Families, learning and progression

We want to show that progression and impact from family learning is broad and wide-ranging, affecting adults, children, families and communities in a variety of ways.  We aim to explore methods of recording and evidencing this progression, highlighting the rich diversity of learner stories as well as providing facts and figures.

We carry out this work in a variety of ways:

• Researching current practice in recording and facilitating progression 
• Developing a model for how family learning helps to meet public service agreement (PSA) targets 
• Developing a broad definition for progression 
• Providing training on progression 
• Highlighting good practice in recording and facilitating progression 

• Policy-makers
• Family learning providers
• Planning and funding agencies
• Children's centre staff
• Extended schools
• Specialist schools and Academies
• Museums, libraries and archives
• Voluntary and community sector organisations that deliver family learning

As part of the National Family Learning Network, we are offering training and support in progression to third sector organisations and facilitating a test bed project to develop a progression toolkit.

We have developed a broader definition of progression, to include social and personal progression as well as educational and employment.

We supported providers to develop effective methods of sampling progression of the adult participants on family learning programmes, particularly the Family Learning Impact funded programmes, which aimed to reach out to families at risk. 

We produced a resource pack for family learning providers, including a model for how family learning helps to meet public service agreement (PSA) targets.  We have held training events on how to use the resources. 

We have developed research and further work to evidence the impact of family learning.

Families, learning and progression (2008)

There is a recognised need across all providers to develop a systematic way of recording progression information whilst still enabling a wide variety of methods of collecting the data apropriate to local needs and circumstances.  Equally, there is a need for the recognition of the value and effectiveness of using generic learning outcomes as a method of showing both progress on course and maintaining progression after the course.

• For many learners in the 'families at risk' group, it can take up to five years from first involvement on a family learning course to reaching a level 2 literacy or numeracy qualification. 
• Family learning has a multiple impact on people's lives and this can be divided into four types of progression: educational, economic, social and personal. 
• In metropolitan areas, the issue of tracking progression is particularly acute as learners often move between neighbouring boroughs. 
• Life styles, patterns of engagement, rationale for engagement and movement between courses and types of course and the volume of shorter courses, means that progression for learners on family learning programmes is often not linear. 
• The gathering of progression data from non-course activities such as employment, voluntary work, community and personal activity provides a rich and effective evidence base. 
• There is much innovative practice in mapping and tracking progression.

This work has resulted in a broader definition of progression being accepted and used.  This definition includes personal and social progression, as well as progression to education or employment.  It has also generated the first longitudinal mapping of progression, through Family Learning Impact projects, following a sample of learners over a period of three years.  It has resulted in improved facilitation and monitoring of progression within and from family learning.

Mandy Thomas

mandy.thomas@niace.org.uk
0116 204 2838
NIACE
21 De Montfort Street
Leicester
LE1 7GE