Family Independence Initiative (FII): Lessons Learned about Developing and Delivering Family Literacy Services to Welfare Recipients.

Autor/inn/en	Alamprese, Judith A.; Tao, Fumiyo
Institution	Abt Associates, Inc., Bethesda, MD.
Titel	Family Independence Initiative (FII): Lessons Learned about Developing and Delivering Family Literacy Services to Welfare Recipients.
Quelle	(2001), (51 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Basic Education; Adult Literacy; Career Awareness; Coordination; Data Collection; Delivery Systems; Early Childhood Education; Education Work Relationship; Employment Potential; Family Literacy; Intergenerational Programs; Literacy Education; Pilot Projects; Program Development; Program Effectiveness; Technical Assistance; Welfare Recipients; Welfare Reform; California (Long Beach); Colorado (Boulder); North Carolina (Charlotte); Ohio; Pennsylvania (Philadelphia) + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Karrierebewusstsein; Koordination; Data capture; Datensammlung; Auslieferung; Early childhood; Frühkindliche Bildung; Frühpädagogik; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Pilot project; Modellversuch; Pilotprojekt; Programmplanung; Technische Hilfe; Sozialhilfeempfänger; Sozialhilfeempfängerin
Abstract	The National Center for Family Literacy (FCFL) began the Family Independence Initiative (FII) to address the needs of welfare recipients and their families for literacy services. During the FII's development phase in 1997-1998, NCFL funded five family literacy program grantees to develop models of work-focused family literacy services. To satisfy welfare requirements, the grantees ensured that the onsite family literacy services offered were central to developing participants' basic and work preparedness skills, and they infused career awareness and work preparedness activities in the adult education, parent time, and early childhood component of services. Based on the lessons learned in the development phase, NCFL implemented a pilot phase (1998-2000) in which 11 grantees in 6 cities were funded. The pilot phase established the importance of the following elements to program success: (1) a solid organizational infrastructure; (2) identification of target populations so that core program components can be tailored to them; (3) internal program coordination and coordination with other agencies; (4) adequate time for the planning and coordination that are critical to successful integration of curricular activities; and (5) technical assistance in areas such as developing core services and collecting and interpreting data. A follow-up study of FII participants is planned in order to understand the FII's long-term outcomes. (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC