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It explains the needs of low-income immigrant parents, highlights the role of parent guidance, English language development, and transition support, and presents lessons from the NCFL Toyota Family Learning formative evaluation. It details Toyota Family Learning’s intergenerational model, key program components, and policy drivers shaping family sustaining employment pathways.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/practitioners-guide-7-building-employability-skills-in-family-literacy-programs/584463/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/practitioners-guide-7-building-employability-skills-in-family-literacy-programs/584463.png","ImageObject",300,407,{"name":92,"@type":93},"WPS_1786070896","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why are WIOA and related policies changing adult education and family literacy priorities?","Question",{"text":112,"@type":113},"The workforce policy emphasis on employability and educational development pushes adult basic education and family literacy programs to more intentionally help adults transition to family sustaining employment. This affects practitioners working with undereducated adults below the poverty line.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What educational approach does Toyota Family Learning use for low-income families?",{"text":117,"@type":113},"Toyota Family Learning applies an intergenerational model for low-income families in diverse settings. Programs combine traditional family literacy components like Parent and Child Together Time (PACT) and Parent Time with Family Service Learning and Family Mentoring.",{"name":119,"@type":110,"acceptedAnswer":120},"How do family service-learning projects support employability development?",{"text":121,"@type":113},"Family service-learning uses community engagement and service-learning research methods to build leadership, social capital, and belonging while addressing parent-identified community issues. The brief links this component to opportunities for parents to develop employability skills.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},584463,1792209540,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":34,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},549768072016,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Practitioner’s Guide \\#7  \nSeptember 2016  \nBuilding Employability Skills in Family Literacy Programs: Lessons from the Toyota Family Learning Program  \nBlaire Willson Toso and Ally Krupar  \nThe recent enactment of the Workforce Innovation and Opportunity Act (WIOA) is prompting adult basic education and family literacy programs to more intentionally focus on supporting adult learners to transition to family sustaining employment. This change directly affects family literacy practitioners who primarily work with underskilled or undereducated adults living below the poverty line. Furthermore, many of the parents enrolled in family literacy programs are immigrants and mothers who may have missed formal education opportunities and lack mainstream employment experience. To enter postsecondary education or training programs that result in industry recognized certification or degrees required for family sustaining wage jobs, a majority of parents enrolled in family literacy programs will first need to further develop basic employability and academic skills. Growth in unskilled jobs appears to be keeping pace with the increase in middle skilled jobs. Family literacy programs that include an adult basic education component are critically important because they can provide opportunities for parents to pursue additional training or education needed for skilled employment. To be competitive for skilled employment, many family literacy participants need guidance and intentional instruction in basic skills, English language development (in the case of immigrant students), and employability skills. In addition, family literacy practitioners can provide vital transition support to help participants find employment in an industry with a career path, postsecondary opportunities, or further training. This brief draws on lessons learned from an ongoing formative evaluation of the National  \nCenter for Families Learning (NCFL) Toyota Family Learning program. The evaluation seeks to identify promising practices for integrating employability skills development into programming that supports parent and child literacy and family learning—core principles of family literacy programming.  \nA Brief Overview of Toyota Family Learning  \nToyota Family Learning (TFL) uses an intergenerational approach to educational programming for low-income families in diverse settings. Seventeen programs across the U.S. have been engaged in both rolling out the TFL programming and the Goodling-led evaluation. These 17 programs are run by libraries, K-12 school districts, and community based organizations. Each provider designs the program to fit the needs of the families they serve and the structure of their local organization. TFL uses traditional family literacy components, Parent and Child Together Time® (PACT) and Parent Time, with two new innovative components: Family Service Learning and Family Mentoring. Early childhood education and adult education are incorporated at each site as appropriate. Some organizations partner with other entities to offer full services; for example the Las Vegas based Public Education Foundation partners with  \nContact the [author at:](author at: bwt121@psu.edu)[ ](author at: bwt121@psu.edu)[bwt121@psu.edu](author at: bwt121@psu.edu)  \nGoodling Institute for Research in Family Literacy  \n405 Keller Building, University Park, PA 16802 Phone: (814) 867-0268  \nYou can learn more about Goodling Institute at  \n[http://ed.psu.edu/goodling-institute](http://ed.psu.edu/goodling-institute)  \nThis publication is available in alternative media on request. Penn State is committed to affirmative action, equal opportunity, and the diversity of its workforce.  \nU.Ed. EDU 09-17  \nthe local school district and community college. PACT involves parents and children learning together with children taking the lead on activities. Parent Time focuses on parenting skills, life skills, navigating schooling, and community involvement (National Center for Families","cbCaiqaBDT7eACt9","https://ap.wps.com/l/cbCaiqaBDT7eACt9","pdf",669245,"English","# Building Employability Skills in Family Literacy Programs\n## A Brief Overview of Toyota Family Learning\n## Changing Policy\n## The Formative Evaluation","[{\"question\":\"Why are WIOA and related policies changing adult education and family literacy priorities?\",\"answer\":\"The workforce policy emphasis on employability and educational development pushes adult basic education and family literacy programs to more intentionally help adults transition to family sustaining employment. This affects practitioners working with undereducated adults below the poverty line.\"},{\"question\":\"What educational approach does Toyota Family Learning use for low-income families?\",\"answer\":\"Toyota Family Learning applies an intergenerational model for low-income families in diverse settings. Programs combine traditional family literacy components like Parent and Child Together Time (PACT) and Parent Time with Family Service Learning and Family Mentoring.\"},{\"question\":\"How do family service-learning projects support employability development?\",\"answer\":\"Family service-learning uses community engagement and service-learning research methods to build leadership, social capital, and belonging while addressing parent-identified community issues. The brief links this component to opportunities for parents to develop employability skills.\"}]","Practitioner’s Guide - 7 - Building Employability Skills in Family Literacy Programs | PDF",1792051066,18]