Section 2B - Overall Description of The Project Description of Activities

SOCRATES PROGRAMME: TRANSNATIONAL COOPERATION PROJECTS
P.E.Fa.L. project: Final Report
Financial Agreement Number: 89992 – CP – 1 – 2001 – 1 – GRUNDTVIG – G1
SECTION 2B – OVERALL DESCRIPTION OF THE PROJECT
Description of activities
a) Objectives
The Parent Empowerment for Family Literacy Project (P.E.Fa.L) primarily targeted vulnerable
families lacking basic skills necessary for active participation in today’s society. The Project aimed to
empower adults and their children to engage in meaningful participatory group-based and sometimes
intergenerational learning experience so that, gradually, the cycle of inherited helplessness and
marginalisation is broken.
The rationale of the P.E.Fa.L. Project

As Europe becomes a knowledge-based society, adults whose links with the education and training
systems is lacking or tenuous risk marginalization and exclusion from the mainstream of European
political, economic, social and cultural life. Lack of basic skills creates further barriers to access to
learning opportunities and active participation in the labour market. This is even more so considering
that the definition of basic skills is no longer restricted to literacy and numeracy but includes IT skills,
foreign languages, technological culture, entrepreneurship and social skills.
As a trans-national project, P.E.Fa.L. has had to respond to the reality that participants in the
programme come from a rich but quite diverse cultural and historical contexts. Indeed, the countries
participating in the project are geographically spread out across Europe. Malta and Italy are
Mediterranean nations, England and Belgium are diverse North Sea countries, Lithuania is in the
North Baltic region and Romania is located in the East, with the last two both forming part of the
Eastern Communist bloc until around 15 years ago. However, the great cultural diversity, frequently
evident even within a local European town, is all the more evident among such a variety of countries,
each with its distinct cultural heritage.
Even today, the specialised practice of Family Literacy is still a relatively new notion and there have
hardly been any experiences of basic skills programmes that synergise the parents’ and children’s skills
needs. Only in the UK and Malta is there extensive experience in this regard.
The P.E.Fa.L. Basic Skills Programme targeting both parents and children has been a key project
outcome developed by Malta as the coordinating institution, together with experts in the field of early
childhood education and adult literacy from the partner countries. All session plans were modelled on
the ones developed by the Malta Hilti Programme. However, from the outset, P.E.Fa.L. aimed to
appropriately modify resources and adapt similar existing family literacy strategies, making them
culturally multivalent in order to enhance further the adult empowerment component.
Objectives of the P.E.Fa.L. project

The main aims of P.E.Fa.L. were:
to enable parents to develop and strengthen their literacy and social skills in order to effectively
support their children to achieve these same skills;
to enable parents to participate meaningfully in their school community's educational processes;
to enable parents to communicate and share experiences with parent participants from other
countries within P.E.Fa.L. using the Project’s website.
To nurture children’s literacy and social skills, fuelling their parents’ sense of achievement and
will to persevere.
It was envisaged that through P.E.Fa.L., participating parents would be empowered to:
own their children’s education needs;
feel that they can act effectively to address these needs;
acquire the necessary basic skills to do so;
realise that they are part of a European network of families sharing the same challenges and
achievements;
translate their acquisition of basic skills into better life-chances and greater participation in their
community’s political, economic and cultural life.
The key objectives of the Project were:

To train a core of at least two pairs of family literacy tutors in each country participating in the
project, during 2003;
To develop a family literacy resources and skills base in each country, with resources available
both in English and in the language of each country;
To target marginalised families in vulnerable communities, as defined by the EU transversal
policies outlined previously in section 3 of this paper;
To run at least two family literacy programmes in each country, during scholastic year 2003-04,
with a total across countries of at least 120 families participating;
To develop and pilot assessment tools that were valid for the range of situations provision was to
be given in;
To identify and support potential parent leaders from amongst the families participating in the
P.E.Fa.L. family literacy programmes;
To hold a concluding Conference, to which this paper is a contribution, that would celebrate the
Project’s achievements and support post-project family literacy and parental leadership provision
and dissemination.
P.E.Fa.L. sought to train family learning support workers from the participating counties through
ICT-mediated mentoring and contact sessions. Following extensive training, these Tutors proceeded
to run community-based basic skills programmes. The project concluded with a European
Conference held in Malta in July 2004 with the theme 'Lifelong Learning through Parental
Involvement in Education'. At this Conference, P.E.Fa.L.-trained Tutors and families who
participated in P.E.Fa.L. family literacy programmes in the respective countries, participated and
shared their experience and learning gains.
P.E.Fa.L. has fulfilled its objectives

The P.E.Fa.L. programme was aimed at reaching vulnerable families at risk of educational failure and
social exclusion. Frequently, parents and children in socially disadvantaged areas find it difficult to
escape the web of unemployability and political and cultural exclusion that stem from having no or
only basic academic skills. Thus, the cycle of marginalisation is perpetuated. This reality is keenly
experienced in all six participating institutions1. In all P.E.Fa.L. participating countries, particularly
such localities as Senglea and Valletta in Malta, Burnley in Britain, Sledderlo in Genk - Belgium, parts
of Bucharest and Braila in Romania were particularly acknowledged as areas of social deprivation and
were therefore intentionally selected for programme implementation. At least one site per country
faithfully met the criterion of reaching marginalised families within areas of socio-economic
disadvantage.
1 Belgium, England, Italy, Lithuania, Malta and Romania

The key outcomes of the P.E.Fa.L. project were the following:

a Training-of-Tutors Programme and related resource pack was developed;
two culturally differentiated basic skills training programmes for parents and children and related
resource packs have been developed in line with EU transversal policies;
Formative and summative assessment protocols have been developed;
A concluding European Conference was organised in July 2004;
A core team of parent trainers have been formed and trained in six EU countries;
Multi-level publications, from academic to popular manuals, have been produced;
A Website for parent trainers, participant interaction and access to the P.E.Fa.L. experience,
programmes, tools and resources has been purposely developed;
Adult education and basic skills specialists and institutions have gained insights into the P.E.Fa.L.
approach and methodology, as well as access to all the Project’s programmes, resources,
protocols, performance and assessment markers, and publications.
P.E.Fa.L. has managed to put parent empowerment work and family literacy on the national
agenda of both Malta and the countries of other project partner countries such as Belgium and
Romania.
Some of the innovative aspects of P.E.Fa.L. include the following:

