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 WestFamily Learning CoordinatorFirst Campus, University of Wales NewportTel: 01633 432151Email: angela.west@ newport.ac.uk

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.

To explore the concept of embedding family learning within main stream education.

“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’.

1. Develop the skills or knowledge of both

the adult and child participants.

2. 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 .”

“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”

“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”.

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 Economic Personal Social / Collective

Other courses.

Learning at home.

Raised aspirations.

Skills.

Employment.

Qualifications.

Placements.

Increased confidence.

More effective communications.

Improved budgeting.

Increased confidence.

Changes in attitude.

Increased choices.

Increased tolerance and understanding.

Improved health.

Improved sense of well-being.

Volunteering.

Joining groups.

Engaging with community activities.

Feeling included.

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

Other family learning courses.

Supporting children‘s learning.

Better relationships with family.

Helping at child’s school.

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.

MULTIPLE STAKEHOLDERS:

“Common interests within family learning would contribute to an ‘economically thriving society’

1. Learner and their families

2. Employers

3. Government

4. Communities

5. Citizens

6. Education providers

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

Webb Review

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 learninghttp://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. Undated. Promoting Family Friendly Progression for Learners: Reference and Resource Material. NIACE: LeicesterAdult Progression Outcomeshttp://www.niace.org.uk/Research/Family/FFAP.pdf(Accessed 9.12.08)

Higher Education Funding Council for Wales (Hefcw). (2007). The Evaluation of the widening access activities and the Reaching Wider Initiative: additional work to support the evaluation consultation process. Final Report: Arad Consultinghttp://www.hefcw.ac.uk/WideningAccess_Docs/FINAL_REPORT_June_27.pdf(Accessed 1 August 2008)

Horne, J. and Haggart, J. (2004). The Impact of Adults’ Participation in Family Learning - A Study Based in Lancashire. National Institute for Adult Continuing Education (NIACE). http://www.niace.org.uk/Research/Family/AdultParticipation-in-FL.pdf(Accessed 1 September 2008)

Lamb, P., Cholmeley, K., Thomas, M. (2008) Families, Learning and Progression. Conference Paper.Sheffield: NIACEhttp://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/NRDChttp://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. 057/2008http://wales.gov.uk/consultation/dells/2008/acl/aclconsultation-e.pdf?lang=en(Accessed 7 October 2008)