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Family Learning

Supporting families, to promote success at school for children and adolescents

The Government’s programme for 2013 – 2018 includes a commitment to implementing a culture of learning within families:

“A new 'family learning' scheme will be offered; it will involve children, parents, schools and adult education, offering parents a range of training subjects, including how schools function, the languages of the country, enjoying reading and other subjects.”

As part of the European Agenda for Adult Learning, the Ministry has explored existing policies and practices in Europe and laid down the outline of a national framework for implementing 'Family Learning'.

The aim of Family Learning is to develop a culture of learning within families.

Who is it for?

Family Learning

Parents and the family play a decisive role in children’s upbringing and education. Family Learning projects carried out in a number of countries have shown that parental involvement has a positive effect on children’s success at school.

Family Learning involves children, parents and families, education and reception structures, primary and secondary schools, adult training, and the civil society.

How is it organised?

The partnership between parents and Family Learning is incorporated in a strategy of achieving educational and academic success. Parents are viewed as partners in education; they are recognised and valued as the primary educators of their children, and given support to enable them to assume their role.
Family Learning is incorporated in the offer of adult education and training; it enables parents to develop their basic skills, their educational skills, and their language skills.

Family Learning includes the following measures:

  • joint activities for children and their parents,
  • campaigns to encourage reading,
  • information and training for parents.

These measures focus on the promotion of literacy and numeracy, language learning, the functioning and stakes of the school system, and the learning process.

 

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