Learning and Work Institute has been working with Welsh Government, Community Focused Schools and stakeholders across adult community learning and schools to develop a Family Learning Framework.
The Family Learning Framework is a flexible model designed to help adult education providers and schools incorporate family learning into their programmes. It aims to boost family learning as a pathway to lifelong learning, skills development, employability, and job opportunities for both adults and children.
The resource demonstrates that family learning changes lives. When learning opportunities for adults are linked to the education of children in the family, it builds motivation, confidence and a commitment to learning. As an engagement tool family learning develops skills and pathways to further learning and employment.
At the event, delegates were introduced to the Framework and gained valuable insights into family learning partnerships and their impact.
Speakers:
- Nadine Young, Head of Employability Policy, Welsh Government
- Kay Smith, Head of Campaigns & Policy, Learning and Work Institute
- Dr Suzanne Sarjeant, Community Schools Advisor Welsh Government
- Hayley Jacobs, Community Focused School Manager, Rhondda Cynon Taff
- Jo Tincello, ACL Engagement & Contract Manager, North East Wales Adult Learning Partnership
- Emma McLoughlin, Deputy Head of Widening Participation, Cardiff and Vale College
- Laura Phillips, Lifelong Learning Co-ordinator, Springboard – Learning Pembrokeshire
- Gina Powell, Family Engagement Officer, Pencaerau Primary School, Cardiff
- Rhian Edwards, Executive Director for Policy, Medr
- Christina Roy, Parent Learning Group, Cathays High School/Adult Learning Wales
- Steve Bell, HMI Estyn
- Hayley Brady, Head Teacher, Pencaerau Primary School, Cardiff
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Learning and Work Institute’s latest Adult Participation in Learning Survey for Wales tells a positive story of increasing engagement in learning but it also shows that those who may benefit most are missing out. Nearly half of adults in Wales (47%) have taken part in learning over the past three years, a higher rate than the UK average (42%) but stark inequalities emerge when we look at age, demographics and employment status. The definition of learning in this survey is intentionally broad and extends beyond government or employer funded opportunities to include informal and self-directed learning.
