QualiFLY – 2 nd Project Meeting Malta, 13-15 Feb 2006 Contact: Maren Elfert, UNESCO Institute for...

QualiFLY – 2nd Project Meeting Malta, 13-15 Feb 2006

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

1st Project MeetingIstanbul, Nov ‘05

AÇEV (Mother Child Education Foundation)

Presentations

Staff meeting

Tutors’ meeting

Father Support Program

Mother Child Education Program

Preschool Parent-child Education Program

Istanbul, Nov ‘05

Feedback sheets

Extremely positive assessment of meeting

Study visits – unique opportunity

Be more focused in the discussions

Feedback sheets

Interest in:More country experiences and

study visitsMore concrete ideas for practical

workMore group work

Feedback sheets

Interest in:How to find sponsors and

participantsFace-to-face work, home-visits

The migrant as a parent, not only as a working individual

Tutors’ meeting

Proportion of migrants in each country

MinoritiesPractices

Tutors’ questionnaires

Challenges:To motivate parentsTo see progress/to prove that the programme worksTo understand different cultures and backgroundsTo increase funding


What abilities do tutors need?Social skills, communication skills,

psychological skillsKnowledge of the culture (“be a

cultural mediator”)Knowledge of adult educationKnowledge of formal and non-

formal education systems


In which areas do they wish more training?

Work with migrantsManagerial and administrative

skills


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


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.

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.”

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

Questionnaire

•Focus (children, young people, adults)•Curriculum •Methodological approach•Monitoring and evaluation •How is the project financed?•Partnerships•Best practice example

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)


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

Italy: 12% functional illiterates

2,000.000+ migrants


Malta: 11% of population over 11 illiterateHigh percentage of early school leavers not in further education

Turkey: no standardized ECE system

12% illiteracy rate

QuestionnaireContext of the country - Resume

All countries:High illiteracy ratesGermany, Italy:High proportion of migrantsBulgaria:Minority

QuestionnaireConcept and aim of project

Bulgaria:Increase level of literacy and vocational qualificationsGermany: Prevent future drop-outs by promoting children‘s literacy skillsSupport parents to assist children


Ireland:Promote development of literacy and numeracy skillsAssist parents in their role as primary educatorsInvolve in lifelong learningItaly:


Malta:‘Cycle of Literacy’ model: Basic Skills for parents and childrenStepping stone for parent/adult empowerment (‘Bridge to empowerment’)Enhance school community development and parental empowerment


Turkey:MOCEP: Empower mothers to support their childrenPCPEP: Ensure educational support through strengthening school-family collaborationPrepare children for primary schoolFSP: Empower fathers in their parenting roles.

QuestionnaireConcept and aim of project-resume

All:Support parents to assist children

Ireland/Malta:Focus on adults (lifelong learning)

QuestionnaireTarget population

Bulgaria: Adult RomaGermany:5-6-year-old children and their parents (mostly migrants)Ireland: Adult learnersItaly: formerly: individual working migrants, now: migrant‘s family

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.

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


Germany:Pilot project in 7 schools and 2 kindergartens in HamburgFlexible time frameThree pillars: 1. parents in the classroom; 2. Activities with parents; 3. joint parent children activities


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.


Malta:Klabb Hilti: After school, hosted in prim. schools, 1,45 h. twice a week8-12 families per programmeProvision in 38 schoolsNWARHilti-in-SportsEvening and weekend programmes


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


Turkey:PCPEP: 28-week-programChild training: Classroom worksheets

and home worksheets (20. min. daily)Parent support: monthly 2-hour-

parent-support meetingsWorksheets with child at home (30

min. daily)


Turkey:FSP:13-week-program. Group meetings

with 15fathers

QuestionnaireProgramme design - Resume

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

QuestionnaireTeacher training

Bulgaria:Teachers selected by Regional Inspectorate of Education, Sofia.Teachers received short-term training

on adult education by the IIZ/DVV.


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


Ireland:Qualified adult literacy tutors having completed an initial tutor training programmeCertificate and degree courses for

adult literacy tutors


Italy:Graduate in psychology, pedagogy or similar intercultural qualificationsExperience with working with migrantsKnowledge of the (legal) situation of MigrantsMalta: Initial and ongoing tutor

trainingIn-built element of teacher studiesStrong involvement and training of

parent leaders


Turkey:MOCEP: Teachers are either staff of adult education centres or social

workers and psychologists. They receive 1

month trainingPCPEP: 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).

QuestionnaireTeacher training - resume

Qualification: From primary school teachers to adult education

specialists

Training: Initial training, ongoing training

Intercultural qualifications, experience with migrants

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 parentsIreland: Adult learners

QuestionnaireFocus of project

Italy: Adult migrants.Malta: Children and parents, focus on

parentsTurkey:MOCEP: Children and mothers.PCPEP: children, parents, teachers.FSP: children and fathers.

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.

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.

QuestionnaireCurriculum - resume

Curriculum developed together with learners/teachers (Germany/Ireland)

Structured and prescriptive curriculum(Turkey)

QuestionnaireMethodological approach

Bulgaria: Individual approachGermany: Process-oriented, low-scale, action- and individual-orientedIreland: Learner- and best practice-orientedTurkey: Ecological approach; mediated learning

QuestionnaireMonitoring/Evaluation

Germany: „internal“ and „external“ evaluation using both quantitative and qualitative instrumentsIreland: Courses are evaluated on a qualitative basis: group discussions, individual evaluation sheets and brainstorming sessionsMalta: Teachers‘ survey, parental

feedback

QuestionnaireMonitoring/Evaluation

Turkey: Projects are visited by ACEV specialistsMOCEP: Observations and scales, interviews with mothersPCPEP: Tests with children, interviews with teachers, observations.FSP: Observations, quantitative evaluation by attitude.

QuestionnaireHow is project financed

Bulgaria: Ministry of Labour and Social Policy

Germany: Federal Ministry for Education

and Research and Federal StatesStaff costs: UIE/LIIreland: Dept. of Education and

Science,also European Social Fund and IrishDevelopment Plan

QuestionnaireHow is project financed

Italy: Catalogo, Comune di RomaMalta: Ministry of Education?, ESF-

funded projectsTurkey: Cooperation ACEV-Ministry of National Education (ACEV provides teacher training; MONE provides

training materials and pays salaries of

teachers)

ALL public funds!?

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)

QuestionnairePartnerships

Ireland: Local Vocational Education Committees (tuition); NALA (training

of tutors); Waterford Institute of Technology (training); schools

(venues, recruitment of parents)Turkey: ACEV-MONE

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 programmesAwards ceremony presenting

certificates


Turkey:Teacher training: Long duration Detailed and structured training materialsIntensive program implementation: Observation and feedbackOngoing process and product

evaluation

QualiFLY – 2nd Project Meeting Malta, 13-15 Feb 2006

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

QualiFLY – 2 nd Project Meeting Malta, 13-15 Feb 2006 Contact: Maren Elfert, UNESCO Institute for...

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