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QualiFLY – 2 nd Project Meeting Malta, 13-15 Feb 2006. Contact: Maren Elfert, UNESCO Institute for Education, [email protected] 1 st Project Meeting Istanbul, Nov ‘05. AÇEV (Mother Child Education Foundation). Presentations. Staff meeting. Tutors’ meeting. Father Support Program.

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Qualifly 2 nd project meeting malta 13 15 feb 2006 l.jpg
QualiFLY – 2nd Project MeetingMalta, 13-15 Feb 2006

Contact: Maren Elfert, UNESCO Institute for Education, [email protected]


1 st project meeting istanbul nov 05 l.jpg
1st Project MeetingIstanbul, Nov ‘05













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Feedback sheets

Extremely positive assessment of meeting

Study visits – unique opportunity

Be more focused in the discussions


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Feedback sheets

Interest in:

More country experiences and study visits

More concrete ideas for practical work

More group work


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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


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Tutors’ meeting

Proportion of migrants in each country

Minorities

Practices


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Tutors’ questionnaires

Challenges:

To motivate parents

To see progress/to prove that the

programme works

To understand different cultures

and backgrounds

To increase funding


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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


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Tutors’ questionnaires

In which areas do they wish more training?

Work with migrants

Managerial and administrative skills


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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


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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.


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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.”


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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


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Questionnaire

  • Focus (children, young people, adults)

  • Curriculum

  • Methodological approach

  • Monitoring and evaluation

  • How is the project financed?

  • Partnerships

  • Best practice example


Questionnaire context of the country l.jpg
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)


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QuestionnaireContext of the country

Ireland: IALS study: 25% of the population at the lowest level

Italy: 12% functional illiterates

2,000.000+ migrants


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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


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QuestionnaireContext of the country - Resume

All countries:

High illiteracy rates

Germany, Italy:

High proportion of migrants

Bulgaria:

Minority


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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


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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:


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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


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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.


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QuestionnaireConcept and aim of project-resume

All:

Support parents to assist children

Ireland/Malta:

Focus on adults (lifelong learning)


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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


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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.


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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


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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


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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.


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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


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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


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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)


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QuestionnaireProgramme design

Turkey:

FSP:

13-week-program. Group meetings with 15

fathers


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QuestionnaireProgramme design - Resume

  • Partnerships

  • From very flexible time frame (Germany) to very „school-like“ and structured programmes


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QuestionnaireTeacher training

Bulgaria:

Teachers selected by Regional

Inspectorate of Education, Sofia.

Teachers received short-term training on

adult education by the IIZ/DVV.


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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


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QuestionnaireTeacher training

Ireland:

Qualified adult literacy tutors having

completed an initial tutor training

programme

Certificate and degree courses for adult

literacy tutors


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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


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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).


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QuestionnaireTeacher training - resume

Qualification: From primary school

teachers to adult education specialists

Training: Initial training, ongoing training

Intercultural qualifications, experience

with migrants


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QuestionnaireFocus of project

Bulgaria: Unemployed and (functionally)

illiterate adults (Roma population)

Germany: In principle, children and

parents. Focus is more on children as

programme does not enhance literacy

skills of parents

Ireland: Adult learners


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QuestionnaireFocus of project

Italy: Adult migrants.

Malta: Children and parents, focus on parents

Turkey:

MOCEP: Children and mothers.

PCPEP: children, parents, teachers.

FSP: children and fathers.


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QuestionnaireCurriculum

Bulgaria: Curriculum provided by Reg.

Inspect. of Education. Didac-

tical materials selected by IIZ/DVV.

Germany: Flexible curriculum developed

together with teachers.

Ireland: Curriculum developed in

consultation with learners.


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QuestionnaireCurriculum

Turkey:

MOCEP: Curriculum consists of 25 group discussion topics and 25 worksheets.

PCPEP: Curriculum consists of 8 group

discussion topics, 25 „home worksheets“

and 28 „class worksheets“

FSP: Curriculum consists of 13 discussion

topics.


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QuestionnaireCurriculum - resume

Curriculum developed together with

learners/teachers (Germany/Ireland)

Structured and prescriptive curriculum

(Turkey)


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QuestionnaireMethodological approach

Bulgaria: Individual approach

Germany: Process-oriented, low-scale,

action- and individual-oriented

Ireland: Learner- and best practice-

oriented

Turkey: Ecological approach; mediated

learning


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QuestionnaireMonitoring/Evaluation

Germany: „internal“ and „external“

evaluation using both quantitative and

qualitative instruments

Ireland: Courses are evaluated on a

qualitative basis: group discussions,

individual evaluation sheets and

brainstorming sessions

Malta: Teachers‘ survey, parental feedback


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QuestionnaireMonitoring/Evaluation

Turkey: Projects are visited by ACEV

specialists

MOCEP: Observations and scales,

interviews with mothers

PCPEP: Tests with children, interviews

with teachers, observations.

FSP: Observations, quantitative

evaluation by attitude.


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QuestionnaireHow is project financed

Bulgaria: Ministry of Labour and Social

Policy

Germany: Federal Ministry for Education

and Research and Federal States

Staff costs: UIE/LI

Ireland: Dept. of Education and Science,

also European Social Fund and Irish

Development Plan


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QuestionnaireHow is project financed

Italy: Catalogo, Comune di Roma

Malta: Ministry of Education?, ESF-funded projects

Turkey: Cooperation ACEV-Ministry of

National Education (ACEV provides

teacher training; MONE provides training

materials and pays salaries of teachers)

ALL public funds!?


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QuestionnairePartnerships

Bulgaria: Sofia Municipality, Regional

Educational Dept., Regional Labour Dept.;

IIZ/DVV; Regional Inspectorate of

Education; Foundation “Ethnocult. Dial.”

Germany: UIE-LI-schools (project

management); Ministry of Education, City

of Hamburg, Univ. of Hamburg (funding);

foundation and private company (add.

courses)


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QuestionnairePartnerships

Ireland: Local Vocational Education

Committees (tuition); NALA (training of

tutors); Waterford Institute of

Technology (training); schools (venues,

recruitment of parents)

Turkey: ACEV-MONE


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QuestionnaireBest practice


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QuestionnaireBest practice

Germany: Parents writing family stories

Germany: Learning with different letter „stations“

Ireland: Cooperation of all relevant

partners in the planning and

implementation of programmes

Awards ceremony presenting certificates


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QuestionnaireBest practice

Turkey:

Teacher training: Long duration

Detailed and structured training

materials

Intensive program implementation:

Observation and feedback

Ongoing process and product evaluation


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QualiFLY – 2nd Project MeetingMalta, 13-15 Feb 2006

Contact: Maren Elfert, UNESCO Institute for Education, [email protected]


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