it took tried and tested family literacy strategies and adapted them to work effectively in different
socio-cultural settings according to each participating institution’s service provision context;
it enhanced these strategies with programme elements that go beyond literacy to develop social
and IT skills;
it had a strong multiplier effect in that participating institutions have acquired the expertise and
resources to service many more families after the end of P.E.Fa.L. project’s lifespan;
it introduced a European dimension to intergenerational educational action in favour of
marginalised families.
the participating parents and children gained or strengthened their basic skills in order to
participate more fully in their community’s social, economic and cultural life, as well as to better
tackle their life challenges.
parent trainers gained expertise in running a basic skills programme using family literacy as an
entry point and approach. They also learned how to use ICT for their own on-going professional
development. In the process, participating P.E.Fa.L. programme co-ordinators gained expertise
in mentoring parent trainers (Tutors), developing the Project’s programmes and resources,
organising the basic skills courses, assuring full use of P.E.Fa.L. website, and co-operating in a
trans-European educational programme.
Finally, adult education and basic skills specialists and institutions gained insight into the
effectiveness of the P.E.Fa.L. approach and methodology, as well as access to all the Project’s
programmes, resources, protocols, performance and assessment markers, and publications.
Monitoring processes utilised:

Three meetings for P.E.Fa.L. Programme Co-ordinators were held, two of which included a
training seminar for tutors from all partner organisations;
Country visits by the P.E.Fa.L. Project Coordinator were undertaken to step up the
implementation process that, in some cases, was lagging due to the new pedagogical practice
that was being introduced;
Site visits by P.E.Fa.L. Programme Educational Coordinator during implementation phase
were undertaken to nurture the implementation process and provide on-site mentoring,
technical assistance and feedback;
Assessment tools and evaluation protocols were developed and used including pre- and
post-programme feedback from parents and children participating in the programmes,
evaluation measures completed by site tutors and partner country coordinators, and follow-
up focus groups;
IT-mediated technical assistance provided to partner organisations;
Cumulative evidence through portfolio building in all sites trans-nationally;
External evaluation by the P.E.Fa.L. Academic Consultant;
Optional case studies held in Malta and Romania.
P.E.Fa.L. contribution to the SOCRATES Action

Parent capacity building is a neglected area within the domain of lifelong and lifewide learning across
Europe. Parent participation in educational processes is often mistaken for parental involvement in
non-curricular processes within a school community or local community. The strength of the
P.E.Fa.L. paradigm lies in the fact that it is a transformative process. In fact, the P.E.Fa.L. approach
leads to the following changes in both persons as professionals, parents, students as well as structures:
(a) teachers who are normally resistant to working in partnership with parents are trained in
parental participation, parent empowerment and family literacy approaches. Following, they
form small teams of similarly trained teachers and together run a family literacy/basic skills
programme at community level. Being an intergenerational educational programme, teachers
work closely with parents and students thus bridging school-home processes previously
totally missing or tenuous.
(b) in many cases for the first time, parents meet on a regular basis in a group context with other
parents and teachers and together learn new techniques of how to effectively support their
child’s growth and learning journey. In doing so, parents discover that they too have
learning needs of their own and become enthused in accessing other learning opportunities.
(c) school communities open up their doors and facilities for the P.E.Fa.L. programme activities
and, in doing so, realise that parents are not a threat but a resource that can be harnessed for
the benefit of the whole school community. New opportunities for parents to become
engaged in curricular processes are thus created.
(d) Local communities and their structures, such as Local Authorities/Local Councils, are
stimulated to create other learning opportunities in the community and invite parents-as-
active citizens to contribute meaningfully in educational and cultural activities.
(e) Such practices will provide examples of good pratice within communities and therefore
contribute actively towards the dissemination of lifelong learning opportunities locally,
regionally and/or nationally.
b) Organisational aspects
Organisational approach and structure

At organisational level, the guiding principles in the working methods of P.E.Fa.L. are collegiality and
synergy in diversity. As described in the original project proposal, the coordinating institution is
primus inter pares, promoting and ensuring the sharing of diverse areas of experise of the
participating institutions. This ttok place in the inter-partner meetAs the project implementation
process gained momentum, trans-national cooperation grew and moved fairly smoothly. At times,
though, language difficulties, differing levels of ICT competencies as well as some logistical problems
were encountered. In order to overcome these difficulties, two strategies were adopted with success:
(a) visits to the programme sites of each partner organisation was undertaken in order to provide on-
site technical assistance and mentoring, and (b) constant e-mail communication was maintained
throughout the entire project cycle of operations. To the latter strategy, a number of key personnel
from the Co-ordinating country (Malta) actively contributed significant time and energy in order to
maximise success and effective outcomes.
It must be acknowledged that all country co-ordinators cooperated professionally and enthusiastically
with the coordinating country so as to maintain the project on track an in line with its agreed
objectives. Moreover, three meetings for country coordinators were held in the lifetime of the project,
two in Malta and one in the UK, together with the Project Coordinator site visits, where all issues, be
they organisational, educational or financial, were discussed and tackled in cordial face-to-face
meetings. These meetings certainly contributed to the creation of a collaborative inter-agency, trans-
national team building processes. Without such opportunities to meet, the project aims and targets
would not have been reached. On anther occasion the educational programme coordinator from the
coordinating country also visited the partner countries to oversee and ensure the quality of the
educational aspects of during the programme implementation phase.
Roles of individual partners

Malta : Coordinating Country
Foundation for Educational Services (FES) - Istitut Ghall-Appogg Edukattiv ta’ Tfal u
Genituri (ICPLS)
ensured trans-national communication and co-operation;

set parameters, criteria and targets;
pilot-tested P.E.Fa.L. programmes, tools and resources;
provided quality control of all aspects and outputs;
determined the satisfactory fulfillment of responsibilities by all partners and third parties
involved in the project, and only released funding after such determination;
developed and produced children’s reading materials and resources for common usage at all
sites;
set up and maintained project website;
ensured full local use of website;
recruited, trained, mentored and monitored its own cadre of parent trainers;
provided training to P.E.Fa.L. programme co-ordinators of partner organisations;
developed the Child Family Literacy Programme;
developed the Parents’ Family Literacy Programme;
developed, implemented, evaluated and reviewed the formative and summative assessment
and evaluation tools;
developed project-related video resources;
assisted in the running of, local P.E.Fa.L. programmes in six sites;
assisted parent trainers and trainers in the development of programme resources for local
use;
made translations into national language;
organised and convened the concluding European Conference in July 2004;
produced post-Conference ‘academic’ and ‘experiential’ publication;
ensured national dissemination after P.E.Fa.L.;
co-ordinated international dissemination after P.E.Fa.L.;
assisted in on-going and summative project evaluation and review.
Belgium: Vlaams Ondersteuningscentrum Voor de Basiseducatie (VOCB)
engaged in collegial feedback during development of P.E.Fa.L. programmes, tools

