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Belle
Isle
The Work & Learning Club and Lifelong Learning Project Strategy
"The education and skills of local people are a key feature of internationally competitive regions. The increasing pace and change means that those who continue to develop their knowledge and skills throughout their lives have the best chance of remaining employable and adapting to new circumstances." * Project Leader
*Learning for the Twenty-First Century First Report of the National Advisory Group for Continuing Education and Lifelong Learning (November 1997)
Introduction The Belle Isle Foundation firmly believes in the principle that learning should be for the many and not the few and that learning is a lifelong path on which we should all embark. The Work & Learning Club (WLC), one of the Foundation's many projects prides itself on responding in both a flexible and positive manner to the learning needs of what are often called the socially excluded. In light of this fact, and in response to the findings of the Yorkshire and Humberside Lifelong Learning Task Group and the Yorkshire and Humberside TEC Network for Lifelong Learning*, the Work & Learning Club has developed its own strategy towards Lifelong Learning. The following is an outline of how the project will seek to complement and reinforce the strategic objectives of both the Foundation and the aforementioned groups. Yorkshire and Humberside Lifelong Learning Task Group
The National Advisory Group on Lifelong Learning outlined certain basic principles on which it believed a learning society must be based, these included: coherence; equity; people centred; variety and diversity; quality and flexibility; partnership; shared responsibility. The WLC has developed a strategy, which aims to meet this diverse range of principles: Coherence - The project, through its face to face interviews and contact with individuals and groups incorporates an overall educational strategy for participants. This is carried out in a non threatening, user friendly environment and without the use of unnecessary jargon. Equity - The principle that learning is for all, rather than the few, is a basic assumption of the project. By working with people who are often on the margins of society, and providing a safety net for those who fall through the statutory net, the WLC fulfils this objective. --------------- * Strategic Framework for Yorkshire and Humberside TECs for the Development of a Learning Region. Yorkshire and Humberside TEC Network for Lifelong Learning (September, 1997). _______ People Centred - The project will focus upon the needs of the community, it will target groups and individuals and will offer, via consultation with these groups and individuals, an analysis of their needs. Variety and Diversity - Although training needs are often focused around work, project workers will discuss all aspects of an individual's training needs. The project acknowledges that all learning, be it work based or not, contributes towards the value and well being of the individual. Quality and Flexibility - One of the main aims of the project is that workers need to flexible in their delivery of training and advice. The WLC has recognised the particular difficulties that individuals face, due to caring responsibilities, physical and mental disabilities etc and will always seek to be flexible in its approach to participants. This will often mean that workers will go out into the community in direct response to individual and group needs. However, this flexible approach will not lead to a fall in the quality of the training and advice given. Partnership - The project aims to work in partnership with other community based organisations both at local, regional and national level, and is constantly looking to develop new partnerships and strengthen existing ones. Shared Responsibility - The WLC acknowledges that, due to the fact that one of the main aims of the project is to instil change, it must assume responsibility as an agent of change. However, individuals are encouraged to take responsibility for their own learning path and employers and providers will be encouraged, as far as is possible and practical, to facilitate this. The Lifelong Learning Task Group goes on to say that priority should be given to initiatives and programmes which are, flexible, learner centred, contribute to social and economic regeneration of the region, meet the needs of disadvantaged groups and raise the overall levels of qualifications and skills among the workforce. The WLC will aim to fulfil these criteria in a variety of ways:
Yorkshire and Humberside TEC Network for Lifelong Learning Yorkshire and Humberside TEC Network for Lifelong Learning has sought to develop and agree a strategic framework for lifelong learning for the Yorkshire and Humberside TECs. The WLC is in full agreement with the TEC's aim of contributing fully to the development of a lifelong learning culture in the region. The following is how the WLC aims to meet the strategic objectives of The Network: Awareness and motivation: WLC, through analysis of individual training needs seeks to promote awareness of lifelong learning. Also by offering flexible, affordable learning, it seeks to motivate individuals towards, what is often, their first step on the learning path. Change in Attitude and Culture: The project is about instilling change, the WLC, in the main, seeks to use a bottom up approach to achieve this. However, project staff recognise that some individuals want a top down approach. This