ELI Literacy & Numeracy Programmes

Our literacy and numeracy programmes were developed to provide educational support to children from marginalised areas to help them meet national standards.


  • The literacy and numeracy levels of children in the Docklands will be on a par with the national norms
  • Children in the Docklands will experience a seamless development of their numeracy skills from 0-6
  • Parents will have an understanding of their children’s literacy and numeracy development and be able to monitor their children’s progress
  • Parenting strategies, personal skills and involvement of the parents in their children’s education, particularly in numeracy, will be improved
  • Increased awareness throughout the community of the role that community, family and school can play in promoting successful learning, particularly in numeracy (DES 2010b)
  • To provide on-going support to student and educators in the Docklands in order to help them continue and achieve in education
  • To enable students to improve their social and emotional functioning and raise their own sense of self-efficacy
  • In the long term, participation in higher education by the local population within the Docklands will have increased

Erasmus+ EU Literacy Project: Making Literacy Meaningful

Teaching staff in a multi-faceted Europe are continually confronted with questions around facilitation of children from a multitude of backgrounds. The Making Literacy Meaningful project, funded by the European Union under the ERASMUS+ Programme, has developed practically-oriented knowledge in the area of language and literacy development, with a specific focus on addressing the needs, challenges and opportunities resulting from multilingual and multicultural classrooms. The project participants span universities, as well as a college and a school, from five different countries (Germany, Luxembourg, Ireland, England and Spain). 

You can find out more information on the Making Literacy Meaningful website, which hosts papers and materials specifically developed for the project as well as providing links to the two custom-designed MOOCs (Massive Open Online Courses) around Language Facilitation and Literacy Facilitation. Reflective tasks and practical implementation tips are designed to help practitioners to link theory to practice.

The first MOOC Teaching in Multilingual Classrooms focused on supporting the teaching of children who do not have the national instructional language as their primary language (in the Irish context this will be children who have English as an additional language).

The second MOOC Teaching Literacy focused on the teaching of literacy for all children.