Lead organisation: The Mary Ward Centre

Project name and ID number: All Together Now 8066

Report compiled by: Suzanna Jackson-Vice Principal & Maddy Fisk- Community Outreach Coordinator

Contact:

All Together Now


SECTION 1: INFORMATION ABOUT THE PROJECT

Summary of the project:

The key aim of the project was to offer a range of different types of learning to different groups, in order to stimulate interest, meet differing needs and reflect the diversity which characterises adult community learning.

During the project we worked with 28 partners, the majority of whom were organisations that represent or provide services for people from our target groups and who were able to help us to successfully engage those groups. The remaining partners were organisations that could offer other skills, experience or resources to support the delivery of the project. Our partners range in size and type from small organisations with locally targeted remits such as the Millman Street older people’s resource centre, through larger local umbrella organisations such as Camden’s Council for the Voluntary Sector, to very large organisations such as the BritishMuseum. It is perhaps noteworthy that such a broad range and number of organisations all feel that the opportunity to engage in informal adult learning has something to offer the groups that they serve

The project used two distinct different types of learning opportunity: very short or taster courses, and longer courses over nine hourswith multiple meetings. The very short or taster courses were used to raise awareness of adult learning, either by offering them at large community events, for example, a Bangladeshi Family Day in celebration of Independence at the British Museum; or by offering them to groups in new partner organisations where the opportunity for learning had not been offered before.The longer learning opportunities were offered to specific groups, and there structure and content was negotiated with the learners and the partner organisations in order to meet the needs and interests of the groups. For example, food and nutrition courses were provided at a drop-in centre run by Mind in Camden to support healthy meal choices for clients on a low budget. This was so successful we have agreed to run these courses twice a year at this centre.

For each of our partner organisations a broad aim for the learning activities ran alongside the specific learning outcomes for the courses and the individual aims of the learners who took part. Although there were differences in these aims which were influenced by the characteristics of the partner organisation and its client groups, two key themes where common to all the groups: increasing social inclusion and developing confidence. For some more vulnerable groups there was a need to enable the development of social relationships within the groups.For example, the delivery of short courses in a wet hostel where attendance and appropriate relationships within a group represented key developments for those who took part and, equally important, a series of art courses delivered to parents in a local primary school which fostered integration and the development of new friendships between parents from different ethnic backgrounds.

For other groups, the project offered an opportunity to take part in activities beyond their own group - a specific example of this is the Mahmal project. A number of different groups were involved in producing a single artefact which was then exhibited at the BritishMuseum as part of a special exhibition of Hajj. The Volunteering to Self-Employment course tackles this issue in a different way. Firstly, it both provides opportunities for people to prepare themselves to be volunteers and to consider how they can use the skills they gain from volunteering to set up as sole traders, thereby increasing their own contribution to the community, and secondly, their work as volunteers will help alleviate social isolation for others.

What went well?

  1. We were successful in engaging our target groups and working with vulnerable communities.
  2. Significant benefits can be identified for learner and partners.
  3. Successful partnership working supported learner engagement and brought different parts of the community together. Partners were proactivein their support of the project.
  4. Flexible and innovative course design supported outcomes for learners. Short taster-courses were effective in introducing new learning.
  5. Approaches, partnerships and models for delivery will help sustain future delivery.

What didn’t go well?

  1. We had to significantly reconsider the structure of the Volunteering to Self-Employment course, as time constraints of the project proved difficult for some partner organisations to work with.
  2. A few partners did not have the resources to effectively support the recruitment of learners.
  3. We had underestimated the time commitment need from some of our staff.
  4. Childcare problems proved a barrier for some potential participants.
  5. It was very difficult to successfully gather the information from participants for very short taster events, and some vulnerable groups found the level of information required challenging.

What would you do differently next time?

  1. Be more aware that the circumstances of partner organisations change at short notice in volatile environments and provide longer lead in times to accommodate these changes.
  2. Provide more human resource to the project.
  3. Explore learning opportunities where childcare arrangements are already in place or other ways of providing childcare.
  4. Consider how far we can simplify the learner information collected for very short taster sessions run at largescale public events.
  5. Continue to work with partner organisations for the collection of personal data acceptable to learners from vulnerable groups.

What lessons have you learned?

  1. Working with partners is the key to engaging vulnerable and underrepresented groups.
  2. Taster courses are still enormously popular and successful for engaging hard to reach learners.
  3. The Project has been very popular with partners - in part because of its flexibility.
  4. Take into account the learners' views, not just partners' views when planning courses.
  5. Good communication is vital to good community engagement.

Hints and tips for other organisations

  1. Get the support of partners right from the start.
  2. Meet the learners face to face and find out about them – they can give you direct feedback.
  3. Have paperwork in place from the start – it’s harder to introduce and gather information half way through.
  4. Celebrate the achievements of your partners and your learners - certificates of attendance are always enormously popular.
  5. One size does not fit all – building variety and flexibility into your project will support success.