and resources;
pilot tested P.E.Fa.L. programmes tools and resources;
recruited and trained local parent trainers;
contributed to the development of the Parent Basic Skills Programme;

run local P.E.Fa.L. programmes in identified sites;
assisted parent trainers and trainers in the development of programme resources
for local use;
ensured regional dissemination after P.E.Fa.L.;
UK: Lancashire County Council (LCC) - Parental Involvement and teaching Support
Team

and resources;
pilot tested P.E.Fa.L. programmes tools and resources;
assisted in the further adaptation and fine-tuning of the Children’s and Parent’s
Basic Skills Programmes;
ensure full local use of website
run local P.E.Fa.L. programmes in identified sites;
for local use;
ensured regional dissemination after P.E.Fa.L.;
Italy: IRSEF Trapani - Istituto Ricerca, Studi – Educazione e Formazione

Provinciale

and resources;
pilot tested P.E.Fa.L. programmes, tools and resources;
ensured local use of website;
ran local P.E.Fa.L. programmes in two or three sites;
for local use;
ensured national or regional dissemination after P.E.Fa.L.
Lithuania: Vilniaus aukðtesniosios pedagogikos mokyklos Pedagoginiø studijø

kaitos centras (Lithuania)

and resources;
pilot tested P.E.Fa.L. programmes, tools and resources;
recruited and assisted in training local parent trainers;
contributed to the development of the Child Basic Skills Programme;

for local use;
ensured regional or national dissemination after P.E.Fa.L.;
Romania: Associata Club Europa

and resources;
pilot test P.E.Fa.L. programmes, tools and resources
contributed to the development of the Parent Trainers’ Training Programme,
except for video resources;
for local use;
ensured regional or national dissemination after P.E.Fa.L.
The responsibilities of the partner organisations particularly included taking an active role in the
dissemination of the methodologies used in the P.E.Fa.L. programme, of the approaches developed
and honed throughout the project cycle, and of the innovation and good practice that emerged in the
field of family literacy. In fact, besides England where family literacy has already taken firm root
nationwide, Belgium, Lithuania and Italy are committed to regional dissemination while Malta and
Romania are engaged in national dissemination processes.
Organisation of the work

The organisational approach was satisfactorily effective on the whole although a number of
difficulties particularly due to language difficulties or nuances were encountered. In fact, we realised
that while we absolutely needed to retain the idea of collegiality where general agreements are reached
by consensus, as coordinating institution we needed to be more assertive and directive especially in
the meeting of deadlines, the submission of required reports and quality control of programme
implementation and outputs. This in fact exposed the shortcomings of the Cyprus and Spain partners
that eventually pulled out of the project altogether. Besides, on-line communication proved to be less
streamlined than originally imagined and more adequate methods to balance mere electronic
communication had to be sought out. The site visits just mentioned were particularly fruitful as they
allowed the representatives of the coordinating country to visualise programme implementation at its
various stages and allow for on-site technical or educational issues to be discussed and dealt with in a
most effective and immediate manner. The idea of similar technical site visits has also been adopted
by other organisations involved in similar EU projects as they have proved to be an efficient and
effective means of ensuring quality control and coherent delivery of programme objectives and
achievement of agreed outputs.
Having said that, the partnership communication and organisational aspects proved to be a useful
learning experience for all of us as partners. It was certainly a valuable challenge for all to seek
consensus over email communication lines, synergise our different potentials and appreciate cultural
and educational diversities in order to make the project run as smoothly as possible. Ultimately, all
partners cooperated with the coordinating institution to ensure that P.E.Fa.L. was indeed successful in
every country and local site it was implemented.
c) Methodology, tools and technology used
Educational and teaching approaches

The P.E.Fa.L. approach had two important dimensions: (a) parent capacity building for a
strengthened curriculum of the home, and (b) training of teachers in differentiated teaching
methodologies applicable to the classroom setting as well and in parental involvement. Both these
dimensions are grounded in basic skills pedagogy and delivered in a family literacy context – a
relatively new family focused approach to learning support and literacy.
The term ‘family literacy’ is a complex concept that encompasses the ways parents, children and
extended family members use literacy at home or in the community. Family literacy occurs naturally in
the home during the routines of daily living and includes using drawings or writing to share ideas,
composing notes or letters to communicate messages, keeping records, making lists, following written
directions, or simply sharing stories and ideas through conversation, reading and writing. Such
activities can be initiated purposefully by a parent, or may occur spontaneously as parents and children
go about the business of their daily lives. In addition, they may also reflect the ethnic, racial or cultural
heritage of the families involved. Family literacy activities or programmes are often initiated by
agencies external to the school itself and are intended to support the acquisition and development of
literacy experiences of parents, children and families. Such activities include family story-book reading,
creation of story books and story bags, fun activities that include oral communication, reading and
writing, completing homework assignments, writing a text individually or together.
Family Literacy programmes integrate:

Interactive literacy activities between parent and child;
Training in parenting activities;
Age-appropriate education to prepare children for success in school and life
experiences.
Family literacy programmes give opportunities to those parents who would not normally come to
school on a regular basis to support their children’s learning. Within a programme, parents are
involved with their children in joint sessions and therefore have the opportunity to work one to one
with their child in a supportive atmosphere. Other children in the family can also benefit from using
the activities made in the joint sessions and from having a parent who is more in tune with their
learning. Family Literacy is an opportunity for parents to act as a learning role model for their
children. It allows parents to engage more with their child’s school and empowers them with
knowledge and confidence to speak to school staff on a more informed basis about their child’s
learning.
Furthermore, Family Literacy opens opportunities for:

