4.4. Учене в семейството

The guidance report on “working with parents to support children´s learning“ is funded by the Education Endowment Foundation (EEF) and focuses mostly on activities that aim to improve children’s learning directly. Thus, it reviews the best available research to offer schools and teachers four recommendations to support parental engagement in children’s learning. When it talks about ‘parental engagement’, ‘schools working with parents to improve children’s academic outcomes’ is meant. It is not a new study in itself, but rather is intended as an accessible overview of existing research with clear, actionable guidance. The guidance also draws on a wider body of evidence and expert input.

Програмата „Семейно образование“ е една от успешните образователни дейности (УОД), посочени в научноизследователския проект INCLUD-ED. Стратегии за приобщаване и социално сближаване в Европа с помощта на образованието (Европейска комисия, 6-та рамкова програма, 2006—2011 г.).

LIT3 aims to promote family literacy (reading and health literacy) in Roma communities as a tool for raising the attainment level of Roma children in general education. To this end the project is developing and field testing a coherent family literacy programme targeting 3 generations; developing an evidence-based European policy for family literacy and engaging key stakeholders in developing local strategies for implementing family literacy policy and programmes. Samples of curricula and learning materials are available.

Manchester Communication Academy (MCA) works to improve outcomes for children, families and the community. This secondary academy opened in 2010 to serve one of the most disadvantaged inner-city neighbourhoods in England. From the outset, the academy’s sponsor, a large employer in the city, wanted the school to help to contribute to a vibrant and sustainable neighbourhood, and committed to addressing the many inter-related economic, social and physical challenges which characterise the neighbourhood. This mission has directly shaped the academy programme, which places equal importance on ‘teaching and learning’ and ‘social investment’. The school’s social investment department is a highly distinctive feature of its overall strategy for addressing the impacts of disadvantage on young people’s education and wider life chances.

The Peep Learning Together Programme (LTP) is run by Peeple Charity. It aims to raise children’s outcomes by helping them to make the most of their opportunities and to become confident communicators and active learners. By supporting parents/carers, the programme aims to improve children’s personal, social and emotional development, communication and language, early literacy, early numeracy and health and physical development.
The evidence-based Learning Together Programme values and extends what parents/carers already do. It helps strengthen adult-child relationships, building children’s self-esteem and emotional self-regulation. The programme offers key ideas and activities relating to child development that practitioners can share with parents/carers and their children. LTP helps parents and carers to: value and extend learning opportunities in everyday life; improve the quality of the home learning environment; develop secure attachment relationships with their children; and gain nationally-recognised units based on supporting their child's learning and development. Practitioners and parents can choose which and how many topics they want to focus on, depending on local needs and interests. Nationally-recognised adult learning units are embedded within the programme. These units are based on what parents/carers already do to support their child’s development, and how they have put into practice the knowledge gained while taking part in the programme. This builds parental capacity and “learner identity;, which research shows makes progress in volunteering, learning or work more likely.

1. School context

Reach Academy Feltham (RAF) is in West London. It has 900 pupils from ages 2 to 18. It is a Free School, meaning it is funded directly by the Department for Education and is independent of local government. The school serves a community with high levels of disadvantage, where many families find it difficult to access professional support services. RAF’s mission is to help all its pupils lead lives of choice and opportunity. It works closely with pupils and their families to overcome any barriers to doing well, at home and in the community. To support this, in 2017 RAF created Reach Children’s Hub, an organisation dedicated to extending RAF’s work with families, the local community, and other professional services in the area. The Hub works both with pupils and families from RAF and who attend other local schools. Ofsted, the English schools inspectorate, has graded RAF as an outstanding school.

2. Responding to COVID-19

A week and a half before the UK went into lockdown, RAF’s leadership team (the principals and senior staff) began planning their response to the crisis. Their priorities were to:
• provide high-quality, engaging learning for all pupils
• look after families’ well-being
• support the wider community
• look after the well-being of RAF staff.

RAF’s work to develop Reach Children’s Hub meant it already had some good links with other services and community groups locally. As a Free School, it was also used to working quickly and flexibly to respond to pupils’ and families’ needs. These factors meant RAF was able to act much more quickly in response to COVID-19 than was possible for local government organisations. RAF has stepped forward to take the lead on co-ordinating a multi-agency response to the crisis across the community. By taking this role, it has been able to secure a renewed commitment for services, community groups and schools to work together to meet people’s increasing needs.

Диалогичните литературни сбирки са една от успешните образователни дейности , установени в рамките на изследователския проект INCLUD-ED. Те се използват за подобряване на образованието на децата и младежите в различни видове контекст по целия свят. Диалогичните литературни сбирки представляват диалогично четене, което се основава на два принципа: четене на класическо литературно произведение (като например „Ромео и Жулиета“, „Одисея“, „Дон Кихот“) и споделяне на мнения за смисъла, интерпретации и разсъждения с помощта на методологията за диалогично учене. Сбирките могат да включват деца и членове на техните семейства. Този пример дава възможност да се разберат диалогичните литературни сбирки и резултатите от тяхното практикуване.

NESET — Мрежата от експерти по социалните аспекти на образованието и обучението, публикува доклади за създателите на политики и практикуващите лица, проявяващи интерес към насърчаването на равенството и приобщаването в областта на образованието и обучението в целия Европейски съюз. Целта на този документ е да се проучат стратегиите за създаване на общински центрове за учене през целия живот в държавите — членки на ЕС. В него се разглеждат данни и проучвания относно ползите и предимствата от създаването на такива центрове, както и пречките и трудностите, възпрепятстващи както създаването им, така и тяхната ефективност. В доклада се стига до заключението, че общинските центрове за учене през целия живот могат едновременно да дават пример за редица основни цели на ученето през целия живот, като например активното гражданство, социалното сближаване/приобщаване, личната и социалната реализация, междукултурния диалог, и да предоставят възможности за заетост.

Проучване за семейното обучение на NIACE за Англия и Уелс показва, че чрез родителите/настойниците с достъп до семейното обучение се оказва положително въздействие върху редица междусекторни области на политиката, които засягат живота на семействата. Има вероятност този вид въздействие да намали преждевременното напускане на училище в резултат на влиянието, което оказва върху семействата, и да осигури многократна възвращаемост на инвестициите за обществото.