dual stranded approach will allow project staff to work with both community groups and individuals in a flexible and responsive manner. Information, Advice and Guidance: Through its work with community groups and individuals the WLC seeks to offer information, advice and guidance at all stages of the development process. Flexible Assessment and Accreditation: The WLC has always sought to be flexible both in the assessment of students and how their achievements are recognised. However, accreditation bodies have strict criteria. But, the WLC recognises that the accreditation rules are not always appropriate for students in the early stages of a return to learn. Consequently we would welcome an initiative by the government to re examine the accreditation rules outlined in Schedule 2 of the 1992 Further and Higher Education Act. Widening Access to Learning Opportunities and Removing Major Barriers: The WLC works with the individual with a view to widening their access to learning. Often time and cost are major barriers to learning, the WLC offers flexible affordable education to the groups and individuals with which it works. Training needs analysis will ensure that demands are taken into account; in a sense the individual identifies their own needs and the WLC responds to this. Employer Investment and Support: Without the co-operation and support of employers in the area project staff will be unable to fully achieve the aims of the project. Consequently, the WLC will aim to work in conjunction with local employers and will attempt to persuade employers of the importance of investing in the local community. Entitlement and Funding: Through advice and guidance the WLC will point students in the right direction and seek to make them aware at each stage of their learning what funding is available. Developing Partnerships and Supporting the Concept of Learning Communities: Project staff will develop and strengthen partnerships with local providers. The concept of a learning community has always been at the heart of the Foundation, and WLC project staff will strive to strengthen this concept throughout the community. Conclusion Through Its work with individuals and community groups the WLC will seek to complement and reinforce the recommendations of the regional strategy for lifelong learning. The project looks mainly towards developing a bottom up approach, consequently individuals feel that they have a real say in their own future and training. Lifelong learning is a path, which very many students often initially tread with trepidation, but it can change people's lives. The flexible approach that the WLC has towards learning and training means that for many people it is the first real opportunity that they have had to improve their lives, and in many cases it will also be the first positive learning experience that people have had. Through its work with community groups and individuals in the area, the WLC has recognised that traditional patterns of learning are not always appropriate. Indeed if flexible patterns of working are to be the future, and trends look set that way, then trainers must also be flexible in their approach. The WLC would argue that only by being flexible will we be able to reach those most in need of education and training. It is well documented that if an individual's first experience of training or education is a good one they will be keen for more. In light of this fact, and in order to instil a culture of lifetime learning into the community, an individual's initial contact with the project is a critical one, both from the project worker's and individual's point of view. All too often individuals complain that they have been given bad advice by organisations, which, quite often have their own agenda. Consequently, the WLC views the initial interview with an individual as a vital stage in the development process; project staff will ask individuals and groups what they want as opposed imposing their own ideas on them. This bottom up approach affords people the opportunity to have a real say in their own development. Finally, project staff will have to accept that, at times, they will be met with suspicion by individuals, who, in the past, have had no real say in their future. Change does not come overnight and past learning experiences, be they good or bad, have a very real impact. Consequently, the WLC is, at times, not only striving to get people to accept the future, but is also attempting to break down the barriers that past experience has put up. Sometimes, this process will be almost a natural transition, at other times, the process will be painstakingly slow. Nonetheless, the project will continue to break down barriers, by offering traditional and non-traditional ways of learning and attempting to instil a lifelong learning culture into the community. Finally, whilst the project constantly seeks to meet the challenge of making the educational pathway accessible, meaningful, enjoyable, affordable and sustainable, it is really only the students themselves who can judge to what degree we have been successful or otherwise. However, evaluations and feedback will be the true indicators. The response from the majority of participants to date has been positive. The hope for the future of the project is that this will continue to be the case, and that, having taken the initial step, the majority of people will continue along the learning pathway much more confidently than before.
Cath Gill/LIFELONG.DOC/Sept 99
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