Learning together across generations - UNESDOC Database - Unesco

literacy and numeracy, equipping learners with the life skills and tools to ... ational Approaches to Literacy, held by UIL in Hamburg, Germany, from 23 to 25 November 2016. ... they provide good examples of the wide spectrum of approaches and sizes .... Related learning activities aim for social change in both families and ...
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Ulrike Hanemann, Juliet McCaffery, Katy Newell-Jones and Cassandra Scarpino

The book provides a wealth of evidence-informed guidance on how to develop, implement, monitor and evaluate a pilot family learning programme. Combining a conceptual overview with clear, practical guidelines and useful pedagogical materials, it gives readers all the resources they will need to plan, pilot and sustain a successful programme in their own context.

U. Hanemann, J. McCaffery, K. Newell-Jones, C. Scarpino

It uses an intergenerational approach to literacy teaching and learning which can be adapted to local contexts. While the guidelines are intended to be of general use, and can be readily transferred to different settings, the focus is primarily on rural and peri-urban contexts of sub-Saharan Africa, where some of the world’s most vulnerable families live, and on the learning needs of women.

LEARNING TOGETHER ACROSS GENERATIONS

Learning Together Across Generations: Guidelines for Family Literacy and Learning Programmes was developed to support stakeholders in addressing the learning needs of communities and of disadvantaged families, in particular.

LEARNING TOGETHER ACROSS GENERATIONS Guidelines for Family Literacy and Learning Programmes

Ulrike Hanemann, Juliet McCaffery, Katy Newell-Jones and Cassandra Scarpino

LEARNING TOGETHER ACROSS GENERATIONS Guidelines for Family Literacy and Learning Programmes

Published in 2017 by UNESCO Institute for Lifelong Learning Feldbrunnenstraße 58 20148 Hamburg Germany © UNESCO Institute for Lifelong Learning The UNESCO Institute for Lifelong Learning (UIL) is a non-profit international institute of UNESCO. The institute undertakes research, capacity-building, networking and publication on lifelong learning with a focus on adult and continuing education, literacy and non-formal basic education. Its publications are a valuable resource for educational researchers, planners, policymakers and practitioners. While the programmes of UIL are established along the lines laid down by the General Conference of UNESCO, the publications of the Institute are issued under its sole responsibility. UNESCO is not responsible for their contents. The points of view, selection of facts and opinions expressed are those of the authors and do not necessarily coincide with official positions of UNESCO or UIL. The designations employed and the presentation of material in this publication do not imply the expression of any opinion whatsoever on the part of UNESCO or UIL concerning the legal status of any country or territory, or its authorities, or concerning the delimitations of the frontiers of any country or territory. Authors: Ulrike Hanemann, Juliet McCaffery, Katy Newell-Jones and Cassandra Scarpino Copy-edited by Jennifer Kearns-Willerich, Paul Stanistreet and Kathleen Parker Designed by Satz · Zeichen · Buch, Hamburg Printed by Druckerei Girzig+Gottschalk GmbH Cover photos: Literacy and Adult Education (LABE), Uganda The authors would like to thank Ai Tam Pham Le, Marina Pasquali and Jan Kairies for their support in developing this publication. ISBN: 978-92-820-1214-7

This publication is available in Open Access under the Attribution-ShareAlike 3.0 IGO (CC-BY-SA 3.0 IGO) licence (http://creativecommons.org/licenses/bysa/3.0/igo/). By using the content of this publication, the users accept to be bound by the terms of use of the UNESCO Open Access Repository (http://www.unesco.org/open-access/terms-use-ccbysa-en).

TABLE OF CONTENTS FOREWORD  7 PREFACE  8 ACKNOWLEDGEMENTS  9

INTRODUCTION  11 Why this publication?  11 Why for sub-Saharan Africa?  11 What are ‘family literacy’ and ‘family learning’?  12 Family literacy or family learning?  13 Why implement intergenerational approaches to learning?  14 What evidence supports family literacy and learning?  15 How are family learning programmes structured and implemented?  15 What are the success factors in family literac