Path: Home > Projects > R&D > Key Findings > YPI

The Young Parents’ Initiative (YPI)

[Abstract] [Key Findings] [Recommendations] [Output]

Abstract

This research was carried out by the Young Adults Learning Partnership, a joint initiative between NIACE and The National Youth Agency (NYA), in partnership with the Family Learning team at NIACE. YALP research and develop effective approaches to learning and personal development, particularly those that are informal and community-based, among young adults aged 16 to 25, who are on the margins of education, employment or training. ( www.niace.org.uk/research/YALP ) . The Family Learning team have extensive experience in family learning including an evaluation in 2002, of family programmes funded by the LSC. A key recommendation from the research was to create a single coherent national framework for family learning programmes (NIACE 2003).

YPI aimed to explore young parents’ understanding and experience of family learning in informal settings. The publication produced from this research looks at the policy content relating to young parents as learners, explains the research in greater detail and the findings and includes 4 case studies of good practice as appendices.

Research methodology:

	Separate questionnaires were developed and circulated to young parents and practitioners.
	Visits to 11 case study sites, one to one interviews with members of staff and young parents.
	A one-day young parents’ consultation event held at the Midlands Arts Centre in Birmingham, to further explore young parents’ experience of family learning.

Key Findings

The main conclusions of the project are:

Young Parents:

Young parents’ main motivation to attend learning provision is social – to get out of their homes and meet other parents with similar experiences.

Young parents’ second motivation was the social development of their child/ren - a wish for their child/ren to learn to share was expressed frequently.

Although learning was not their main motivation for attending provision, young parents were keen to improve their skills in order to improve their chances of a better lifestyle for themselves and their children.

Young mothers and young fathers experienced the same barriers to learning as each other, i.e. isolation, poor housing, lack of finance, disrupted lifestyles, broken relationships, prejudice in the form of social stereotyping and low educational achievement.

Young parents wanted the opportunity to do something for themselves, separately from their children, in the knowledge that their children were safe, well looked after and happy.

Young parents had a range of emotional and practical support needs, which had to be met before they could settle into, and effectively engage in, a learning programme. Practical support needs included provision of free, on-site childcare; learning in a non- school- like environment; easily accessible provision which could accommodate childcare facilities; healthcare and parenting advice; information, advice and guidance on finance and housing. Emotional support needs included how to deal with discrimination in the form of social stereotyping, conflict in relationships and chaotic lifestyles.

Organisations offering learning activities to young parents:

The widest provision of learning activities for young parents was by Sure Start who, at the time of the research, had over 500 centres in England.

To attract young fathers into provision, organisations offered activities that were more practical, such as football or construction sessions together with flexible learning programmes to fit in with shift work.

Free, on-site childcare, was recognised as essential for young parents to attend provision and to learn effectively.

Organisations offered a combination of family learning and parents-only learning. Some organisations focused only on the development of the young parent as an individual.

Learning activities focused on health and parenting skills in the form of practical life skills sessions. Topics included budgeting, cookery, ante-natal sessions, stay and play, healthy eating and smoking cessation.

Recommendations

A holistic approach should be taken by organisations providing informal learning activities for young parents. It is important to recognise that young parents are individuals with a range of practical and emotional support needs that have to be met before they can effectively take part in a learning programme. With the right support in place, young parents are able to settle into learning and achieve accreditation, moving on into employment or formal education.

Output

Dutton, Y., Haggart, J. and Smith, L. (2005) Family Learning – does that include us? Young parents’ experience of adult learning. NIACE: Leicester.

Funder: Department for Education and Skills
Duration: 6 months during 2004
Project Managers: Jeanne Haggart, Linda Dixon
Email: linda.dixon@niace.org.uk

Requests for ‘Key Findings’ in other formats, such as large print, are welcome. We would be pleased to consider your request.

	Young parents’ main motivation to attend learning provision is social – to get out of their homes and meet other parents with similar experiences.
	Young parents’ second motivation was the social development of their child/ren - a wish for their child/ren to learn to share was expressed frequently.
	Although learning was not their main motivation for attending provision, young parents were keen to improve their skills in order to improve their chances of a better lifestyle for themselves and their children.
	Young mothers and young fathers experienced the same barriers to learning as each other, i.e. isolation, poor housing, lack of finance, disrupted lifestyles, broken relationships, prejudice in the form of social stereotyping and low educational achievement.
	Young parents wanted the opportunity to do something for themselves, separately from their children, in the knowledge that their children were safe, well looked after and happy.
	Young parents had a range of emotional and practical support needs, which had to be met before they could settle into, and effectively engage in, a learning programme. Practical support needs included provision of free, on-site childcare; learning in a non- school- like environment; easily accessible provision which could accommodate childcare facilities; healthcare and parenting advice; information, advice and guidance on finance and housing. Emotional support needs included how to deal with discrimination in the form of social stereotyping, conflict in relationships and chaotic lifestyles.

	The widest provision of learning activities for young parents was by Sure Start who, at the time of the research, had over 500 centres in England.
	To attract young fathers into provision, organisations offered activities that were more practical, such as football or construction sessions together with flexible learning programmes to fit in with shift work.
	Free, on-site childcare, was recognised as essential for young parents to attend provision and to learn effectively.
	Organisations offered a combination of family learning and parents-only learning. Some organisations focused only on the development of the young parent as an individual.
	Learning activities focused on health and parenting skills in the form of practical life skills sessions. Topics included budgeting, cookery, ante-natal sessions, stay and play, healthy eating and smoking cessation.