• Voluntary work in schools (as happened with P.E.Fa.L. processes in Malta and England);
• Active involvement in school councils (as happened in Malta);
• Further training both in and out of school (as evidenced by parents in Malta who started
accessing a range of courses offered by the FES itself or other providers);
• Paid employment;
• Strengthening family relationships (as expressed by many parents and children);
• Practical training in time management;
P.E.Fa.L. reviewed tried and tested family literacy strategies. Feedback from participants and site
tutors through programme evaluation procedures has revealed overall success of family literacy as a
method of enhancing literacy skills for parents and their children and of empowering parents in their
lifelong learning experiences as related to their local and cultural context.
P.E.Fa.L. also trained the parent leaders from the participating countries through:
ICT-mediated input, discussions, mentoring and resources;
an intensive evaluative and training seminar in Malta, and
contact sessions with the co-ordinators of the respective participating institutions.
Parents involved in the basic skills programme participated in an apprentice model, rather than a
student model of learning. This meant that the main learning modes were through modelling by
trained Tutors and through learning-by-doing rather than lecturing. They were also able to share
experiences with participants from other countries within P.E.Fa.L. using the Project’s website.
To this end, the main tools and technology used were the following:
P.E.Fa.L. Tutors’ Training Course Programme (PTTP);
Parents’ Basic Skills Programme (PBSP);
Children’s Basic Skills Programme (CBSP);
P.E.Fa.L. official website (www.P.E.Fa.L.malta.org.mt);
Regular email communication.
Approaches have been adapted for use by adults with limited academic skills or in accordance with
the different socio-cultural situations. For this reason, culturally and linguistically differentiated basic
skills modules for children and parents for the different countries of the participating institutions were
created to suit local cultural or ethnic needs and exigencies. Through the use of the website and email
forum, parents from all participating countries have exchanged experiences and new learning
understandings encountered throughout P.E.Fa.L..
d) Products, results and their dissemination

The P.E.Fa.L. project generated a wealth of resources and outputs. In all areas, deliverables exceeded
numerically the minimum set at the beginning of the project. The main ones are:
1. P.E.Fa.L. Tutors’ Training Course Programme PTTP;

2. Parents’ Basic Skills Programme PBSP;
3. Children’s Basic Skills Programme CBSP;
4. Culturally differentiated parent and child basic skills programmes/modules
5. Case-studies/ evaluations in Malta and Romania by an external consultant.
6. Country final reports
7. Big book in six languages pertaining to partner countries;
8. Two videos produced in Malta, the first describing a typical family literacy session, and the
other in which programme participants share their experiences;
9. Certification for successful completion of course for tutors and parents
10. Parents’ Learning Portfolio;
11. Programme evaluation protocols;
12. P.E.Fa.L. official website;
13. European Conference to conclude P.E.Fa.L. project entitled ‘Lifelong Learning through
Parental Involvement in Education’, Malta, July 2004;
Of particular mention are:

Training programme for family literacy tutors, with attendant resources. These include one
video in English describing in detail a typical family literacy session, and a second video in each
of the languages of the participating countries with feedback from key stakeholders who
participated in the programmes, such as parents, tutors and heads of schools ;
Model family literacy programme, with separate children’s and parents’ components for
each session, and attendant resources. One particular resource deserves special mention,
namely a big book entitled “When I feel Lonely” that was translated into the languages of the
project, and was the first big book in Maltese, Italian, Belgian, Rumanian and Lithuanian;
Adaptations of the model Family literacy programme and resources in the languages and
cultures of the participating countries;
The project website, from which all P.E.Fa.L. resources are available;
The concluding Conference of the project, held in July 2004, and its proceedings, which
are the present publication. The Conference had two components: the ‘academic’ one with
delivery of papers and workshops for educationalists, and the ‘experiential’ one for key parent
leaders from all the participating countries;
The Parent Leaders’ Lifelong Learning Portfolio, that was piloted during the ‘experiential’
part of the concluding conference, and which is intended to help parent leaders value their
learning experience as they provide service within parent-in-education programmes and within
their school and local communities;
20 host schools in local communities hosted family literacy programmes;

