Entitle - measuring achievement - minding the gaps

1. Entitle - measuring achievement - minding the gaps John Dolan Head of Library Policy Museums Libraries and Archives Council

2. The big question: How can we assess the impact of lifelong learning through libraries? Learning from experience

3. A note for clarity re outcomes and impact. MLA’s view and use of the language is that • Outputs are the results, usually quantitative of providing services; numbers of users, satisfaction levels, users per £ invested or per hour open etc • Outcomes are the benefits to the people using the service; learning achieved, qualifications achieved, improved skills, increased self-esteem or confidence • Impact is the benefit to wider society; increased social capacity, national upskilling, increased social cohesion, economic gain

4. Key issues, questions and messages • Skills and employability – how do libraries contribute? • Active learning = the formal offer. Skills and employability Work experience. Skills for Life. Entry level, re-entry. ICT • Skills for health/ health and well-being • Learning for re-generation • Social

5. Learning needs

6. Aspects of learning • Informal learning • Family and community learning • Accredited learning • Supporting formal education • Priority groups • Children, young people, vulnerable groups [e.g. Looked after children] • Priority learning – Level 2 [as main Gov. target at present]

7. Secondary education:New Curriculum • What are we aiming to achieve? • Every child matters outcomes • 1. Be healthy. 2. Stay safe. 3. Enjoy and achieve. 4. Make a positive contribution. 5. Achieve economic wellbeing. • Curriculum aims • Successful learners. Confidential individuals. Responsible citizens. • Accountability measures • 1. attainment and improved standards • Behaviour and attendance • Civic participation • Healthy lifestyle choices • Further employment in education, employment or training http://www.qca.org.uk/libraryAssets/media/Big_Picture_Sep_Dec_07.pdf

8. The Leitch report targets for adult skills in the UK by 2020.  Objectives for 2020 include*: • 95% of adults - basic functional literacy and numeracy - from 85% literacy and 79% numeracy in 2005. • 90% of adults qualified to at least Level 2, up from 69% in 2005. A commitment to go further and achieve 95% asap. • Those having ‘intermediate’ skills to be qualified at Level 3 rather than Level 2. Improving the esteem, quantity and quality of intermediate skills. This means 1.9 million additional Level 3 attainments and boosting the number of Apprentices to 500,000 pa. • Exceeding 40% of adults qualified to Level 4 and above, up from 29% in 2005, with a commitment to continue progression. * Adults - 19yrs to State Pension age. Basic - everyday literacy and numeracy skills. Level 2 - 5 good GCSEs; Level 3 - 2 ‘A’ levels; Level 4 - degree (or their vocational equivalents). www.hm-treasury.gov.uk

9. Informal Adult learning – Shaping The Way Ahead - DIUS consultation “… consultation to ensure that our emphasis on vocational skills does not compromise the diverse and vibrant world of informal adult learning. That landscape extends well beyond the influence of DIUS. Substantial support for adult learning also comes from other government departments For example … Public libraries are at the forefront of community access to learning and information, and many are reinventing the services they offer.” Department for Innovation & Skillshttp://www.adultlearningconsultation.org.uk/

10. “… there is currently no formal definition of informal adult learning shared across Government departments, broadly we are talking about structured or unstructured part time, non-vocational learning which does not lead to qualifications - or at least where qualifications are incidental to the learning. This kind of learning activity can take place anywhere - in a local college, community centre, pub or on the North Yorkshire moors. It embraces all kinds of activity ranging from family learning, sports and recreation to the arts, humanities and foreign languages.” http://www.adultlearningconsultation.org.uk/consult/

11. Categories of informal learning: • non course-based learning activities (which might include discussion, talks or presentations, information, advice and guidance) provided or facilitated in response to expressed interests and needs by people from a range of sectors and organisations • planned and structured learning such as short courses organised in response to identified interests and needs but delivered in flexible and informal ways and in informal community settings • learning that takes place outside a dedicated learning environment and which arises from the activities and interests of individuals and groups, but which may not be recognised as learning. • Informal Learning in the Community: a trigger for change and development Dr Veronica McGivney NIACE, 2001

12. The Future for Lifelong Learning: a national strategy NIACE is hosting an independent commission of inquiry into the future for lifelong learning. Chair: Sir David Watson Launched 25 September 2007 to report in Spring 2009.

13. The ultimate aims of the commission are three-fold: • To effect a cultural shift in the value attached by policy-makers and the public to adult learning. • To offer new perspectives on adult learning policy and practice to institutions and employers. • To offer an authoritative and coherent strategic framework that will maximise the contribution that adult learning policy and practice can make towards securing a future characterised by economic prosperity; social justice, social cohesion and personal well-being; and environmental sustainability in the UK.

