QualiFLY – 2nd Project MeetingMalta, 13-15 Feb 2006 Contact: Maren Elfert, UNESCO Institute for Education, firstname.lastname@example.org
Feedback sheets Extremely positive assessment of meeting Study visits – unique opportunity Be more focused in the discussions
Feedback sheets Interest in: More country experiences and study visits More concrete ideas for practical work More group work
Feedback sheets Interest in: How to find sponsors and participants Face-to-face work, home-visits The migrant as a parent, not only as a working individual
Tutors’ meeting Proportion of migrants in each country Minorities Practices
Tutors’ questionnaires Challenges: To motivate parents To see progress/to prove that the programme works To understand different cultures and backgrounds To increase funding
Tutors’ questionnaires What abilities do tutors need? Social skills, communication skills, psychological skills Knowledge of the culture (“be a cultural mediator”) Knowledge of adult education Knowledge of formal and non-formal education systems
Tutors’ questionnaires In which areas do they wish more training? Work with migrants Managerial and administrative skills
Tutors’ questionnaires How can the literacy skills of parents be developed? • develop a programme that meets their personal history • make the learning fun • raise self-esteem of parents
Tutors’ questionnaires Good ideas: To recruit participants, let other parents who have already took part talk about the project Empower parents to “own” their programme Find out how parents already support their children and strengthen that support.
Definition Common work definition: “Family literacy is an approach to learning that focuses on intergenerational interactions within the family and community which promote the development of literacy and related life skills.”
Questionnaire • Context of the country • Aim of the project/concept of family literacy • Target population/cultural and social context and languages Programme design, content and progression routes • Teacher training • Teacher background/qualification
Questionnaire • Focus (children, young people, adults) • Curriculum • Methodological approach • Monitoring and evaluation • How is the project financed? • Partnerships • Best practice example
QuestionnaireContext of the country Bulgaria: 60% of the Roma at risk, 25% totally illiterate Germany: 4,000.000 functional illiterates 7,400.000 migrants (Turkish)
QuestionnaireContext of the country Ireland: IALS study: 25% of the population at the lowest level Italy: 12% functional illiterates 2,000.000+ migrants
QuestionnaireContext of the country Malta: 11% of population over 11 illiterate High percentage of early school leavers not in further education Turkey: no standardized ECE system 12% illiteracy rate
QuestionnaireContext of the country - Resume All countries: High illiteracy rates Germany, Italy: High proportion of migrants Bulgaria: Minority
QuestionnaireConcept and aim of project Bulgaria: Increase level of literacy and vocational qualifications Germany: Prevent future drop-outs by promoting children‘s literacy skills Support parents to assist children
QuestionnaireConcept and aim of project Ireland: Promote development of literacy and numeracy skills Assist parents in their role as primary educators Involve in lifelong learning Italy:
QuestionnaireConcept and aim of project Malta: ‘Cycle of Literacy’ model: Basic Skills for parents and children Stepping stone for parent/adult empowerment (‘Bridge to empowerment’) Enhance school community development and parental empowerment
QuestionnaireConcept and aim of project Turkey: MOCEP: Empower mothers to support their children PCPEP: Ensure educational support through strengthening school-family collaboration Prepare children for primary school FSP: Empower fathers in their parenting roles.
QuestionnaireConcept and aim of project-resume All: Support parents to assist children Ireland/Malta: Focus on adults (lifelong learning)
QuestionnaireTarget population Bulgaria: Adult Roma Germany: 5-6-year-old children and their parents (mostly migrants) Ireland: Adult learners Italy: formerly: individual working migrants, now: migrant‘s family
QuestionnaireTarget population Malta: Early primary (1-3) children and parents (Hilti) Turkey: MOCEP: Mothers of 6-year-old children PCPEP: 6-year-old children, their teachers and parents. FSP: Fathers with 2-10-year-old children.
QuestionnaireProgramme design Bulgaria: Literacy and vocational qualifications project in Sofia, June – Dec 2005. Partnership among Ministry, local authorities and NGOs. 3 modules: literacy, voc. qualifications, employment
QuestionnaireProgramme design Germany: Pilot project in 7 schools and 2 kindergartens in Hamburg Flexible time frame Three pillars: 1. parents in the classroom; 2. Activities with parents; 3. joint parent children activities
QuestionnaireProgramme design Ireland: Family literacy courses of 8 to 10 weeks in duration, held in schools or community based centres. The programmes start with the needs and interests of the individuals.
QuestionnaireProgramme design Malta: Klabb Hilti: After school, hosted in prim. schools, 1,45 h. twice a week 8-12 families per programme Provision in 38 schools NWAR Hilti-in-Sports Evening and weekend programmes
QuestionnaireProgramme design Turkey: MOCEP: 25-week program with 20-25 mothers once a week in adult educ. Centres. Group meetings: mother support program (1,5 h); reproductive health (0,5 h); cognitive training (1 h) Home: Mother implements worksheets (0,5 h daily); 4-5 home visits by facilitator
QuestionnaireProgramme design Turkey: PCPEP: 28-week-program Child training: Classroom worksheets and home worksheets (20. min. daily) Parent support: monthly 2-hour-parent- support meetings Worksheets with child at home (30 min. daily)
QuestionnaireProgramme design Turkey: FSP: 13-week-program. Group meetings with 15 fathers
QuestionnaireProgramme design - Resume • Partnerships • From very flexible time frame (Germany) to very „school-like“ and structured programmes
QuestionnaireTeacher training Bulgaria: Teachers selected by Regional Inspectorate of Education, Sofia. Teachers received short-term training on adult education by the IIZ/DVV.
QuestionnaireTeacher training Germany: Teachers are primary school teachers with a qualification for language development (no experience with adult education) „Training“ is provided through a monthly seminar where input is given and experiences shared
QuestionnaireTeacher training Ireland: Qualified adult literacy tutors having completed an initial tutor training programme Certificate and degree courses for adult literacy tutors
QuestionnaireTeacher training Italy: Graduate in psychology, pedagogy or similar intercultural qualifications Experience with working with migrants Knowledge of the (legal) situation of Migrants Malta: Initial and ongoing tutor training In-built element of teacher studies Strong involvement and training of parent leaders
QuestionnaireTeacher training Turkey: MOCEP: Teachers are either staff of adult education centres or social workers and psychologists. They receive 1 month training PCPEP: Teachers are graduates of child development of voc. schools or preschool teachers (9 days training). FSP: Teachers are primary teachers or guidance counselors (10 days training).
QuestionnaireTeacher training - resume Qualification: From primary school teachers to adult education specialists Training: Initial training, ongoing training Intercultural qualifications, experience with migrants