64 trained and experienced family literacy tutors forming core teams in six European
countries;
30 family literacy programmes organised in the participating countries;
419 families participated in family literacy programmes in the six countries;
36 identified potential parent leaders from the six countries to support the core team of tutors
in the dissemination of family literacy in their country.
As per Clause 8 of the Partner Agreement, the deliverables of the project, patents, copyrights and
Intellectual Property rights, as well as reports and other documentation resulting from the contract
agreement are the joint property of the Contractor and all the partners of the project.
Elements of good practice were present in all P.E.Fa.L. sites. The communities in the different
countries that participated in P.E.Fa.L. were all vulnerable and marginalized in some way or another.
In Lithuania, for example, family literacy was interestingly and innovatively adapted for use in a school
that specialised in the inclusion of special needs children. In England and Belgium, the focus was on
ethnic minorities in multicultural settings, whilst in Romania, Malta, Lithuania and Italy, the focus was
more on socially disadvantaged areas. In Malta, family literacy provision focussed on families with
children at severe risk of educational failure.
Notable programme effectiveness occurred across partner countries with strong dissemination
prospects resulting particularly in Malta and Romania.
On the whole, the P.E.Fa.L. family literacy programme was greatly enjoyed and appreciated by
P.E.Fa.L. tutors, participating parents and children; generally, they attested to increased literacy
attainment and growth in confidence on the part of all involved. In Malta, the model was so
successful that we could even initiate new approaches of family literacy provision such as day-school
morning programmes as occurred in Senglea and Valletta and also innovative individualised forms of
family literacy that seeks to support children with severe learning difficulties together with the support
of their parents. In Romania, there are firm plans to initiate further training in family literacy and to
establish more family literacy centres while the Ministry of Education and Research endorses the need
for over-arching policies and strategies to develop family literacy and home-school partnerships,
within the broader dimensions of lifelong learning. In Belgium the programme specifically reached
out to communities largely made up of immigrants with significant results in terms of integration into
the local Flemish-speaking community. In Italy, parental involvement was an immediate effect of
programme implementation while in the UK, participating parents have actively sought new
employment opportunities. As mentioned, Lithuania was innovative in implementing programme
provision with children with moderate disabilities and their families with a high success rate of adult
empowerment and creating new inroads for inclusion policies.
Dissemination strategies
A key component to the P.E.Fa.L. project was its dissemination potential after the lifetime of the
project itself. Indeed, this concern grew in importance as the project developed and the partners who
were new to family literacy started to realise the potential it had in their respective localities, regions
and countries. By the end of the project, each institution had a core infrastructure that included
experienced co-ordinator, tutors, parent leaders and hosting schools as well as a range of adapted,
tried and tested programmes, resources and tools. As already discussed, the project had also funded
two support and monitoring visits by the co-ordinating institution to each of the other partners. In
many cases, the hosting institutions during these visits made best use of the presence of the
representatives from the Maltese co-ordinating institution to discuss family literacy provision with
civil, educational and political authorities, at local and national level. The Belgian partner also received
additional on-the-ground technical support from the English partner.
Additionally, the project partners also had the opportunity to invite over Prof. Sheila Wolfendale, one
of the project’s consultants, to conduct case studies and to provide consultancy services with respect
to the dissemination of family literacy provision in the country after the lifetime of P.E.Fa.L. The
costs were shared by the project and the hosting institution. In the end the Maltese and Romanian
partners took up this opportunity.
Dissemination occurred on different levels in the different partner countries as described below.
In Malta, the implementation of P.E.Fa.L. has contributed to firmly establishing family literacy as a
means of promoting parent empowerment and parental involvement in schools. State funds are
committed to the running of approximately 20 family literacy centres operating nationally per year.
Moreover, the Malta P.E.Fa.L. project co-ordinating entity, the Foundation for Educational Services,
has managed to attract 10% of its total 2004 recurrent budget from the HSBC Malta plc. The
funding is specifically earmarked for family literacy and parental empowerment programmes.
In the UK, family literacy has evolved and spread significantly over the past 12 years with acclaimed
success nationwide and significant state funding. P.E.Fa.L. has provided the UK partner organisation
with a unique opportunity to practice family literacy in partnership with other European countries
where family literacy was still a new field of practice. In this way, P.E.Fa.L. served as both a learning
experience as well as an occasion to share their expertise with other countries and helping to promote
the success of family literacy strategies outside their country.
In Belgium, Italy, Lithuania and Romania, family literacy was practised for the first time through
P.E.Fa.L.. The impact was significant in all four countries.
In Belgium, a number of articles related to family literacy appeared in local media. Parent
organisations were informed about family literacy with a national conference held this November on
the topic of family literacy as practised in the federal state of Flanders. Family learning strategies are
now also being promoted by the VOCB through the making of a handbook and a report drawn up
for the attention of the Education authorities in Flanders, with family learning programmes recently
incorporated in the National Curriculum for Adult Basic Education.
In Italy, the IRSEF of Trapani, as part of one of the nation’s main trade unions, has encouraged the
schools of the Trapani Province to invest in courses for parents presenting request of funds for
European projects of the National Operative Plan (PON) and of Regional Operative Plan (POR) to
the Ministry of MIUR and to the Sicilian region. The IRSEF is making itself available for the
organisation of family literacy courses based on the P.E.Fa.L. model in local primary schools. At
national level, the IRFED has informed the 42 centres IRSEF-IRFED situated in the most important
cities and towns in Italy about the P.E.Fa.L. programme and family literacy strategies and has invited
them to disseminate the concept through the primary schools. The IRSEF in Trapani is disseminating
all the necessary materials for the preparation of the family literacy courses throughout Italy.
In Lithuania, a State conference was held on the 4th of November this year (2004) for all interested
parties in Lithuania. The conference was organised by the Utena institution and the Vilnius College of
Higher Education. In all, 12 institutions from all over the Lithuania mandated to provide in-service
training courses for teachers and functioning as kindergartens or primary schools, took part and
exchanged experiences on Family Literacy programmes with Utena and Grigiskes staff. National
pedagogical media and parents from P.E.Fa.L. also participated in this event. During the conference,
the Vilnius College and the national P.E.Fa.L. coordinator suggested ways on how to disseminate
further the family literacy experience on a national level. Vilnius College will also provide in-service
courses on family literacy. Furthermore, it is planned that family literacy based on the P.E.Fa.L. model
be integrated into teacher training studies in Lithuania. A course for lecturers of Vilnius College will
be offered in the beginning of 2005 year. P.E.Fa.L. sessions will also be translated in the local
language and be published for national use.
Finally, in Romania, P.E.Fa.L. has brought about significant change and innovation on a national
level. Following several months’ preparation, the National Conference on School-Family partnership,
was organised in September 2004 by Club Europa in cooperation with the Romanian Ministry of
Education and Research. The audience consisted in 160 primary/nursery education inspectors and
HTs from all over the country. The purpose was to introduce the concept of family learning to the
national community of educationalists, as a path to LLL for adults, with P.E.Fa.L. as a good practice
example. The initiative of Club Europa with full support by the Ministry of Education was launched
on the occasion of the national conference to set up the Romanian National Parents Association as a
promoter of family literacy in Romania and partner of discussion with the MEC on LLL
development. The National Fair of the Adult Education providers, 9-12 November, in Bucharest
aimed to promote the P.E.Fa.L. resources through an exhibition and 3 workshops dedicated to
potential tutors, parent leaders and trainers of trainers. Finally the National Parents Association will be
launched in January 2005.
Overall, P.E.Fa.L. has been a groundbreaking impact especially in those countries where family
literacy took place for the first time through the medium of the P.E.Fa.L. project. Dissemination on
local, regional and national levels has been quite outstanding especially since P.E.Fa.L. proved to be a
truly effective tool in promoting parent empowerment and providing opportunities for new adult
lifelong learning experiences. P.E.Fa.L. has also paved the way to participate in a new G2 Learning
Partnership programme on family literacy that will be starting in January 2005 with Germany
(coordinating country), Bulgaria, Ireland, Italy and Turkey. Finally, as coordinating institution, we
have also been invited to submit an article on the success of the P.E.Fa.L. transnational family literacy
project together with Prof. Sheila Wolfendale, in the journal Literacy produced by the United Kingdom
Literacy Association (UKLA).
Apart from country-specific dissemination, the Maltese co-ordinating institution is also planning to
keep on supporting the P.E.Fa.L. project website so as to maintain communications with any
interested parties in the future, and to fulfil requests for project resources. It also intends to use the
web site to promote and support the setting up of a national forum of parent leaders, as well as trans-
national networks of family literacy providers and parent leaders respectively.
As regards commercialisation, the main outputs of the project are all available on the website. The
only two commercial products are, in fact, the videos and the big book, which are being sold at
standard commercial rates of 15 and 25 Euros respectively in agreement with all partners. Profits
from the sale of these products are going into the ongoing maintenance of the P.E.Fa.L. website
which is to be sustained after the project is over.
e) Transversal issues
P.E.Fa.L. has actively tried to combat the phenomenon of racism and xenophobia especially with
regards to immigrant groups present on the continent. The most evident multi-cultural situation in
terms of ethnicity and racial diversity occurred in Genk in Flanders, Belgium, where almost the entire
group was made up of Moroccan and Turkish immigrants (in themselves very diverse cultures
common only in their Muslim religion), with only a minority local Belgian presence. In Turnhout, also
in Flemish-speaking Belgium, the same minority groups were also well represented though with a
greater Belgian representation. In Burnley in Lancashire, England, families of Pakistani origin attended
the programme, while in Trapani, a port town on the west coast of Sicily, a mother from Morocco
married to an Italian was among the participants. In Malta, we only had one Moroccan woman in one
of the sites. The multi-cultural impact within P.E.Fa.L. was certainly less evident in Malta since the
immigration phenomenon has not reached relatively large proportions, as yet.
The situation was quite differently singular in Lithuania and Romania. Being an ex-republic within the
USSR, Lithuania has a number of resident Russian and Polish people, who had sought employment
there over the years, especially in the capital Vilnius, together with local Lithuanians. In fact, in the
P.E.Fa.L. programme held there, there was a visible mix of these different cultural groups that have
been living together side by side over the centuries, with yet some subtle remnant ethnic rivalry.
P.E.Fa.L. in Lithuania also worked with families of children with learning and intellectual disabilities
therefore aiming to give equal opportunities to these families by opening up family literacy
experiences for them that have proved very beneficial and also quite unique.
In Romania, on the other hand, some Roma families also participated in the P.E.Fa.L. programmes
both in the capital, Bucharest and the Danube town of Braila. Roma people, commonly known as
gypsies, are identified for their very distinct traditional practices and lifestyle, frequently in sharp
contrast to that of the majority local population.
Therefore, within P.E.Fa.L., we have encountered a number of parents and families from minority
ethnic groups who previously tended to mingle almost exclusively with other families from the same
group they belong to. P.E.Fa.L. offered these families the opportunity, possibly unique, to meet local
people and enter into a dialogue with them. These parents were also able to share their diverse home
literacy practices, e.g. sharing traditional stories, within a larger forum that did not only include people
of their own ethnic group. Not only did this process help build meaningful relationships among
people of diverse ethnicity or cultural backgrounds, but also allowed for a collective appreciation of
different cultural and literacy experiences. In this way, people from minority groups also had the
opportunity to gain further exposure to the local language, helping their process of successful
integration with the local people and encourage access to daily living systems present in the
neighbourhood. This process promotes the inclusion of minorities in the larger local community by
helping local people accept members of similar groups as part of their communities and appreciate the
rich cultural baggage (also in literacy terms) that they bring along in spite of the evident diversities that
exist.
With regards to transversal issues, particular care was taken in the development of project resources.
For example, the big book entitled ‘When I Feel Lonely’ and used during some sessions had a
multicultural cast of characters, and tackled issued of loneliness and marginalisation in ways that were
easily comprehensible by the young participants.
One of the transversal policies within the project is the promotion of equal opportunities between
women and men. In practically all programmes in all the participating countries, the word ‘family’ in
family literacy often excluded fathers. This could have beneficial consequences. In Lithuania and Malta,
for example, some of the communities that were participating in the Project were characterised by an
almost stereotypical situation of male dominance within the family and local community, leading to
feelings of powerlessness and helplessness by their wives whose role included practically sole charge of the
children’s educational development. In this context, the regular parent sessions within the family literacy
programmes functioned as an informal support group by the participating women.
f) Evaluation
Developing an evaluation strategy for P.E.Fa.L.
The task of developing the evaluation strategy was undertaken by the Maltese team as the
coordinating country of the project under the professional guidance of family-literacy specialist Prof.
Sheila Wolfendale, Academic Consultant to the Programme. Unfortunately, it was impossible to pilot
the tools before the implementation of the project as Malta had to assume this additional role initially
assigned to Spain. Spain as project evaluator had pulled out of this role just before the programme
implementation stage (September 2003).
As clearly indicated by international research, no single measure can adequately evaluate the complex
issues involved in family literacy processes. One measure - a pre- and post-programme questionnaire -
would have proven insufficient to assert any claims of success or otherwise. As a result, it was
necessary that a range of appropriate tools be devised in order to assess programme effectiveness
across all partner countries.
The model that was created provided a web of assessment tools that focused specifically on family
learning goals that take into consideration subjective parental and child experiences relevant to the
particular cultural background where the programme was taking place.
The evaluation model included the following components:

