Creating ‘Learning Ambassadors’ in the ‘Black Country’: A Critical Appraisal of a Project in Wolverhampton.
Dr. Michael Hammond
Abstract
This paper describes the research carried out by the author in relation to a project to create ‘learning ambassadors’ for community education and learning outreach in the ‘Black Country’. The paper describes the ‘Black Country’ region in relation to its economy and infrastructure. It analyses the concept of what a learning ambassador actually is, by reference to ‘another’ learning ambassador project in the North West, and how this differs from the concepts of the ‘Black Country’ model. The paper then looks at the ‘training needs’ of the learning ambassadors obtained through primary data collection, and reflects on how effective these learning ambassadors might be in practice.
The ‘Black Country’
The Black Country is an urban area, which comprises of three metropolitan boroughs, being Dudley, Sandwell and Walsall. It also includes the recently created city of Wolverhampton. The population of one million people is diverse and multi-cultural, with established ethnic minority groups. It has some of the most deprived wards in the country, and its employment base is heavily dependent on manufacturing. Traditionally the Black Country has depended on heavy engineering, glass, manufacturing and once upon a time mining for economic growth and stability. The structure of the Black Country labour market is however, predominantly made up of small firms, with 80% of companies employing between one and ten people. Most large employers in the Black Country are public bodies such as the metropolitan local authorities and FE Colleges (LSCBC, 2004, p12).
Despite a steady decline in jobs over the last ten years within the Black Country, manufacturing continues to employ around 25% of the total workforce. Currently, this equates to some 100,000 people, and although economic indicators suggest that these types of jobs will continue to decline, there is still a potential recruitment issue, as by 2012, although it is estimated that there will be 36,000 less manufacturing jobs, it seems likely, that over the same time frame 75,000 people will leave manufacturing, leaving a 39,000 short fall. Some 37,000 people leaving manufacturing at this time, are estimated to be currently employed in skilled occupations in the metals and electrical/electronics industries, which will require training of their replacements in these skills to avoid skills gaps. There is aligned with this, a dependency upon traditionally focussed manufacturing, which has led to an over representation within the Black Country economy of low/semi skilled occupations, which are the most vulnerable to technological advances (LSCBC, 2004, p12).
Further, the number of people employed within the Black Country is forecast to increase by just over 11,000 jobs by 2012. This presents a significant challenge to the ‘Black Country’ economy, as the majority of these extra 11,000 jobs, are likely to require an education up to NVQ4 (Bachelors Degree) level, with approximately 25 % at NVQ 3, but only 20% at NVQ 2 level. The poor academic performance of the Black Country may make it difficult for current inhabitants of the region to effectively access these jobs. Currently, the Black Country has a greater proportion of its population with low levels of numeracy and literacy skills (30.4% and 28.1 % respectively) than anywhere else within either the West Midlands or Great Britain. The problem is most serious in Wolverhampton and Sandwell (LSCBC, 2004, p15).
The performance of the Black Country population in relation to NVQ 4 level is even worse. Less than one –in-five (20%) adults within the Black Country currently holds an NVQ level 4 qualification, which is the lowest proportion of adults holding such a qualification in the country, which currently is one-in-four (25%). This lack of highly qualified people could seriously impinge upon the ability of the Black Country to modernise and diversify, and may thus damage its prosperity prospects (LSCBC, 2004, p15). There is therefore a need to develop a learning ambassador role within the Black Country communities to raise both basic skills, and higher skills to level four.
Learning Ambassadors A Case Study From Bolton
The Learning Ambassadors project identified as a comparative case study, took place in the Farnworth ward in Bolton. The Farnworth case study was selected as Bolton shares many similar characteristics to the Black Country, and particularly Wolverhampton. Farnworth is placed within the top 10 percentile of the most economically and socially deprived wards in England and Wales. It has stable and identifiable ethnic minority groups of long standing. Unemployment is above the national average and that for Bolton, by 1.4%, and individuals permanently sick or disabled is significantly above the national average by 6% of the population of the ward, a very worrying figure. People who described themselves as carers of home/family and ‘other economically inactive’ were also higher than the national average by 2.2% and 1.5% respectively (CLA, 2003, p8-9). The North West like the Black Country, has a traditional manufacturing and textile base, which has eroded significantly in recent years.
An important facet of the Bolton learning ambassadors project has been local knowledge, through being in the communities that they are seeking to serve. The CLA (2003) report states:
“The project has employed four female and two male Community Learning Ambassadors. The Ambassadors are all local residents who have knowledge and awareness of local issues. In addition to having an awareness of sensitive issues within the Farnworth Ward, these Community Learning Ambassadors have also had the advantage of being able to engage with individuals from the ‘hard to reach’ groups” (CLA, 2003, p11).
The learning ambassadors on this project saw their role as being one of encouraging new learners back into education, while at the same time promoting learning as being something that is “enjoyable and fun”. They also see their role as being one of providing a “friendly approachable face” for new and vulnerable learners, as well as initial support to help the learners stay on programme (CLA, 2004). There was also a win-win outcome within the project, as learning ambassadors gained something as well:
“With the original aim being to promote community adult learning and increase numbers attending learning provision within the Farnworth area, little more was expected of the project. However for many of the individuals who spent time as Ambassadors, the project has been a useful stepping-stone into voluntary work, employment and further study.” (CLA, 2004)
The use of community people in community settings who appear from the data to share many of the same sociological characteristics as the people they are trying to reach, does it is suggested point to a possible reason why the project was deemed to be a success by the participants and funders.
