News and Events

Light on Family Learning

"Learners learn more than we teach" (J. Vella, 2002)

Background

The learners at the conference were asked to consider their responses to five pre determined workshop themes. Each theme had two facilitators who visited each group of learners to obtain focused feedback. Each table of learners had ten minutes to feedback their learning and to make important contributions to the knowledge base, and impact, of the current provision of family learning in County Durham.

What follows is a summarized account of the conversations relayed via the facilitators. The learners were encouraged to speak freely and this resulted in some dominance in groups and some silent voices. However as the groups were representative of schools it is fair to say that a good reflection of activity and impact has been achieved.

Valuing Family Learning through Accreditation and Celebration

Recognition

The group believed that certificates for children, as well as adults, were important. Commitment deserves a tangible ‘reward’ as an addition to the more intangible recognition of the learning process. Encouragement to undertake courses is seen as key. This has implications for how courses are ‘sold’ and advertised to potential client groups, as one group had no awareness of provision. Many found the experience of accredited learning rewarding and said that the certificate encouraged reflection on the learning process and was part of making 'it nice to look back on'. One group mentioned the notion of parent and child certificates. In another group it was reported that the children made cards and presents for the parents and some had produced their own certificates 'in house'.

Employment

There was a view that certificates could be used to 'impress' employers and could therefore enhance job potential. Also it was stated that 'we can use certificates as a reference' for work or further study. The view from one table was support for certificates and accreditation as they saw it as being 'very important' in their individual and group contexts as 'certificates offer a chance for progression'.

Achievement and self-esteem

Many supported the view that it raises self-esteem when you receive a certificate and ‘encourages you to achieve’. It was noted by some learners however that the pressure of time (or lack of it!) could be a problem when external deadlines are imposed for completion of work/portfolios. Many were proud to show their children the new learning and reported children articulating their part in the process. 'I helped mammy to get a certificate'. Others said, 'We know we have helped our children' and this for some is the key point.

Celebration

Many of the adult learners were presented with their certificates at a presentation evening. In some cases the children made the presentations (at school assembly) and this was seen as special. Groups of learners have had nights out to celebrate. It was stated more than once that ‘it (the certificate) is very important to show you’ve achieved’. One learner admitted that she 'put it on the wall so I can look back at it'.

Summary

There was a mixed reaction with around 50% of learners thinking that accreditation and certificates were important. For other learners, the actual taking part in a learning experience was why they joined the course. As one mother put it 'I did it for me bairn'. But it was clear that as the groups discussed the role of certification they began to appreciate the wider sense of tangible ‘evidence’ of their learning. The accreditation agenda probably needs to operate by stealth to capture the minds of these new learners. As they discussed the issue many who initially viewed certification as not being a reason for attracting them to the learning experience were readily convinced by others of the post course value of the hard evidence of their achievement. Selling learning programmes 'for the kids' with certification a bonus was one strong message. In one group (at least) the importance of the tutor/facilitator was discussed and it was agreed that empathy to the client groups needs (as opposed to the strict enforcement of the syllabus) was very crucial.

What do families need from further education colleges?

Provision

Many of the learners just did not know what goes on in the further education sector. They reported that they had 'no information'. Others thought that FE colleges are about 'education after school' and therefore not for them as they took the traditional view of post 16 provision. Many also did not know that colleges 'did family learning'. As one parent said, representing the view of many, 'I've never heard about it (family learning) in colleges'.

A common view was that open day/night tasters for adults are needed. Tasters, which learners had attended, were reported on as being interesting but more variety of courses was needed. Many also were of the opinion that more information on course content was needed as well as details of 'what's on when'.

Attendance

People do not attend college courses for a variety of reasons but one key issue articulated was because parents often have other children who place demands on their (limited) availability. A major issue is therefore to do with time. There are two factors related to time which were reported on: the time which has to be 'given up' or 'found' for family learning and the timing of course provision. Many work and cannot attend during the day and have 'little spare time'. Many asked about possible provision of childcare to facilitate attendance. Other problems related to times/timing are transport and venues for courses. It was mooted that the availability of community transport could help more people to attend the course if they were at the main college site(s).