The administration of pre-and post-programme questionnaires focusing on parent progress
measures and child progress measures;
The development of a Family Learning Portfolio including artefacts and evidence of family
learning experiences in P.E.Fa.L.;
Tutor’s summative evaluation;
Quantitative audit (attendance levels);
Country coordinators summative reports;
Post-programme focus groups ;
External evaluation by Academic Consultant and optional case study visits;
Ongoing monitoring and evaluation by coordinating country to include site visits by
Programme Coordinator and monitoring of the use of project website by the P.E.Fa.L.
Technical Consultant.
We had to ensure that the tools were easy to use and administer across all cultural contexts involved
in the programme and that, above all, they were ethically sound guaranteeing absolute confidentiality.
The model incorporated assessment tools intended to explore programme outcomes such as adult
progress in attitudes towards reading, involvement in their child’s literacy learning and practices and
their views of the programme’s impact on their child’s literacy development.
At the pre-implementation level, the needs assessment varied from one country to another and for
this reason it was important to include the portfolio and the tutors’ subjective evaluation as these
could provide a clearer picture of the local cultural context then mere evidence collected from
questionnaires. The questionnaires themselves had to depart from a very basic and common premise
and had to allow for further subjective information from adults by allocating open-ended questions
particularly in the post-programme questionnaires. Besides, a clear limitation that emerged was the
lack of clear link between pre- and post- test questionnaires due to the fact that these were not
identical. As a result, it was therefore more complex to interpret the data in terms of the intended
purpose of identifying changes in attitudes or literacy practices taking place as a direct result of
programme implementation.
As just indicated, it was crucially important to include evidence of family learning as collected in
family portfolios where each family (parent-child unit) kept a rigorous record of all their learning
experiences throughout P.E.Fa.L.. The portfolio also included artefacts and material that families
themselves developed throughout the programme within the context of their local cultural
experiences. This aspect is also very relevant in the tutors’ and coordinators’ formative and summative
evaluations, as they assessed programme outcomes in terms of the multi-cultural distinctiveness of the
group that participated in the programme and expounded on their own learning experiences as adults
within the context of the programme. Their feedback was important in terms of observations of
learning experiences taking place within the family units whilst aiming to continuously adapt and
improve provision according to particular site needs, especially those that result from specific cultural
situations that require specialized programme intervention.
The evaluation design included site visits occurring at the end of the first phase of programme
implementation where focus groups with parents also took place. The idea of the focus group was to
corroborate further any evidence that emerged from the questionnaires on a medium-term effect.
Optional case studies aimed at exploring long-term national or regional family literacy provision as a
result of the impact of P.E.Fa.L. and how family literacy models can contribute to the overall local
educational policies. A quantitative audit of attendance levels was also kept throughout programme
implementation.
Of course, the whole model was rather experimental in more ways than one and needed to be
implemented in order to verify their real value. However indications are that the evaluation measures
proved to be culturally multivalent and all stakeholders felt free to express themselves within this
context. The focus groups were also an added challenge in this respect. They were included within the
site visits performed by the project educational coordinator. Particular attention had to be taken so as
to impart a friendly and inclusive atmosphere. Some of the participating parents had never actually
met a non-local person before (in Lithuania and Romania) and some had never left town (in
Lithuania, Romania and UK). Clearly, communicating with these parents was a sensitive issue and had
to be carried out with great respect particularly towards their cultural understanding.
P.E.Fa.L. programmes across all countries have brought families from different cultural/ethnic/
religious backgrounds together on local levels. However this also occurred on an international scale
via the use of the Parents’ forum on the P.E.Fa.L. website. Clearly, this challenge was also largely
experimental and its success was much in doubt until it was actually launched. However there have
been over 60 entries on the forum between December 2003 and June 2004. Although lack of IT skills,
the availability of machines and the commitment involved were certainly situations to grapple with, I
believe that this forum went well beyond the original expectations and that parents from different
nations, participating in the same programme and frequently sharing common concerns and hopes,
have successfully been able to communicate and exchange their experiences. Even though many e-
mail transactions were social in nature, educational themes were often brought up as feedback from
participants overseas was sought, and sometimes reciprocated. Therefore, this experience has been
enhanced through the sharing of learning experiences being acquired through P.E.Fa.L. within and
across programmes. The concluding P.E.Fa.L. conference has also brought parent participants from
P.E.Fa.L. programmes together not only to celebrate and share their achievements, but also to
develop ways of maintaining a strong bond once the programme is over. The development of a
lifelong learning portfolio is also a further step in this direction. In this way, we can say that cultural
diversity and interaction within P.E.Fa.L. was present both on micro and macro levels - in-site and
beyond the international borders. This can be considered a real accomplishment!
g) Feedback on the project

