to im- prove adult literacy in Ireland. The OECD’s 2012/13 Programme for the International Assessment of Adult Competencies (PIAAC) survey ranked Ireland 17th for literacy and 19th for numeracy attainment out of 24 participating countries. Eighteen per cent of adults had a literacy level below Level 1 (on a five-point scale), which suggests that around one in six Irish adults may have difficulties in understanding written texts. On numeracy, one in four adults scored below Level 1, indicating that they struggle with simple mathematical calculations (National Adult Literacy Agency 2012). One important reason for the relatively low literacy and numeracy levels in Ireland is ‘poverty and lack of access to educational resources’ (National Adult Literacy Agency 2012). This makes families with a migrant background especially
likely to have low literacy levels because they have less access to education and work than other communities within Ireland. This is especially true for migrants from non-English speaking countries and European Union new member states, who face a wage disadvantage of 20 per cent and 32 per cent respectively, compared to Irish workers. The Clare Family Learning project plays an important role in raising adult literacy rates in Ireland because it specifically serves populations such as these, which are often neglected by the mainstream educational and occupational sectors.
PROGRAMME OVERVIEW
Clare Family Learning works with parents to develop their interests, abilities and knowledge in order to help them better support and encourage their children’s educational attainment. This approach improves the literacy and numeracy of both parents and their children because it creates a bridge between home and school, and between home and adult learning opportunities. Many parents need support to take that first step into learning. Helping their children is strong motivation for parents to take part in education. Once in the classroom, they become aware of other areas where they may need to upskill, thus encouraging them to continue as lifelong learners.
The programme’s main target groups are families from migrant, low-in- come and Traveller backgrounds who have fewer educational and occupational opportunities than other communities. The programme plays an important role in Ireland as a leading contributor to the develop- ment of family learning. It is one of the main family learning providers in the country, while also contributing substantially to research and training in the field.
In 2014, Clare Family Learning had 400 participants, taught by 13 part- time tutors and one full-time tutor. Since 1998, one full-time coordinator has managed the project, greatly improving the reach of the pro- gramme and increasing the provision of services to learners. As a result, in 2014, Clare Family Learning provided 52 courses, on 26 different topics, in 23 locations across Clare County.
Aims and Objectives
The main aim of the Clare Family Learning project is to encourage parents to get involved in their children’s education. The programme affirms parents in their role as ‘first teacher’, supporting them in helping their children in their literacy and numeracy development. This process is beneficial to both parents and chil- dren because parents also have the chance to improve their literacy and numeracy skills through participation in the programme. Children function as the programme’s ‘hook’ in raising the educational attainment of parents because, of course, all parents want the best for their children. Through this structure, the programme tries to build a friendly and positive learning environment tailored towards the educational needs of families. is the programme’s use of the term ‘family learning’, rather than ‘family literacy’, is deliberate, as it has a more holistic meaning and fewer negative connotations than ‘literacy’.
In addition, Clare Family Learning has established partnerships between families, schools and the wider com- munity to build a broader support network for parents who have limited opportunities to access education and employment. Priority participants are single-parent families, teenage/young parents, Travellers, refugees and asylum seekers, and migrant workers, as well as carers and foster parents. Travellers make up 0.6% of the Irish
population (Central Statistics Office Census 2011) and have traditionally moved in a nomadic way around the country seeking seasonal work. Education may not be valued highly by some families and there is strong discrimination against this community (Mac Gréil 1996).
The programme’s specific goals are to:
■ Improve the literacy, numeracy and language skills of participants; ■ Teach parents about the Irish edu- cational system;
■ Equip parents with the skills nec- essary to communicate with school staff;
■ Teach parents how to help with their children’s school work; ■ Promote parent/child interactions and learning activities (Carpentieri, Fairfax-Cholmeley, Litster, Vorhaus 2011)..
PROGRAMME
IMPLEMENTATION
Enrolling Learners and
Identifying their Needs
Clare Family Learning engages new learners through partnerships with ‘link agencies’, such as schools, social services, libraries and community groups, which connect the project
with groups of parents with learning needs. To engage learners from Roma and Traveller communities, the project uses a learning champion. Clare Adult Basic Education Service has identified a need to improve outreach efforts to priority groups and young adults and to use social media to recruit new families. As learners are enrolled, facilitators, agency staff and parents discuss which learning needs participants would like to address. This, in turn, enables the project to adjust its teaching methodologies and develop courses suited to the needs of partici- pants. Listening to parents is essential in developing courses that address topics of interest to participants.
Category Course Content
Books and stories
Digital stories Create a story with art work, photographs, images and music
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
Early years 0–7
Family learning Identify learning opportunities; talking and listening to children; spelling, reading and writing; maths
Family learning through play, rhymes and songs
Incorporate play, rhymes and songs into children’s learn- ing
My baby and me Improve interaction between mothers, fathers and their babies
Learning in the home and community
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 the vocabulary of health Family learning and active citizen-
ship
Gives an overview of the political system and how to 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 Homework and
study skills
Family learning and Irish Teaches Irish to parents with children in primary school to help them with their homework
Number games to make and play Parents and children work together on school and every- day maths
How school works: primary/secondary
Learning the language of school Parents learn about schools and how to interact with school staff
Settling into second-level school Ideas and tips for parents to support their children’s pro- gression (advancement) to second level
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Learning Families – Intergenerational Approaches to Literacy Teaching and LearningThe programme’s tutors also recognize that listening and being responsive to parents’ needs is key. As there is the flexibility to pilot courses, learners’ feedback throughout the learning process is fundamental. Pilots can be rolled out nationally if the need arises, as it has, for example, in the case of Fun Science for Dads and Children and Learning about Project Maths, and there is no ‘off the shelf’ course, as the programme must be adjusted to the educational levels of parents and reflect their needs and interests. Clare Family Learning develops resources in response to learners’ requests for support. The project shares its resources online, including a DVD and publications such as Family Learning in Action, which features outline plans for 20 courses with a sample plan that facilitators can develop to suit their own group’s needs.