SECTION 2: CONTRIBUTION TO THE ACLF THEMES

Building stronger families

Several primary schools were key partners on this project and this enabled us to engage parents from these schools in learning. Both the students themselves and the schools report that the parents feel moreable to share their own learning with their children andsupport their children with their homework. There are many other examples of skills learned on the courses being shared with family members. In addition, a positive attitude to learning and, what one partner described as a general “feel good” factor, have been passed onto other family members – this has been particularly valued where there are issues of mental health and depression within families.

Connecting non-formal learning opportunities to formal learning

The project provided the stepping stone for participants to progress to more formal learning opportunities.Almost three quarters of students’ evaluations said that they had increased their interest in taking up more learning opportunities. A significant number of students have already progressed to further learning and some students have progressed to accredited learning programmes. Some people were motivated to go on to training courses e.g. Employment into Work or Developing Enterprise Skills.

Involvement and capacity building of volunteers and the engagement of voluntary organisations

30 students took the two courses specifically aimed at volunteers. These courses have proved very popular and we already have a waiting list for further courses that we will be running after the end of the project. Significant numbers of students who engaged in other courses as part of the project have expressed an interest in volunteering and 43 students have already gone on to take up volunteering opportunities. We worked with a number of voluntary sector organisations of differing sizes, including the local Council for the Voluntary Sector, who were a lead partner in the development of the Volunteering to Self-Employment course.

Providing opportunities for individuals and communities to develop social and economic independence

The Volunteering to Self-Employment course was designed to meet this theme and has been successful. In addition to this there is considerable evidence of students from other programmes going on to get work or volunteer in their communities. One of the key outcomes of the course was to help develop social independence through building up their self-esteem and confidence and the project contains examples of groups taking part in and contributing to events and opportunities that were new to them.

Supporting better mental or physical health

We provided a number of courses which were directly aimed at helping student to improve their health. These included fitness, alternative therapy and diet and nutrition. All the courses support better mental health by breaking barriers of isolation, helping people learn new skills, meet friends and feel good about their achievements. There is significant reporting of improvements to self-confidence and self-esteem by both learners themselves and partner organisations.

Using adult learning as a tool to contribute to the achievement of government’s wider social policy goals

The Volunteering to Self-Employment course was designed to contribute directly to the personalisation agenda for adult social care. Participation was particularly encouraged for those who wished to become sole traders or begin small businesses that can provide services that may provide opportunities for those with personal budgets. This project actively sought to bring together students from different cultural backgrounds and to structure learning around subjects that promote social cohesion. The promotion of joint partnership working has also been an effective feature of the work.

There is also evidence from the project that taking part in learning in key community settings such as schools and community centres encourages the participants to feel a greater sense of commitment and involvement with these organisations, which in turn leads to them playing a more active role with the specific organisations and the community as a whole.

The project worked with diverse learner groups facing issues of homelessness, trafficking, domestic violence, racism, isolation, and mental ill health amongst others. For some it has transformed their lives by opening new opportunities and for others it has given them impetus to leave the house and gain some independence.

Widening access to digital and other important skills.

A series of short taster IT sessions were introduced successfully into a wet hostel. IT was also incorporated into a large art project where learners were introduced to digital textiles. Some learners have progressed to further courses in IT as a result of their experiences on the project.

