Parent Empowerment for Family Literacy: the PEFaL experience

1. Parent Empowerment for Family Literacy: the PEFaL experience Juan Camilleri M.Ed FOUNDATION FOR EDUCATIONAL SERVICES QualiFLY Malta Meeting Hotel Milano Due, Gzira 13 February 2006

2. the problem How to reach vulnerable families that are ‘invisible’ to the regular compulsory school and adult lifelong learning systems ?

3. a viable solution Reaching out to adults-as-parents, and empowering them to help their children, starting a cycle of self affirmation that would lead to social and economic inclusion and lifelong learning

4. rationale • Europe and the world increasingly more knowledge-based • Risk of widening the gap of exclusion • Broadening definition of ‘basic skills’ • Empowering adults and their children to engage in meaningful participatory group-based and intergenerational learning experiences • Literacy skills are not only empowering but also enabling (Freire)

5. background • The local Hilti experience through the FES and the ICPLS • Benefits for parents and children alike • Documented evidence of success overseas especially US and UK • PEFaL is the first approved Socrates programme with a Maltese institution as coordinating body • 3-year project: 2001-2004 • Originally 8 partners – eventually 6

6. selecting a family literacy model • Upskilling of parental reading skills through paired reading etc • ‘Cycle of Literacy’ model, with basic skills aims for parents and children • Literacy practices in the family • Family literacy as stepping stone for parent/adult empowerment The Maltese Hilti family literacy programme incorporates the last two concepts as ‘Bridge to Empowerment’ Model

7. Aims of ‘Bridging to Empowerment’ Hilti Model adapted in PEFaL • Empowering parents as: - co-educators - learners - parent leaders So as to promote their further inclusion in society as they become lifelong learners • Helping children develop their literacy skills in a holistic and play-to-learn context

8. a typical session: Hilti and PEFaL

9. communities serviced through PEFaL • Families in special needs/ inclusive environment (LT) • Women forming support groups (MT, LT) • Families coming from minority groups and multicultural settings (UK, BE) • Families living in socially disadvantaged areas (MT, IT, UK, RO, LT, BE) • Families with children at severe risk of educational failure (MT, RO, BE) • Attempting to target fathers (MT, UK, LT, RO) • A total of 36 parent leaders identified through PEFaL across countries

10. main programme outcomes - 1 • a Training-of-Tutors Programme and related resource pack – in-built tutor-training component • two culturally differentiated basic skills training programmes for parents and children and related resource packs in line with EU transversal policies • Formative and summative assessment protocols • A concluding European Conference in July 04 • A core team of parent trainers formed and trained in six EU countries

11. main programme outcomes - 2 • Multi-level publications • A website for parent trainers’ and tutors’ participant interaction and access to the P.E.Fa.L. experience, programmes, tools and resources • Adult education and basic skills specialists and institutions gaining insights into the P.E.Fa.L. approach and methodology • P.E.Fa.L. has managed to put parent empowerment work and family literacy on the national agenda in Malta and many of the other project partner countries, especially Romania.

12. training of tutors – how? • Reading pack with relevant current literature on family literacy issues – various modules – compulsory and optional – leading to certification • Parents’ and Children’s Basic Skills Programme packs based on the Maltese experience but purposely adaptable for cultural diversity • Videos of typical session in various relevant languages • Establishment of website and IT-mediated technical assistance • Training seminar for coordinators and tutors integrated in September 03 meeting and National Conference • Country and site visits by coordinating institution during planning and implementation phases • Academic and technical consultancies

13. training of parent leaders • ICT-mediated input, discussions, mentoring and resources • an intensive evaluative and training seminar on adopting a Lifelong Learning Portfolio in the concluding conference in Malta, July 04 • contact sessions with the co-ordinators of the respective participating institutions.

14. difficulties encountered • Language barriers • Logistical difficulties • IT and email communication proved to be more complicated than originally hoped • Different level of ICT competencies and availability of computers • Consistent monitoring of programme implementation related to quality control

15. successful aspects • Dissemination of literature provided a sound theoretical basis • Training seminar was effective in providing real models of provision • Site visits provided on-site mentoring, technical assistance and parental feedback through focus grps • Academic consultant conducted an external evaluation and carried out optional case studies in MT and RO • Technical consultant kept records of IT communication and responded to tutors and parents’ questions and comments

16. numerical evidence of success • 20 primary schoolsin local communities hosted family literacy programmes; • 64 trained and experienced family literacy tutors forming core teams in six European countries; • 30 family literacy programmes organised in the participating countries; • 419 families participated in family literacy programmes in the six countries; • 36 identified potential parent leaders from the six countries to support the core team of tutors in the dissemination of family literacy in their country.

17. International and national dissemination • International awareness and status through Pefal website • Family literacy provision in RO and LT after PEFaL • Sharing of expertise – UK, MT • National conferences held in MT, BE, LT and RO • Overall ground-breaking impact • Paved the way for the QualiFLY G2 project

18. Il-Bniedem li ma jafx jaqra u jikteb ...hu lsir tieghu nnifsu u ta’ l-ohrajn.He (sic) who does not know how to read or write…is slave to himself and to others.M.A. Vassalli Maltese illuminist, linguist and writer1796