The Wolverhampton Learning Ambassadors Project.
The author was brought very late into the project, and so was not involved in any of the initial planning of the project. The project differed from the Bolton model in that the Learning Ambassadors were selected from currently ‘employed’ staff working either in libraries or in the community. The role of the author was to design a training needs questionnaire for these potential learning ambassadors, so that training courses could be designed or identified to facilitate them in this new/additional role that they were being prepared to fulfil. The training needs analysis questionnaire was designed in a number of sections, which sought to analyses current knowledge of various issues relating to learning. First, things that create barriers to learning such as, finance, benefit rules, discrimination and so on. Secondly, knowledge of different types of courses and progression, and thirdly, the preferred learning styles of the learning ambassadors etc. Through this, the author hoped to identify learning needs, as well as any other factors that might affect the performance both of the project and the learning ambassadors.
Results
The questionnaire data received showed that from the 25 returns (approximately 50% of the perceived learning ambassadors) 84% were female, and 16% male. It is argued therefore, that the data must be interpreted from a significant gender imbalance, and may not reflect totally accurately the views of male learning ambassadors. The data should also be considered as showing a clear ethnic bias in favour of White British People (72%) as opposed to Indian (4%), Sikh (12%), Yemeni (4%) Australian (4%) (Whether this was a white or Aboriginal Australian was not indicated, and we can reasonably assume that the individual was white) and Black British (4%). The age range of the learning ambassadors ranges between 20 and 64, with 68% of the respondents being between the ages of 31- 49. The Learning ambassadors in this project are in the main employed full time (84%). Also, 84% of learning ambassadors claim to have very good (60%) or good (24%) command of English, with 16% claiming to be satisfactory. None of the interviewees claimed to have a physical disability. The Learning ambassadors have a range of qualifications, through from 8% claiming to have no formal qualifications, to 24% claiming to have NVQ2/GCSE, 8% holding NVQ 3, 28% having AVCE/’A’ Level, 4% HNC/D, 24% holding a bachelors degree and 4% holding a Masters degree. In total therefore, 68% of the learning ambassadors have skills of NVQ/level 3 or above. The data suggest that only 1 in 5 of the learning ambassadors (20%) have ever had a bad learning experience. Two of the respondents who had had a bad learning experience, withdrew themselves from the course, where one sought assisted learning, and one received special tuition to overcome Dyslexia.
In relation to community languages, the following community languages are offered by the given number of learning ambassadors, although it should be noted, that some of the respondents spoke more than one community language, whereas the majority of the respondents (as intimated earlier predominantly white females) spoke no languages whatsoever.
Arabic- 1 learning ambassador.
Hindi- 2 learning ambassadors.
Urdu-1 learning ambassador.
Punjabi- 3 learning ambassadors.
Gurjurati- 1 learning ambassador.
French- 2 learning ambassadors
The next section of the questionnaire sought to analyse the understanding of the respondents to a range of educational issues in relation to issues, which may affect learners, and how these issues may be addressed. A large issue for learners is the number of hours permissible for study, by those students in receipt of benefit for example. In relation to benefits and learning, 56% of the respondents claimed that their knowledge was weak, with 36% claiming it was satisfactory. Only 8% of respondents felt that their knowledge of the benefits system was good. In relation to the work of the connections service, 88% of respondents felt their knowledge was weak (48%) or only satisfactory (40%). In relation to drug abuse this figure was 100%, with 52% weak, and 48% satisfactory. Even more respondents felt that their knowledge of issues around Alcohol abuse was weak (60%) as opposed to satisfactory (40%). Identical figures were obtained for knowledge of domestic abuse and sexual abuse. The figures alter slightly in relation to racial abuse, with 56% of respondents claiming their knowledge to be weak, and 44% satisfactory. The respondents did feel more confident over their awareness of racial issues, with 4% feeling confident, 53% feeling their knowledge was satisfactory, with only 44% of respondents feeling their knowledge was weak. However, in relation to issues surrounding Gay and Lesbian people, the figures returned to 60% feeling that their knowledge was weak, and 40% only satisfactory.
It is interesting to note, that although the survey contained a large percentage (84%) of women, only 4% felt confident about their understanding of addressing childcare needs, with 48% claiming their knowledge was weak, and 48% only satisfactory. There was an increase in confidence to a small degree, in relation to helping people with a previous bad learning experience, with 12% of the respondents feeling confident about the issue, and 48% feeling their knowledge was satisfactory, and 40% weak. In relation to understanding and having an awareness of different cultures within the community, 92% of respondents felt either that their knowledge was a strength (32%) or satisfactory (64%). Despite this knowledge however, 96% of the respondents were interested in learning more about different communities. An individual who did not want to undertake any further community training, commented:
“I grew up in a multi-cultural society and have friends and colleagues from a varied cultural background”
An unsolicited comment from a respondent who answer the question in the affirmative stated:
“Yes, I would be interested in learning about different community groups, as I think it would be very useful to know what other groups are involved in. Also, it would be a great opportunity to link in with different community groups.”