SECTION 3:Project Partners

Name of organisation / Type of organisation / Contribution made / Match funding / In kind support
Mary Ward Centre / Adult education centre(SDI) / Coordinated all projects.
Researched partners to work with.
Provided tutors and stimuli for projects and work.
Paid for and sourced materials.
Promoted the projects to partners and individuals
Provided training for volunteers.
Organised celebration event and exhibition.
Informed participants of further learning opportunities.
Providing IAG / Provided all funding for courses (unless otherwise stated). This included
- materials and learning resources
- tutors
- support workers where necessary
- coordination and administration of enrolments
- staff costs for the above
Match funded Project Coordinator and Head of Department staffing costs
Used other funding streams to fund workshops and events where work completed with NIACE funding was exhibited. / Provided rooms in building on the occasions where another space could not be found.
ArgylePrimary School / State primary school / Provided learning space and support worker.
Provide learners.
Promoted courses to parents. / Free premises – equivalent to approx £15-£30 per hour.
School staff member.
Photocopying learning materials or registers - less that £5.
Refreshments for participants equivalent to £5 per session.
Bengali Men’s Group / Voluntary group for
Bengali men / Provided learning space and support worker.
Provided learners.
Interpreting. / Support worker.
Interpreting equivalent to £24 per hour.
Photocopying learning materials or registers - less that £5.
Refreshments for participants equivalent to £5 per session.
BritishMuseum / State museum / Provided learning space.
Provided learners.
Promoted taster workshops to the public.
Promoted longer workshops to the public.
Contributed to ideas about appropriate projects. / Built custom exhibition stands.
Match funded materials for some parts of Mahmal project. / Exhibition space.
Promotion for exhibitions.
Interpreting worth approx £24/ph.
Refreshments for participants equivalent to £5 per session.
Calthorpe Project / Community garden / Provided learning space.
Provided learners.
Contributed to ideas about appropriate projects. / Photocopying learning materials or registers - less that £5.
Free premises worth £15/ph.
Volunteer to help.
Refreshments for participants equivalent to £5 per session.
Centa Business Services / Private sector - Central London business support organisation. / Provided tutors.
Paid for and provided materials.
Promotion of courses.
Post-course support. / Post course one-to-one support Camden and Islington students.
Updated VLE materials.
ChristopherHattonPrimary School / State primary school / Provided learning space.
Promoted courses to parents.
Provided support workers or classroom assistants. / Photocopying learning materials or registers - less that £5.
Refreshments for participants equivalent to £5 per session.
Coram Parents Centre / Family support community centre / Provided learning space.
Promoted courses to parents. / Free premises equivalent to approx £40/ph.
Interpreting, worth approximately £24/ph.
Refreshments for participants equivalent to £5 per session.
Crossfields Centre / Mental health day centre / Provided learning space.
Provided learners. / Free premises worth approx £15-30/ph.
Member volunteer helpers.
Refreshments for participants equivalent to £5 per session.
Fitzrovia Neighbourhood Association / Local neighbourhood community centre / Provided learning space.
Provided learners. / Free premises worth approx £15-30/ph.
Photocopying learning materials or registers - less that £5.
Refreshments for participants equivalent to £5 per session.
Holborn Asian Women’s Association / Voluntary group / Provided learners.
Provided administrative partner support. / Volunteer support worker.
Photocopying learning materials or registers - less that £5.
KingsgatePrimary School / State primary school / Provided learning space.
Provided learners.
Promoted courses to parents. / Photocopying learning materials or registers - less that £5.
School staff member.
Refreshments for participants equivalent to £5 per session.
Latin American Elder’s Project / Community group / Provided learners.
Contributed to ideas about appropriate projects.
Publicised courses in specialist publications. / Support workers.
Interpreting worth approx £24/ph.
London Borough of Camden Micro Enterprise Project (Culture and Environment) / Local Authority / Promotion of course– contacts.Case studies to support development
Millman Street / Resource centre for older people / Provided learning space.
Provided learners.
Contributed to ideas about appropriate projects. / Free premises worth approx £15-£30/ph.
Support workers and volunteers.
Support for exhibition: display boards.
Refreshments for participants equivalent to £5 per session.
Netley Primary School/Learning centre / State primary school / Provided learning space.
Provided learners. / Photocopying learning materials or registers - less that £5.
Refreshments for participants equivalent to £5 per session.
Richmix / Cultural social enterprise and charity – exhibition and event space. / Provided exhibition space for completed artwork projects and events space for workshops.
Provided learning space for another partner organisation (St Hilda’s East)
Publicised courses, events, exhibitions on website. / Free stall space for information, advice and guidance, worth approx £50.
Free exhibition space and promotion of exhibitions.
Refreshments for participants equivalent to £5 per session.
Single Homeless Project / Third sector charitable organisation.
Hostel for the homeless / Provided learning space.
Provided learners.
Contributed to ideas about appropriate projects. / Paid for some materials and equipment worth approx £100 / Transport to get artwork to celebration event.
Suggested other groups who would be interested in working with us.
Refreshments for participants equivalent to £5 per session.
Provided support workers for classes.
Single Homeless Project – Dennis Handfield House / Third sector charitable organisation.
Hostel for the homeless / Provided learning space.
Provided learners. / Paid for computers and software. / Free premises worth approx £15-£30/ph.
Photocopying learning materials or registers - less that £5.
Support workers and volunteers.
Solace Women’s Aid / Support centre for female victims of domestic violence / Provided learning space.
Provided learners.
Provided crèche / Crèche value approx £80.
Refreshments for participants equivalent to £5 per session.
St George the Martyr / State primary school / Provided learning space.
Provided learners.
Promoted courses to parents. / Photocopying learning materials or registers - less that £5.
Refreshments for participants equivalent to £5 per session.
St Hilda’s East / Community centre / Provided learning space.
Provided learners. / Transport to get learners to and from classes.£5 per mile
Learning spaces -£20 per hr
St Lukes Parochial Trust / Community centre / Provided learning space.
Provided learners.
Promoted courses to participants. / Refreshments for participants equivalent to £5 per session.
Provided support volunteers.
Voluntary Action Camden / Third sector - Local Council for Voluntary Service. / Provided tutors.
development of course
materials.
Promotion.
Post-course support. / Post course one-to-one support Camden and Islington students.
£30 per hr
Updated VLE materials.
£25 per hr
Volunteer Centre Camden / Third sector - Local volunteer centre. / Provided tutors.
Paid for and provided
materials.
Promotion. / Updated VLE materials.
Women at the Well / Support centre for vulnerable women and sex workers / Provided learning space.
Provided learners.
Contributed to ideas about appropriate projects. / Support workers.
Refreshments for participants -equivalent to £5 per session.

SECTION 4:EVALUATION OF YOUR PROJECT