Many (especially 'new') learners prefer out reach provision/learning venues to college, as this is more convenient. Perhaps more importantly, local provision in a community venue/setting would be viewed as a safer, more comfortable and less threatening learning environment. One said that she preferred 'the village location' for learning, as this was convenient and known to her.

A major issue which was repeatedly brought to the fore in the workshops was the restrictive practice of family learning courses offered on the attendance basis of '1 parent, 1 child'. Many asked why this had to be the case as often the second parent or another child would like to participate in the learning experience.

Course Content

Adults at the learner's conference were interested in courses which would enable them to help their children. It was the collective view that most parents are likely to attend college to learn how to assist/support their children's' learning. Parents want to be able to 'support and understand schools and what they do with (our) kids'. These learners want courses to provide them with learning which is centred on the children’s education and development.

Summary

It was agreed that family learning needs friendly tutors and that adults are keen to take up (other) learning after engaging in family learning courses if they are encouraged in the appropriate way. The issue of progression was not examined fully but the discussion did encompass the fact that adults prefer to learn with other adults. A key point, which emerged from the learners, was that adult learning should be promoted as being different to traditional learning. Many felt that the 'marketing' of courses in the family learning arena would be helped by college representatives being specifically delegated to help learners in the community. Support for a more proactive approach was apparent and it was felt that this would work if the FE sector were to 'sell to learners what is available'. Overall the three common threads which summarized the discussion from all learner groups were evening classes caused a child care issue, knowledge of what was on offer was too limited and limited access for families was a prohibitive factor.

Family learning in the community

Much of the discussion in the groups revolved around a sharing of experiences of family learning activity throughout the County.

Pre school and under 7's

Many with younger families are involved in Surestart projects. For example one group of parents mentioned the child behaviour course in Stanley. Experiences of using Story sacks were shared and many extolled the virtues of the Share project where 'parents and grandparents are pulling activities together and it is fun!' Toy libraries are also now well established and all but one group of learners know of and use this service. Not as well known but an important new opportunity for some parents was the opportunity to learn about baby massage. Another initiative is 'play families' and a grand parent voted this a 'great way to learn with the kids'.

Literacy and Numeracy

Better reading partnerships are producing an increasing number of helpers for the primary schools. Many of the learners had used these courses primarily to help their children learn but also to become more confident in their own ability to volunteer in the local school. Keeping up with the children, a 24-hour maths and English course, was also cited as a being 'really useful' and a 'brilliant way to understand what my kids are doing'.

Learning through sport

The chance for some parents to learn with their children (or grand children) through the medium of football is proving to be very successful. Parents enjoy the physical aspects of the activity but also the opportunity to learn more about the primary school PE curriculum and physical development of the children. Other groups are taking part in healthy eating programmes which supplement the active aspects of the curriculum and are a vital part of understanding child development. Other sports which were mentioned by name were swimming, especially with the under 5's, top tots and gymnastics.

Creativity

There were many examples of learning using a variety of creative media. One group mentioned 'crazy kids craft' and were very supportive of the ethos of learning together in this way. Another group praised the 'arts and crafts and pottery' courses, and were very pleased that the course membership included young children. Many were experimenting while on music courses and enjoyed 'playing instruments with the kids'.

Drama, singing and dancing were also cited and the learners obviously were sympathetic to the fun and informal learning aspects of these types of courses. Two groups mentioned using the environment in a creative way. One set of learners had taken part in environmental visits to farms and another talked about the Dene Team environmental trips. Not strictly creative but something which parents were happy to talk about was their involvement as helpers in Beavers, Cubs and other after school clubs where they were increasingly able to make a contribution due to increased self confidence as a result of other family learning activity.

