About the project

Literacy is one of the most important factors contributing to the economic competitiveness of a country. People with better literacy are more aware of themselves and the world around them, they have a better understanding of new ideas and changes and are better at assessing the value of things. They also have better health, higher incomes and participate more actively in civic life than people with lower literacy. However, in most countries involved in this project (Romania, Slovenia, Bulgaria, Portugal and Macedonia), literacy rates are particularly worrying, especially the  reading ability of the children aged 10 to 15. The results of the PIRLS and PISA researches conducted since 2000 have shown that a significant proportion of students in Romania, Bulgaria and Macedonia (about 35% or more) are low-performance readers.

At best, these students can read simple texts, get explicit information, or make direct conclusions, but are not able to cope with long or complex texts or interpret beyond what is explicitly stated in the text.

There are huge differences in reading performance among children whose parents want to read and those who do not read.

The fact that family literacy initiatives have long-term, positive impacts on the development of children from disadvantaged backgrounds is constantly confirmed. “Family Literacy” describes the everyday experience of language and literacy in the family as a result of the interactions between parents (the parent) and the child, the child and the brothers and sisters. It is also used to describe initiatives, interventions, security or projects aimed at stimulating, developing or complementing these interactions, in order to reduce early transmission of inequalities.

Parents from disadvantaged backgrounds have less confidence and / or skills to be more involved in the education of their children and believe that education is not their domain. Family literacy programs build the confidence of such parents to engage in the development of their child’s literacy and improve the learning environment at home.

For quality and efficient family literacy programs, well-trained facilitators for Family Literacy are needed.

Through the realization of the objectives of this project, after the analysis of the situation   regarding Family Literacy in the participating countries of the project (Portugal, Romania, Slovenia, Bulgaria and Macedonia) there will be offered a model-profile of a Facilitator for Family Literacy Training. Through this project it is expected to carry out several activities, such as:

• identifying good practices in family literacy in Europe;
• defining the basic competences of facilitators for family literacy;
• developing and piloting a coherent training program for facilitation teachers for family literacy (curriculum, methodology, learning materials).