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.
Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
Extremely positive assessment of meeting
Study visits – unique opportunity
Be more focused in the discussions
More country experiences and study visits
More concrete ideas for practical work
More group work
How to find sponsors and participants
Face-to-face work, home-visits
The migrant as a parent, not only as a working individual
Proportion of migrants in each country
To motivate parents
To see progress/to prove that the
To understand different cultures
To increase funding
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
In which areas do they wish more training?
Work with migrants
Managerial and administrative skills
How can the literacy skills of parents be developed?
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.
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
Bulgaria: 60% of the Roma at risk, 25% totally illiterate
Germany: 4,000.000 functional illiterates
7,400.000 migrants (Turkish)
Ireland: IALS study: 25% of the population at the lowest level
Italy: 12% functional illiterates
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
High illiteracy rates
High proportion of migrants
Increase level of literacy and vocational qualifications
Prevent future drop-outs by promoting children‘s literacy skills
Support parents to assist children
Promote development of literacy and numeracy skills
Assist parents in their role as primary educators
Involve in lifelong learning
‘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
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.
Support parents to assist children
Focus on adults (lifelong learning)
Bulgaria: Adult Roma
5-6-year-old children and their parents (mostly migrants)
Ireland: Adult learners
Italy: formerly: individual working migrants, now: migrant‘s family
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.
Literacy and vocational qualifications project in Sofia, June – Dec 2005.
Partnership among Ministry, local authorities and NGOs.
3 modules: literacy, voc. qualifications, employment
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
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.
Klabb Hilti: After school, hosted in prim. schools, 1,45 h. twice a week
8-12 families per programme
Provision in 38 schools
Evening and weekend programmes
MOCEP: 25-week program with 20-25
mothers once a week in adult educ.
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
Child training: Classroom worksheets and
home worksheets (20. min. daily)
Parent support: monthly 2-hour-parent-
Worksheets with child at home (30 min.
13-week-program. Group meetings with 15
Teachers selected by Regional
Inspectorate of Education, Sofia.
Teachers received short-term training on
adult education by the IIZ/DVV.
Teachers are primary school teachers
with a qualification for language
development (no experience with adult
„Training“ is provided through a monthly
seminar where input is given and
Qualified adult literacy tutors having
completed an initial tutor training
Certificate and degree courses for adult
Graduate in psychology, pedagogy or
similar intercultural qualifications
Experience with working with migrants
Knowledge of the (legal) situation of
Malta: Initial and ongoing tutor training
In-built element of teacher studies
Strong involvement and training of parent leaders
MOCEP: Teachers are either staff of
adult education centres or social workers
and psychologists. They receive 1 month
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).
Qualification: From primary school
teachers to adult education specialists
Training: Initial training, ongoing training
Intercultural qualifications, experience
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
Italy: Adult migrants.
Malta: Children and parents, focus on parents
MOCEP: Children and mothers.
PCPEP: children, parents, teachers.
FSP: children and fathers.
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.
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
Curriculum developed together with
Structured and prescriptive curriculum
Bulgaria: Individual approach
Germany: Process-oriented, low-scale,
action- and individual-oriented
Ireland: Learner- and best practice-
Turkey: Ecological approach; mediated
Germany: „internal“ and „external“
evaluation using both quantitative and
Ireland: Courses are evaluated on a
qualitative basis: group discussions,
individual evaluation sheets and
Malta: Teachers‘ survey, parental feedback
Turkey: Projects are visited by ACEV
MOCEP: Observations and scales,
interviews with mothers
PCPEP: Tests with children, interviews
with teachers, observations.
FSP: Observations, quantitative
evaluation by attitude.
Bulgaria: Ministry of Labour and Social
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
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!?
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.
Ireland: Local Vocational Education
Committees (tuition); NALA (training of
tutors); Waterford Institute of
Technology (training); schools (venues,
recruitment of parents)
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
Teacher training: Long duration
Detailed and structured training
Intensive program implementation:
Observation and feedback
Ongoing process and product evaluation