Venues and timing of community family learning

The learners detailed a variety of community venues and were keen to point out that the proximity of places in which to learn was a key factor in enabling them to participate. Their children’s primary school was probably the most mentioned venue but many also took part in courses at the local community centre. Church halls are used, as are sports facilities. Others simply used the outdoors for many of the fun activities. Libraries are also an important venue throughout the County.

Much of the family learning takes place in school hours and on Saturday mornings. There was a limited amount of provision on Saturday afternoons. There was some discussion on the timing of courses and it was agreed that adding other weekend times could be beneficial. A learner who said, 'we need beyond 9 to 5 as many parents and grandparents work', highlighted the need for more choice of time, in and outside school hours. A dad commented that there was 'not much out of school hours activities' and that when he went back to work he would not be able to learn with his child.

Summary

There was useful debate about things that could work better. For example there are difficulties on ICT courses when working together with very young children (under 4's). The demand for computer courses appears to exceed the provision and there was a comment that 'we wanted the course but there was no teacher'. The issue of transport was discussed and many would agree that community transport would be a bonus. The group representing one area of the County reported that 'there is nothing happening' and another group suggested that there be 'more integration between main stream and special schools'. Crèche facilities can be an issue during the day and this is a concern for future growth of provision. There was some debate about the involvement of dads with one group suggesting that 'timing is not the issue, they are just not keen!' Finally it was agreed that there are black spots in the county and that the key messages to take forward are subject matter, timing and venue. A participant likened the growth in family learning activity to 'learning by stealth'.

Family learning in secondary schools

Viability

The learners at the conference generally do feel that family learning can be done in secondary schools but that it was important to 'start when they (the children) are young and carry through into the secondary school as part of a continuous process'. Another group suggested that children/families should be encouraged from year 7. 'What is needed is something to grab the attention of children so that they want their parents involved'. It was agreed that a more 'active, hands on creative approach to out of school activities and visits' might be a way forward. Parents at the conference had little or no experience of family learning in secondary schools but said they would get involved if it was on offer as they enjoy what they are doing in the primary schools.

Access and attitude

There was a great deal of common ground covered by the learners in terms of the accessibility of secondary schools. Many said that they do not know teacher's names or the subjects they teach. Others said that they 'should be as open as primaries' while recognizing that because they are bigger this is a problem. Other learners talked of unclear and often mixed messages from the school and from their children. Less information was forthcoming (in comparison to primaries) e.g. relating to resources. Many suggested that improved communication, possibly using a newsletter, would be welcome. Often the only contact is at a parents evening. Adults often have negative associations with secondary schools and perceive that they are unwelcome even when that is not the case. However it requires the secondary schools to work with families to overcome this perception. Many parents explained that they no longer 'take kids to school as they want their independence'. As one dad put it 'kids need to be made streetwise'.

Another group of learners pointed out that schools and parents working together 'need to encourage increasing independence in children'. As teenage children 'would rather be with their friends', parents often feel they should take a step back. This is often reinforced by schools/teachers who do not appreciate/encourage parental involvement in the school. One learner said that 'children must be made to feel grown up' and many agreed with her. Many felt that it was embarrassing for their older children if they were in school. This raised the issue of whether parents and staff, rather than the children, were guilty of creating a problem, as this had not always been tested out. It was agreed that children want help but was it always the case that they did not want ‘visible parents’ in school? Perhaps more research on this matter would be worthwhile?

Parent's needs

Many participants were of the view that there was 'very little time for parents in secondary schools' and that 'parents with young children are drawn to primaries'. Transport is also an issue when secondary schools are outside the local community. One group raised the point that as more secondary schools received specialist status there could be more adult learning e.g. technology colleges. Parents will help with homework but often it is too difficult and parents struggle. As one learner put it 'I am interested and willing but unable to help as it is too hard'. Parents need courses 'to help me be able to help the kids with their homework'. Parent's confusion with national curriculum (e.g. ICT and Languages) was also raised. It was suggested that refresher courses for year 7 parents would be a good idea. Also raised as a possible way forward were parenting courses which focused on how to support their children. Many are nervous going into secondary schools and this is often a reflection of their own experience yet they admitted that 'we need to know about the changes in education'.