14. Learning in Libraries

15. Learning in libraries • Early years – Bookstart, rhyme-times • Children – Summer Reading Challenge, Reading with Looked After Children • Families – Family Learning • Study support – Homework clubs • Research – resource for HE students • Business support – SMEs • People’s Network – x000’ hours of use, introductory learning, Learndirect,

16. Taking Part DCMS 2007 National household survey: 28,000 homes* = 50.5% *16 years+

17. Taking Part DCMS 2007

18. Taking Part DCMS 2007

19. Taking Part DCMS 2007

20. Taking Part DCMS 2007 Half are of working age

21. Localgovernment performance

22. Local Strategic PartnershipsLocal Area Agreements • Local authority museums libraries & archives • Independents in partnership • Strategic priorities • Health and older people • Children and young people • Economy, environment • Safe and strong communities

23. Local authority performance – focus on outcomes • 198 indicators • 17 statutory indicators for education • 35 selected for Local Area Agreement • For example • “participation” measure for use of libraries [NI 9] • positive activities for young people [NI 110]

24. Inspiring learning for all

25. Inspiring Learning For All • ILFA • Generic Learning Outcomes • Generic Social Outcomes • New more streamlined version during 2008

26. Generic Learning Outcomes

27. Generic social outcomes http://www.mla.gov.uk/policy/Communities/gso_overview/

28. GSOs • Stronger and safer communities • Group and inter-group dialogue • Supporting cultural diversity and identity • Encouraging family ties and relations • Tackling anti-social behaviour • Health and Wellbeing • Healthy lifestyles; mental and physical wellbeing • Supporting care and recovery older people living independent lives • Children & young people enjoy life and make a positive contribution • Strengthening public life • Participation in decision-making • Building capacity of community and voluntary groups • Safe, inclusive, trusted public spaces • Community empowerment through awareness of rights, benefits and services • Improving responsiveness of services to local needs

29. Adult Learners • Accreditation to L2 • Progression • Personal and Community Development Learning • PCDL definition from Learning & Skills Council •  Learning for personal development, cultural enrichment, intellectual or creative stimulation and for enjoyment! • How do we demonstrate progression? • Disaggregate activities • Research and inform PCDL outcomes

30. Recognising non-accredited learningRARPA (recognising and realising prior attainment) • Recognising And Recording Progress and Achievement in non-accredited learning • RARPA - staged process to recording progress and achievement. E.g. • • Work-based learning • • Further education • • E learning • • Family learning • • Literacy, language and numeracy • Learner is at the centre of learning • Learner’s goals are counted to the success of their learning • Two interlinked processes • Systematic recording of progress and achievement • Quality assurance of learning through the RARPA process http://www.niace.org.uk/Projects/RARPA/Default.htm

31. Future direction?

32. Challenges New patterns of learning e.g. self-learning Showing progression Consistency and quality v. 149 LAs Making change happen Workforce culture and skills? Need evidence of libraries’ contribution Opportunities Massive resource and investment Increased cross sector collaboration Renaissance for informal learning? DIUS consultation NIACE enquiry into Lifelong Learning Online access Community engagement Need to generate growth in learning take up Challenges and Opportunities

33. Parallel trends in development and provision • Active service over passive service, a destination • Proactive delivery of programmes on site, online or in community • A place to go for social, cultural events and programmes • Online developments • Information, national access, services and facilities • Community engagement • In decision-making, development and delivery of relevant local services • Participation • Positive activities, take up of services. Outreach to excluded groups • Cross sector collaboration • Learning – informal and skills for life, Health

34. Research- to evidence development and support advocacy • Recent research • Longitudinal research • Impact and outcomes • Case studies and good practice • Consultation • Community engagement

35. After an industrial injury Mark retrained, began studying for an OU degree in IT and became a volunteer Computer Buddy with Tameside Libraries. The project encourages volunteers to do training and sends a regular newsletter identifying learning opportunities. As a direct result, Mark enrolled on an Adult Learner Support course and became interested in teaching. Following his experience of working with learners he is now to start a PGCE (a teaching qualification). Tameside Library Service has assisted Mark with his application and provided encouragement and a reference. Learners Approximately 25% of people accessing the Computer Buddy project progress to formal learning opportunities either within the library service or at external colleges.

36. A foster carer looking at the ‘Right to Read’ display at a Support Group meeting found a book about Stephen Lawrence and asked if any more books on multi-cultural issues were available. She explained that she had a mixed race child who was suffering racial bullying and was interested in books that might help her deal with the situation. Thus the service provided by the ‘Right to Read’ project helped her to identify a new skill with which to try and cope with a difficult personal scenario. Inspiring Learning for All Outcomes achieved - SKILLS

37. Monday 2nd July 2007. \Reminiscence Therapy Burnley General Hospital In May 2007 the worker who assists with the day care patients approached me to ask if we had material to help her hold a reminiscence session with her patients. I showed her material covering various topics: Housing, Shops, Transport, Fashion, Social conditions, Textile workers, Leisure. I put together a slide show, and cards with adverts from newspapers. I covered the 1930’s to the 1960’s. There were 8 patients and 3 staff. The aim was to get the patients talking. It was a very good session with all the ladies and gentlemen participating, telling me things I didn’t know - they thought the ‘recycling’ very funny … they were doing it before and it was known as make do and mend! I will be make a copy for others to use. I’m sure we will be doing more over the winter months ...

38. Launch of “Self health @ your library”, an innovative bibliotherapy or “books on prescription” project in partnership with PCT. There was a 118% increase in issues of “self health” type books; positive impact on people’s health: growing referrals from GPs: strengthened partnership with PCT; positive feedback from users re staff skills in handling info. requests on sensitive topics.