Family Literacy Project: Evaluation 2007

This 64-page evaluation document shares the experiences, lessons learned, and impact of a family literacy project operating in the southern part of the Drakensberg mountains in South Africa. The project focuses specifically on working with families in community settings and combines 4 thematic areas: adult literacy, early learning and literacy, libraries, and health. The focus of the evaluation was to assess whether the Family Literacy Project (FLP) was making the community a better place, especially for children. According to this evaluation, the project is making a difference for literacy, especially among children, in the community.

The document describes various strategies used to monitor and evaluate the project, including: conducting a photo project over an 8-month period, keeping attendance calendars, conducting interviews, and creating reader profiles. This also included maintaining Key Family Practice Registers, records of the health messages learners shared during home visits.

The monitoring and evaluation exercise found that the project was reaching 450 children, and that the literacy activities appeared to be a "highlight in the children's lives." The children learned skills such as holding a pencil, drawing, reading aloud, and playing games. The research also suggests that children are changing their attitudes regarding many things, such as books and learning. The research estimates that the adolescent project attracted 116 teenagers in 2007, with activities to support their education. In addition, adult learners spoke of changes in their attitudes to reading.

According to the organisers, the major change that took place in each FLP community was the introduction of a library or box library. The facilitators' stories highlighted how much time children spend in the library and how some of them have been motivated to read because of the "lovely bright books" and by the introduction of "Road to Reading Maps." These maps are designed to encourage children to expand their reading. However, some facilitators were disappointed that so few children completed the Road to Reading Map. They highlight that some children need motivation - not only from their facilitator, but also from their teachers and parents. Daily activity charts filled in during group sessions indicated that some children (especially girls) spend a lot of time doing household chores.

The monitoring showed that facilitators benefited from the project's ongoing, interactive training. Facilitators spoke about changes in their understanding of health issues and how their attitudes towards children have changed, along with their skills in working with children. The evaluation also found that, while the facilitators are already significant leaders in their communities, there is evidence that the adult learners are also becoming significant resource people for children and families.