In commenting generally on this section of the questionnaire, a respondent affirmed a need for training.
“Even though I have an awareness of people’s needs and problems they may face in learning and have a great desire to help them. I would feel more comfortable after training so that I Know (respondent emphasis) that I am giving them the best advice possible”
In the next section of the questionnaire, there were a number of questions about the respondents understanding of qualifications, progression routes, key skills, basic skills and dyslexia support.
As with the previous section, the respondents exhibited a lack of knowledge of the issues concerned. In relation to knowledge of ‘OpenCollege’ courses, 96% of the respondents either felt their knowledge was weak (48%) or only satisfactory (48%). In relation to understanding NVQ’s there was a slight increase in confidence, with only 40% of respondents saying that their knowledge was weak, and 52% expressing the view that their knowledge was satisfactory. Interestingly, the confidence level fell again in relation to GNVQs, with 60% believing that their knowledge was weak, and 40% that it was satisfactory. There was a slight increase in understanding of AVCE/A level qualifications, with 48% of respondents feeling their knowledge was satisfactory and 48% weak. There was also a small increase in confidence among the respondents in relation to progression routes to University, with 12% considering their knowledge to be strength, 40% satisfactory, and 48% weak. This data is interesting, if compared against the number of graduates. It might have been expected that the number of people with strength would have been 24%, as that is the percentage of the respondents who are graduates.
In relation to understanding the differences between HNC/D, Foundation Degrees and Bachelors degrees, there was a reduction in confidence, with 52% feeling that their knowledge was weak, 40% satisfactory. This confidence dropped even further in relation to the understanding of progression routes from NVQ to technician and professional courses, with 68% of the respondents claiming to be weak and 32% satisfactory. In relation to understanding the fit between Professional qualifications and foundation and bachelor’s degrees, the percentages were 60% weak and 36% satisfactory. Similar percentage figures were also recorded for understanding of modern apprenticeships, with 60% of the respondents identifying their knowledge as weak, 32% satisfactory and 8% as strength.
There was however, a significant rise in confidence in relation to the respondents’ knowledge of Key Skills, with 76% of the respondents claiming that their knowledge of Key Skills was satisfactory, 16% weak and 8% strength. Even more confidence was shown by the respondents in relation to their knowledge of Basic Skills, with 76% claiming that their knowledge was satisfactory, and 20% that it was strength. The respondents also felt confident about being able to sensitively refer a student for basic skills support with 20% considering this to be strength, 64% satisfactory and only 16% weak. In relation to the knowledge of the respondents to dyslexia issues, then the respondents were more evenly spread, with 20% considering their knowledge to be strength, 44% satisfactory, and 36% weak. These figures reduced slightly, in relation to understanding Dyslexia support systems, with 60% considering their knowledge to be weak, and 36% satisfactory. Of the respondents, 4% felt that this was strength, although from data returns discussed earlier, one of the respondents has received Dyslexia support.
Having considered the knowledge of the respondents to existing curricula, the respondents were asked if they were interested in creating a course. Eighteen of the twenty-five respondents either did not want to create a course (10) or did not answer the question (8). Seven respondents did however respond positively, although not all those who responded positively, stated what course they wished to develop. The following courses were however identified:
Learning Ambassador Skills.
Equal Opportunities in all areas of work.
Around skills for life and managing budgets.
Hobbies/Interest lead e.g. sport/health.
In designing courses for the learning ambassadors, it was important to determine in putting the course together how the learning ambassadors learnt themselves. Having identified learning techniques, the learning ambassadors were asked to identify which they used a lot, sometimes and never. In relation to learning by reading, then 52% of the respondents stated that they learnt by reading a lot, with 36% sometimes and 12% never. Another learning technique is listening, and 52% claimed to learn using this method, with 44% sometimes and 4% never. The number of students who learned by pictures and diagrams was 52% a lot, 40% sometimes, and 8% never. There was however an interesting increase in the number of respondents who claimed that they learned by undertaking practical activities, with 68% saying that they did it a lot, 24% sometimes, and 8% never. This data suggests that there is scope to use a number of learning styles in developing the training packages for the learning ambassadors, as none of learning styles was excluded. There is however, a slight bias towards practical learning, which should be incorporated into the training packages where possible.
The next section looked at the use of computers and other means of communication by the learning ambassadors. Twenty-two of the respondents used a computer everyday, with 3 using a computer at least every week. All the respondents used the telephone (25) and e-mail (25), but the numbers dropped significantly for fax (7) and PDA (2), but were fairly high for letter (15), mobile (18) and text (18). In relation to using computers in improving learning, 36% of the respondents considered it to be a strength, with 60% satisfactory and 4% weak In addition, 52% of the respondents claimed that their understanding of their computing abilities was a strength, with 48% claiming that their knowledge was satisfactory. The respondents were also asked what computer packages they would like training in. The results were as follows: