GALLERIES CREATING LEARNING – THE PUBLIC POLICY CONTEXT

1. GALLERIES CREATING LEARNING – THE PUBLIC POLICY CONTEXT Keith Nichol engage international conference Tate Modern 17 November 2004

2. Evidence-based policy making Pros and cons of measurement Efficiency Review Focus on frontline delivery Defence and Security Education Health Crime Transport Public Expenditure Priorities

3. Vision for learning in museums and galleries • We want to unlock the full potential of museums and galleries to support education and learning in schools, as well as in the FE/HE sector, and in life-long learning

4. What DCMS and DfESneed to do • Provide leadership for the cultural sector • Ensure our policy and delivery is soundly based on experience of practitioners and users • Inform museums and galleries sector about all DCMS and wider Government/Lottery activities in the educational arena • Ensure schools are properly informed about opportunities provided by the cultural sector

5. Is based on evidence and sound analysis Is holistic Is sophisticated about complexity Is grounded in an understanding of how the world works Is robust over long time periods Is communicated compellingly Is sophisticated about managing risk Takes into account organisational capacity and rates of behavioural change Takes into account deliverability Includes all key decision makers Effective policy

6. Our target groups • Schools • Early Years • Further and Higher Education • Adult Basic Skills – literacy, numeracy, ICT, ESOL • Lifelong Learning

7. Free admission to our sponsored museums and galleries since 2000/01 has given many more people the opportunity to learn and enjoy Nearly 30% more C2DE visits in the last two years 50% increase in visits from children

8. Definition of learning “Learning is a process of active engagement with experience.   It is what people do when they want to make sense of the world.  It may involve the development or deepening of skills, knowledge understanding, awareness, values, ideas and feelings, or an increase in the capacity to reflect.   Effective learning leads to change, development and the desire to learn more.” The Campaign for Learning

9. Towards a Cultural Entitlement ‘To ensure that every young person of school age has the opportunity to experience or work with cultural and creative professionals and organisations to develop their learning across and beyond the curriculum.’

10. What will an Entitlement deliver ? • first access to culture • contribution to delivery of the National Curriculum • out of school activity • gifted and talented support • CPD for teachers and gallery staff

11. Why we want to do this • Evidence suggests that creative and cultural learning experiences can help: • - improve academic attainment • build self-esteem and confidence • improve attendance and behaviour • develop language skills • support different learning styles • provide potential career paths • change teaching and learning practice • motivate teachers • stimulate whole school change

12. Inspiring Learning for All A framework which enables us to measure the impact of our programmes on people’s learning • Based on five Generic Learning Outcomes • Knowledge and understanding • Skills • Values and attitudes • Creativity, inspiration and enjoyment • Activity, behaviour and progression

13. Where we are now? • Many excellent education projects going on around the country, but most with no established baseline of activity, or agreement on desired/actual outcomes • Success of projects down to individual teachers/curators, and relevance to the national curriculum varies widely • Projects have frequently been created to secure funding, not in pursuit of agreed goals/targets, or any wider strategy • Short-termism is commonplace • In consequence – we are unable to demonstrate the collective impact of public funding, and have a weak case for future funding

14. Local authority funding Arts Council Creative Partnerships Renaissance in the Regions NMG grant-in-aid Heritage Lottery Fund Big Lottery Fund Sure Start Learning and Skills Councils Connexions Culture Online Curriculum Online other ICT initiatives Arts and Humanities Research Board Regional Development Agencies Charitable Foundations Corporate support EU funding Strategic Commissioning Fragmented funding picture

15. Funding in 2004/05 • Department for Education and Skills £28 billion • Schools in England £9.8 billion • Learning and Skills Council £8.7 billion • Sure Start £990 million • Connexions service £533 million • DCMS £1.47 billion • Arts Council of England £365 million • Tate £30 million • Creative Partnerships £25 million • National Gallery £21 million • Renaissance in the Regions £20 million

16. Public Service Agreement • Current PSA targets actually about access, not educational attainment • There is no agreed measure of the quality of experience or educational value • However, current targets must be achieved (by 2006) • To increase the number of Creative Partnerships areas to 36 • To increase the number of contacts between children and hub museums by 25% • To increase the number of contacts between children and national museums & galleries by 15%

17. Overall funding Advocacy and information Removing barriers for schools Building links between galleries and schools Building capacity in the sector Continuous professional development Improving the gallery environment Supporting lifelong learning Setting standards Making better use of ICT Working in partnership Priority areas for action

18. Obstacles to success - 1 • Core funding levels • Lack of capacity in the sector • