Family learning has the potential to reach new adult learners who would not be engaged in any other way and whose ambitions are varied.

Angela West

Family Learning Coordinator

First Campus, University of Wales Newport Tel: 01633 432151 Email: angela.west@ newport.ac.uk

To explore the concept of embedding family learning within main stream education. 1. To identify current family learning provision.

2. To define adult progression from family learning.

3. To review family learning and policy context.

4. To examine family learning and strategic priorities.

“Supports efforts to raise children’s achievements levels, raises expectations and aspirations of both children and adults, promotes active citizenship and, as the family group is the microcosm of the community, is community capacity building at its best”.

Elaborates the concept of family to include all those engaged in a parenting role, namely ‘mothers and

fathers, foster carers and adoptive parents, step-parents,

and grandparents…and in some cases, siblings’. Also ‘Local authorities’ in their capacity as ‘corporate

parents for children and young people in their care’.

–

Develop the skills or knowledge of both the adult and child participants.

1. Help parents/carers to be more active in the support of their children’s learning and development and to understand the impact of that support.

“

For many adult learners a family programme is their first step back into learning since their own school days and one important reason they go along is because they want to offer their child or grandchild support and opportunity; for many children it is the extra motivation they need to re-engage and feel success in learning.

Family learning also crosses the separate phases of education, from pre-school to higher education

.”

“

Confidence

is a belief in one’s own abilities to do something in a specific situation. This belief includes feeling accepted and on equal terms with others in that situation”.

“Self-esteem

is more than feeling good about yourself. It is also about being aware of your abilities. It is about who you are, being able to acknowledge positive and negative aspects and still feel good about yourself. It’s about having a positive sense of identity”

START:

– Informal learning – Entry level courses

MOVING ON:

– Accredited courses – Higher level courses

PROGRESSION TO:

– FE/HE – Employment

Progress:

within a single programme of learning

Achievement:

direct and immediate outcome of the programme

Progression:

happens after the programme

Educational Other courses.

Learning at home.

Economic Skills.

Employment.

Raised aspirations.

Qualifications.

Placements.

Other family learning courses.

Increased confidence.

Supporting children‘s learning

.

More effective communications.

Improved budgeting.

Personal Social / Collective Increased confidence.

Volunteering.

Joining groups.

Changes in attitude.

Increased choices.

Engaging with community activities.

Increased tolerance and understanding.

Feeling included.

Improved health.

Better relationships with family.

Improved sense of well-being.

Helping at child’s school.

http://www.niace.org.uk/projects/FLprogression/FLProgression-conf.pdf

Expresses scope for links with family learning as a ‘broader’ learning element of Adult and Community Learning. The document recognises the range of services within this field that address ‘The needs of learners which might not otherwise be met through more mainstream learning activities’.

Opportunities to identify ‘potential

progression routes for adult

learners’ are often missed requiring a

‘cultural shift on the

part of institutions’ to respond.



Higher education in its current shape offers a viable base in which to accommodate adult returners.



41% of all HE enrolments are for part-time learners.



The sector already has diverse learning opportunities for a range of students.

However, cohesive approaches to family learning, with a diverse offer of entry and progression routes for adults, are essential to avoid duplication of provision.

Webb Review MULTIPLE STAKEHOLDERS:

1. Learner and their families 2. Employers 3. Government 4. Communities 5. Citizens 6. Education providers

“Common interests within family learning

would contribute to an ‘economically thriving society’

Webb Review PRIMARY DRIVERS: 1. Learner entitlement – informed choice & support mechanisms 2. Employer influence – incentives & mechanisms: employer engagement 3. Skills – economically valuable skills, literacy and numeracy 4. Quality – diverse approach & fundamental requirements 5. Funding – unique & complex arrangements & duplication 6. Reconfiguration – professional boundaries, flexibility & capacity 7. Governance – spatial capacity & partnership arrangements

Buffton, J. (1999). Family Learning: Taking the Work Forward . Working Paper. Second report of the National Advisory Group for Continuing Education and Lifelong Learning. In Hammond, C and Gough, M (2000)

A note on family learning

http://www.learningbenefits.net/publications/OtherReports/NoteOnFamilyLearning.pdf

(Accessed 2 September 2008)

Eldred, J., (2002)

. Moving on with confidence. Perceptions of success in teaching and learning adult literacy. NIACE: Leicester. In

Spacey, R.

Family Friendly Progression for Learners: Reference and Resource Material

. NIACE: Leicester Undated.

Promoting

Adult Progression Outcomes http://www.niace.org.uk/Research/Family/FFAP.pdf

(Accessed 9.12.08)

Higher Education Funding Council for Wales (Hefcw). (2007

). The

work to support the evaluation consultation process. Evaluation of the widening access activities and the Reaching Wider Initiative: additional

Final Report: Arad Consulting http://www.hefcw.ac.uk/WideningAccess_Docs/FINAL_REPORT_June_27.pdf

(Accessed 1 August 2008)

Horne, J. and Haggart, J. (2004).

Education (NIACE).

The Impact of Adults’ Participation in Family Learning - A Study Based in Lancashire

http://www.niace.org.uk/Research/Family/AdultParticipation-in-FL.pdf

. National Institute for Adult Continuing (Accessed 1 September 2008) Lamb, P., Cholmeley, K., Thomas, M. (2008) Families, Learning and Progression . Conference Paper.Sheffield: NIACE http://www.niace.org.uk/projects/FLprogression/FLProgression-conf.pdf

(Accessed 11.10.08) Mallows, D. (2008). Effective and inclusive practices in family literacy, language and numeracy Family Literacy, Language and Numeracy: A Practitioner

Handbook

. Institute of Education/NRDC http://www.cfbt.com/evidenceforeducation/pdf/Family%20Learning%20Handbook%20(V5).pdf

Welsh Assembly Government, WAG (2005). Parenting Action Plan: Supporting mothers, fathers and carers with raising children in Wales . http://new.wales.gov.uk/docrepos/40382/40382313/childrenyoungpeople/consultation/parentactionplane?lang=en (Accessed 3 September 2008) Welsh Assembly Government, WAG (2006) Independent Review of Part-Time Higher Education Study in Wales http://wales.gov.uk/topics/educationandskills/publications/reports/graham_report_06?lang=en (Accessed 2 September 2008) Welsh Assembly Government, WAG (2007). Promise and Performance: The Report of the Independent Review of the Mission and Purpose of Further Education

in Wales in the context of the Learning Country: Vision into Action.

http://new.wales.gov.uk/docrepos/40382/4038232/403829/News/1285962/1853355/promise performance-rev2-e.pdf?lang=en (Accessed 2 September 2008) Welsh Assembly Government, WAG (2008). Delivering Skills that Work for Wales. A New Approach to Adult Community Learning. Consultation document No. 057/2008 http://wales.gov.uk/consultation/dells/2008/acl/aclconsultation-e.pdf?lang=en (Accessed 7 October 2008)