Although Traditional Ethiopian Orthodox Church Education (TCE) has been involved in literacy teaching for over two millennia, its potential as a model and an asset for adult literacy programmes has not been recognised by literacy providers. This paper examines how people of different generations acquire and practise literacy within TCE, including…

This policy brief is produced by UEA UNESCO Chair in Adult Literacy and Learning for Social Transformation at Bahir Dar University, as part of impact activities for "Family Literacy, Indigenous Learning and Sustainable Development: Proof of Concept Pilot" Project. This work was supported by University of East Anglia's Global Research…

Straddling conventional education system boundaries between adult learners and children, and between employment-related and social benefits, family literacy programmes are not well recognised or supported in New Zealand's policy and funding environment. In this article, I reflect on my personal experience of redesigning the Whanau Ara Mua…

For more than a decade, the number of adults who cannot read has plateaued at around 32 million (HuffPost Books, 2014). According to the Campaign for Grade-Level Reading, 67% of children are not proficient readers by the end of third grade (Smith, 2015). Given the high stakes attached to acquiring multiple literacies in order to access basic…

Over the past century in the U.S., stronger parental involvement in children's education has been encouraged and, more recently, codified into state teaching standards. Despite this, fully engaging parents as equal and respected partners has remained elusive. The quest seems particularly perplexing when attempting to enhance participation of…