Parent Empowerment for Family Literacy: the PEFaL experience

Juan Camilleri M.EdFOUNDATION FOR EDUCATIONAL SERVICES

QualiFLY Malta MeetingHotel Milano Due, Gzira

13 February 2006

the problem

How to reach vulnerable families that are ‘invisible’ to

the regular compulsory school and adult lifelong

learning systems ?

a viable solution

Reaching out to adults-as-parents, and empowering them to help their children, starting a cycle of selfaffirmation that would lead tosocial and economic inclusionand lifelong learning

rationale

Europe and the world increasingly more knowledge-based

Risk of widening the gap of exclusion

Broadening definition of ‘basic skills’ Empowering adults and their children to engage

in meaningful participatory group-based and intergenerational learning experiences

Literacy skills are not only empowering but also enabling (Freire)

background

The local Hilti experience through the FES and the ICPLS

Benefits for parents and children alike Documented evidence of success

overseas especially US and UK PEFaL is the first approved Socrates

programme with a Maltese institution as coordinating body

3-year project: 2001-2004 Originally 8 partners – eventually 6

selecting a family literacy model

Upskilling of parental reading skills through paired reading etc

‘Cycle of Literacy’ model, with basic skills aims for parents and children

Literacy practices in the family Family literacy as stepping stone for

parent/adult empowerment The Maltese Hilti family literacy

programme incorporates the last two concepts as ‘Bridge to Empowerment’ Model

Aims of ‘Bridging to Empowerment’ Hilti Model adapted in PEFaL

Empowering parents as:- co-educators- learners- parent leaders

So as to promote their further inclusion in society as they become lifelong learners

Helping children develop their literacy skills in a holistic and play-to-learn context

a typical session: Hilti and PEFaL

Parents and children work and grow together

Parents rehearse joint session

Children’s fun activity leading to joint literacy session

Processing

Processing

children’s session starts

parents join children

parents’ session starts

session ends

Parents and children separate

for processing and closure

communities serviced through PEFaL

Families in special needs/inclusive environment (LT)

Women forming support groups (MT, LT)

Families coming from minority groups and multicultural settings (UK, BE)

Families living in socially disadvantaged areas (MT, IT, UK, RO, LT, BE)

Families with children at severe risk of educational failure (MT, RO, BE)

Attempting to target fathers (MT, UK, LT, RO) A total of 36 parent leaders identified through PEFaL

across countries

main programme outcomes - 1 a Training-of-Tutors Programme and related

resource pack – in-built tutor-training component

two culturally differentiated basic skills training programmes for parents and children and related resource packs in line with EU transversal policies

Formative and summative assessment protocols

A concluding European Conference in July 04 A core team of parent trainers formed and

trained in six EU countries

main programme outcomes - 2

Multi-level publications A website for parent trainers’ and tutors’

participant interaction and access to the P.E.Fa.L. experience, programmes, tools and resources

Adult education and basic skills specialists and institutions gaining insights into the P.E.Fa.L. approach and methodology

P.E.Fa.L. has managed to put parent empowerment work and family literacy on the national agenda in Malta and many of the other project partner countries, especially Romania.

training of tutors – how?

Reading pack with relevant current literature on family literacy issues – various modules – compulsory and optional – leading to certification

Parents’ and Children’s Basic Skills Programme packs based on the Maltese experience but purposely adaptable for cultural diversity

Videos of typical session in various relevant languages

Establishment of website and IT-mediated technical assistance

Training seminar for coordinators and tutors integrated in September 03 meeting and National Conference

Country and site visits by coordinating institution during planning and implementation phases

Academic and technical consultancies

training of parent leaders

ICT-mediated input, discussions, mentoring and resources

an intensive evaluative and training seminar on adopting a Lifelong Learning Portfolio in the concluding conference in Malta, July 04

contact sessions with the co-ordinators of the respective participating institutions.

difficulties encountered

Language barriers Logistical difficulties IT and email communication proved

to be more complicated than originally hoped

Different level of ICT competencies and availability of computers

Consistent monitoring of programme implementation related to quality control

successful aspects

Dissemination of literature provided a sound theoretical basis

Training seminar was effective in providing real models of provision

Site visits provided on-site mentoring, technical assistance and parental feedback through focus grps

Academic consultant conducted an external evaluation and carried out optional case studies in MT and RO

Technical consultant kept records of IT communication and responded to tutors and parents’ questions and comments

numerical evidence of success

20 primary schools in local communities hosted family literacy programmes;

64 trained and experienced family literacy tutors forming core teams in six European countries;

30 family literacy programmes organised in the participating countries;

419 families participated in family literacy programmes in the six countries;

36 identified potential parent leaders from the six countries to support the core team of tutors in the dissemination of family literacy in their country.

International and national dissemination

International awareness and status through Pefal website

Family literacy provision in RO and LT after PEFaL

Sharing of expertise – UK, MT National conferences held in MT, BE, LT and RO Overall ground-breaking impact Paved the way for the QualiFLY G2 project

Il-Bniedem li ma jafx jaqra u jikteb ...

hu lsir tieghu nnifsu u ta’ l-ohrajn.

He (sic) who does not know

how to read or write…is slave to himself

and to others.

M.A. Vassalli Maltese illuminist, linguist and

writer1796