Context/background of project Confident literacy is crucial for adults to participate and progress at work and in society. It is estimated, however, that as many as 75 million adults in Europe lack basic reading skills, with many millions more lacking the confidence to engage with written texts of any complexity. At the same time, social and technological developments mean ever higher levels of literacy are needed at work and in civic life, requiring adults to engage in lifelong learning to maintain functional literacy. This requirement poses an additional challenge for adults with limited literacy, many of whom lack the skills and confidence for self-directed learning. To help address that challenge, this project will create a methodology and tools to support adults with limited literacy to become directors of their own literacy development, enabling them to maintain, improve and extend their skills. Drawing on established and emerging research on how to support literacy and language learning beyond the classroom, the project complements and reinforces existing investment in formal literacy learning. The model of learning proposed by the project is cost-effective and sustainable. Project objectives The project intends to develop • Profile of competencies required for autonomous literacy learning • Curriculum of learning strategies to develop those competencies • Set of learner materials to support the curriculum • Learner portfolio which supports the learner to plan and evaluate learning • Profile of competencies required for coaching autonomous literacy learning • Development programme for autonomous literacy learning coaches It will then pilot and evaluate these tools. Number and profile of participants The project will be carried out by six organisations from three countries. The countries involved are Germany, UK and The Netherlands. These organisations will be responsible for the project outcomes. Since all materials developed will be piloted extensively, greater numbers of participants will be involved. This includes in the first place 30-50 individuals with limited literacy, both L1 and L2 learners. They will be supported by at least 20 coaches, who will receive training in being a coach to literacy learners in order to develop their autonomy in improving and maintaining their literacy skills. Coaches will be expert language users. Some may be qualified literacy teachers, others volunteers from various walks of life. Description of activities The project proposes to identify competencies required for self-directed literacy learning and create a learning programme that enables adults with limited literacy to develop those competencies and become autonomous literacy learners. That programme will include a portfolio-based curriculum and learning materials to support the curriculum. Support for learners undertaking that programme will come from autonomous learning coaches and the project will create a secondary learning programme to develop these coaches. Again, the project proposes to first identify the competencies such coaches require and then design a learning programme to develop the requisite skills and knowledge. After piloting this coach-development programme, the project will pilot its programme to enable adults with limited literacy to become autonomous literacy learners, supported by the coaches trained by the project. Piloting will take place in project partners’ respective countries. Pilots will be closely monitored and evaluated and results disseminated through conferences in project partners’ countries. The project’s final report will make key messages available to all stakeholders, including literacy practitioners, policy makers and others interested in supporting adult literacy development. Results and impact envisaged Results and impact from the project will include: • Innovative, tested methodology and tools to support sustainable literacy acquisition • New knowledge about learner autonomy and literacy coaching • Learning gains for all participating individuals and organisations • Greater understanding of interconnections between formal, non-formal education and impacts on access to labour market • More efficient provision of literacy courses (due to improved working between practice research and policy). Potential longer term benefits The project’s potential longer term benefits include contributing to: • Reduction in the number of low-skilled adults • Increased access for disadvantaged individuals • Lightened burden on agencies dealing with adults with limited literacy e.g. employment, health, parental involvement and housing As indicated in this application, all partners have expertise in the key areas for this project. All partners also have excellent access to participants for pilots and to stakeholders for dissemination and implementation. We look forward to bringing our skills and expertise together to produce this innovative resource for sustainable literacy.