This paper seeks to explore the concept of embedding family learning within main stream educational provision and examine feasibility, structures and strategic priorities. Consideration of current provision would suggest that family learning is a relatively well established aspect of the community and voluntary sector.  However, Ofsted (2000) found it to be poorly resourced and coordinated.  Equally, dependence upon short-term funding and a limited curriculum base negates consolidation and expansion of equitable provision. 

As a crosscutting theme, family learning attracts much deliberation regarding its role and relative value within formal education.  Moreover there is no consistent approach to issues such as recognition of achievement, accreditation, monitoring, evaluation, progression, referral, signposting and tracking within this genre.

As professionals we recognise the family as a place of ‘deep learning’, Haggart (2000), and concur that parental involvement in the child’s education is instrumental in raising aspirations and attainment at school. Family learning presents the opportunity to support a learning ethos in the home and contribute to the widening participation agenda.  To this end it is essential to work collaboratively with key partners and community groups to ensure that skills and resources are pooled effectively to achieve common goals. A robust and inclusive strategy would set the agenda for family learning and promote active citizenship and community capacity building in its truest form.