The following is a detailed description of divergences that have occurred throughout the duration of
the project that have already been submitted and approved by the Commission:
Parent Trainers' Training Programme (PTTP)

a) One-week evaluative and further training seminar in Malta for parent trainers and co-ordinators in
Malta reduced to 4 days. No impact on objectives, further development or outputs.
b) Website does not have real-time component and on-line video footage. Instead, a video in English
and Maltese has been produced and disseminated to explain in detail all aspects of family literacy
session development and provision. No impact on objectives and further development of project.
Also, website is multi-language in the sense that:
- resources in the various languages are available on the site
- instructions in the for a can be seen in the different languages
- during their training in Malta, tutors were instructed on how to access the site and how to use
free internet translation services.
c) Along with the video in b), a video pack, not originally planned, has been developed. This will
enhance reaching of objectives and further development.
d) Resources in English only. Each country co-ordinated then translated as was necessary. No impact
on objectives. Impact on further development for participating partners mitigated by the fact that
the country co-ordinators and the majority of tutors were selected to have adequate communication
skills in English, so as to facilitate ICT learning and trans-cultural communication.
Child Basic Skills Programme (CBSP)

e) Instead of literal translation of resources, the different partners have used the English version as
reference and adapted and developed the material in their own language. These detailed adaptations
and developments are being submitted as resources and will be available on the project website. No
impact on the objectives and further development of the project.
f) CBSP Pack of reading and maths cards replaced by Children’s reading resources, as per P.E.Fa.L.
Interim Report. Objectives are thus more focused and achievable, and further development more
realistic.
g) Resources in the 6 languages of the partners presently in the project, i.e. not in ES and CY. No
impact on objectives and further development for participating countries.
h) The initial set of children's books, that took the form of a Big Book entitled 'When I feel Lonely',
were published through matched funding provided by HSBC Cares for Children Fund (mentioned
as support from private sector in Table 2 of the Full Proposal) and FES complementary funds.
However partners then asked for more copies that were published through Project funds.
Parents' Basic Skills Programme (PBSP)

i) As per e) above.
j) Locally produced video exemplifying parental role has been incorporated in video produced as per
b) above. No impact on objectives, further development or outputs.
k) A second video, not originally planned, has been produced in all the languages of the partners
(excluding ES and CY) giving feedback of stakeholders in family literacy provision. The English
version of this video is being sent with this form. Objectives fulfilment and further development
enhanced.
Formative and Summative Assessment Tools and Protocols

l) Translated into the 6 languages of the partners presently in the project, i.e. not in ES and CY. No
impact on objectives and further development.
Concluding European Conference

m) Topic changed from family-mediated basic skills acquisition to 'Lifelong Learning Through
Parental Involvement in Education'.
Enhanced objectives fulfilment.
n) Conference working and delivery language in English only, not French. No impact on objectives,
further development and outputs.
o) Proceedings of the Conference to be in English only, not in French, except for P.E.Fa.L.
experience accounts to be in the different languages of the partners. One publication to include
'academic', 'experiential' and P.E.Fa.L. experience account components. Summaries of 'academic'
component, as well as 'experiential' component and P.E.Fa.L. experience account to be also on
project website. No impact on objectives, further development and outputs.
p) Four new envisaged outputs of the 'experiential' part of the Conference, not originally planned for,
are:
- the setting up of a European Parent Leaders' Network;
- the development of a Parent Leaders' Lifelong Learning Portfolio;

