Brassett-Grundy, Angela; (2002) Parental Perspectives of Family Learning [Wider Benefits of Learning Research Report No. 2]. Centre for Research on the Wider Benefits of Learning, Institute of Education, University of London: London.

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Abstract

This paper reports the findings from a qualitative research project undertaken to investigate parents' perspectives of family learning, specifically: what family learning might look like to them; what their expectations of it might be; how they would want it to happen and where; what they might get out of it; and, what is the right way of describing it from their point of view, i.e. a bottom-up approach. Findings are reported from focus group discussions carried out with parents who were participating in organised family learning literacy and numeracy programmes, as well as parents who were not involved in formal family learning programmes. Their comments relate to: definitions of family learning; motivations and barriers to learning; advantages and disadvantages of family learning to themselves, children and others; how family learning courses can be successful; and, how to encourage others to participate in family learning. Recommendations have been made based on these comments, relating to: the marketing of family learning courses; the design of family learning courses; and, the training and qualities of family learning tutors.

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