Family Literacy Practices in ETBs: Guidelines, Case studies and Recommendations
Date: April 2020

Family Literacy Practices in ETBs: Guidelines, case studies and recommendations

This is the first time family literacy practices in ETBs have been researched at a national level and the research findings highlight the impressive and creative approaches to family literacy across ETBs.

The Further Education and Training Strategy 2014-2019 called for literacy provision for personal, family, social and community contexts including non-accredited group provision with emphasis on the recruitment of specific priority target groups. The Further Education and Training Strategy 2020-2024 seeks to advance skills, learner pathways and inclusion. Within this context, family literacy remains a firm commitment.

These guidelines, case studies and recommendations on family literacy in ETBs arise from the substantial and rigorous background research carried out by NALA, Dr. Maggie Feeley and
Dr. Ann Hegarty on behalf of SOLAS and ETBI. The background research report entitled ‘Enabling Intergenerational Learning – background report on family literacy practices in Education and Training Boards’ is published alongside this shorter report and provides greater detail on the research findings that form the basis of the guidelines and recommendations presented here.

Both reports reveal the immense commitment and skill of all involved in family literacy and
also the need to support this extremely valuable aspect of further education and training into the future. Readers will be heartened to hear the voices of so many learners who have found a way to reclaim their strengths through family literacy. Not only does family literacy support access to richer educational experiences for children and their parents, it also opens so many other opportunities in further education and training – for the learners involved and also for their communities.

These guidelines, case studies and recommendations highlight the extremely valuable work
being carried out across ETBs, while also emphasising the need to safeguard supportive and
relational approaches to family literacy into the future.



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