Summary

One group mentioned that their primary school sent Year 6 into the secondary school for taster days but parents were not involved. Perhaps this could be a way of opening up a new culture of learning? Another group debated whether school librarians could be utilized in parent liaison and pointed out that many secondary school resources are not being utilized. The problem of who to contact in the large schools was debated in several groups and this was evidenced by the fact that secondary schools only appear to get in touch when there are problems, fundraising events or parents evenings! There was some discussion relating to whether children would want to do family learning after school and this would need further thought. Key points to consider are: transport, the ‘welcome’ from secondary schools needs working on, an exploration of the real or perceived embarrassment of teenagers needs research as well as ways to settle nervous parents.

What do families need from schools?

The discussion focused on known, current activities, which enabled key elements of good practice to be explored.

'Open' schools

Families need schools to be 'open' so that when they visit they 'are greeted as part of the school community'. Parents want school staff to be helpful and friendly and 'teachers to be approachable'. Everyone spoke of the need to be made welcome. For example many learners enthused about being accepted as a volunteer helping with literacy and reading. Others spoke about being involved with the Better Reading Partnership and that the training had enabled them to contribute in the school and feel of value. Another group talked about their involvement in a Share project with Learn East. It was felt that schools should be encouraged to ask for help with extra curricular activities and within the curriculum and that parents would respond. There were some comments relating to the inappropriate attitude towards parents of some school secretaries. However there was general agreement that teachers were friendly and approachable. One group considered that some schools could be better organized and cited sporadic help in the classrooms as an example. One parent pointed out that 'Nursery help could be more consistent'.

Family learning courses

Many felt that schools should provide more courses, especially ICT and maths, to help them cope with their children's learning. Others said that there was a need for more after school activities and mentioned gymnastics, football, drama and music. Others felt that family learning in schools should encourage more interaction between younger and older children. It was said that there is little communication between primary and secondary schools and that this was an area to improve. Another group suggested having breakfast clubs with a focus of learning.

Summary

Overall the learners felt that what they wanted from schools was a good education for their children and support and welcome for the parents. Information of all kinds was valued but particularly when it was to help with children's learning. In small schools all children are known by the community and the families represented at the conference showed viewed this as important. The learners want schools to contribute to the local community and for the community in its turn to support the school. These views on partnership are key to improving links with secondary schools and in maintaining the interest of family learners. A suggestion was made that secondary school teachers and parents become further involved in peer tutoring as this helps transition from the primary school. Elements of good practice were discussed and it was noted that letters from school are very much appreciated, as are other ways of communicating e.g. homework diaries. Parents want encouragement to go in to school and most importantly 'to be known and recognized and valued'.

Final words

Family learning makes a difference as it involves parents and children in formal and informal settings, which are conducive to a variety of forms of learning. The more parents are encouraged to be involved in schools the more familiar they will become with the wider learning agenda. Key to the family learning ethos is the notion that all energies are directed at somehow contributing to the building of communities so that parents, schools, college and libraries come together to keep the spirit (of communities) alive. (D Hughes) The shared experience of the conference was vital for promoting ideas, relieving anxieties and enabling a better understanding of what each family member can get from learning. Self-esteem of 'returning' learners is key, and having a forum for them to meet and explore their learning experiences is important. Many of the learners at the conference believe that because of their involvement with family learning they need more of it. 'More time with the kids and a chance to try new things with the family' was the comment of one learner. Another parent voiced the concern that she did not really know before getting involved with family learning 'just how much the kids have to learn and think about'. Another parent commented that she now knows that 'education can be made fun' and that it comes in different forms. Seeing the children learn is for many the most important feature of family learning.

A Rae March 25th 2003