- the organisation of a European Family Festival in the evening of the first day of the Conference;
- the development of a Learning Passport to be used by families participating in the European
Family Festival. Enhanced objectives fulfilment, further development and outputs.
Programme Implementation
q) 12 MT project sites opened - 6 more than originally planned (2-3 sites per partner, with MT taking
over role of CY). Enhanced further development and outputs.
Evaluation
r) Project partners offered the possibility, not in the original plan, to commission case studies by Prof.
Sheila Wolfendale,
project consultant. Offer taken up by MT and RO. For more information please see Appendix A.
Enhanced objectives fulfilment, further development and outputs.
s) Pre- and post-testing focuses on changes in attitudes by parents, children and teachers; changes in
parents' parenting, home-literacy and lifelong learning practices; and gains in children's basic skills.
Dissemination
t) Project partners offered the possibility, not in the original plan, to use the presence of Prof.
Wolfendale during the case studies to consult on ways forward for dissemination in the post-project
period. Offer taken up by MT and RO. For more information please see Appendix A. Enhanced
objectives fulfilment, further development and outputs.
u) Collaboration with the European Parents' Association for dissemination in the post-project period,
mentioned in the 1st Contract modification form, not resorted to. This dissemination modality to be
replaced by the European Parent Leaders' Network, as per p) above. No impact on objectives,
further development and outputs.
v) Changes in post-Conference publication as per o) above. No impact on objectives, further
development and outputs.
w) Post-Conference publication to be published in Malta and distributed internationally. The
P.E.Fa.L. budget was well exhausted by the end of the project, although the production of the
proceeding s are still part-funded by P.E.Fa.L. funds. Alternative funding sources were sought for
the actual publication of the text that will be forwarded to the Commission and all partner countries
as a document of P.E.Fa.L.’s impact on family literacy in Europe once the product is finalised(see
attached letter from Legal representative on the matter).
Partnership divergencies
The original UK partner was the Basic Skills Agency (BSA). However, due to its changing role in the
national sphere and its consequent internal restructuring, the BSA held back from signing the partner
agreement and finally decided to pull out of P.E.Fa.L.. However, we wanted to retain the BSA's
expertise in family literacy in P.E.Fa.L.. Therefore we asked one of the more established family
literacy service providers that had been comprehsively supported by, and still have very strong links
with, the BSA to take on the role of UK partners. The new partner, the Lancashire County Council,
accepted willingly, so we felt that there was a continuity of UK presence in P.E.Fa.L.. We have
retained the BSA as project consultants. The Lancashire County Council has taken on all service
provision aspects previously of the BSA. Therefore, it ran the same number of P.E.Fa.L. sites as
originally planned by the BSA. It has retained a reduced resource development role. This is because in
the relatively long hiatus until the BSA decided on its position regarding P.E.Fa.L., the Maltese co-
ordinating institution had to take on a significant part of the resource development role that was
meant to be part of the UK partner's role. The specific resource being referred to is the Parents' Basic
Skills Programme, that is one of the core outputs of P.E.Fa.L.. This decision was necessary because
otherwise the project would have fallen irrevocably behind schedule.
After the initiation of the P.E.Fa.L. Project, the Cyprus partner realised that he did not have the
resources to contribute effectively to the success of P.E.Fa.L.. The Maltese co-ordinating institution
consulted at length with the Maltese National Socrates Agency, and consequently accepted the
decision of the Cyprus partner to withdraw from P.E.Fa.L.. The Cyprus partner took this decision
before the partner agreement was signed.
For a significant peroid of time between March and September 2003, the Spanish Partner did not
perform duties and responsibilities as stipulated by the partner agreement. Since July 2003, the
Spanish partner did not reply to repeated requests for information, feedback, and fulfilment of
contractual responsibilities. Finally the Spanish partner was contracted personally by the Legal
Representative of the co-ordinating institution. The Spanish partner then acknowledged reciept of
unanswered communications, as well as of an ultimatum given by the Legal Representative for the
most urgent replies. However, this ultimatum was not respected, and further requests for contact and
information were not acknowledged or answered. The co-ordinating institution therefore decided not
to retain the Spanish Partner in P.E.Fa.L.. This decision was also communicated by email, fax and
registered letter.
Overview of difficulties encountered during eligibility period

As mentioned earlier, most practical difficulties were related to communication. On-line
communication was certainly more complex that originally assumed as emails can be misunderstood,
delayed or at rimes altogether absent. Although the diverse cultural and linguistic backgrounds are
bound to produce similar difficulties, it was a learning experience in terms of future opportunities to
coordinate transnational projects. This experience has taught us that it would be of benefit to have a
clear indication of the validity of the partners especially in terms of their oragnisational structure and
educational standing. Clearly, there was a lack of quality between partners such that the Cypriot and
Spanish partners fell short of objective standard criteria and ultimately were no longer able to keep in
line with the project’s proposed objectives.
Language issues where also a reality to grapple with. Not all partner countries were fluent in English
although the project proposal from its inception clearly stated that English was to be the project’s
language of communication. For example, the Italian partner was not able to adequately communicate
in English and was therefore rather isolated with respect to the other partner countries with
consequent restricted networking possibilities. The Maltese coordinating institution was only able to
maintain close links with Sicily due to its familiarity with the Italian language. Therefore the use of a
common language is a must for the smooth running of similar transnational projects.
Finally, we have also realised as we went along that the project was heavily under-funded as the
forthcoming financial report will clearly indicate. Evidently, the magnitude of the project demanded a
greater budget in order to be able to generate all the expected high-quality outputs in terms of results
and products together with significant future dissemination prospects.
h) Conclusion
The P.E.Fa.L. project has been an unforgettable experience for all concerned. It has been a steep
learning curve on how to develop, manage and deliver a trans-national project, especially when
considering the fact that this was the first Maltese application to participate in a Socrates Programme
that has been accepted and subsequently implemented. We now believe that as an institution, we have
acquired a good level of expertise in this area that would not have been possible without the funds of
the Socrates Programme and the guidance and support of the Technical Assistance Office staff in
Brussels.
Mtarfa, Malta
30 November 2004
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SOCRATES PROGRAMME: TRANSNATIONAL COOPERATION PROJECTS

P.E.Fa.L. project: Final Report

Financial Agreement Number: 89992 – CP – 1 – 2001 – 1 – GRUNDTVIG – G1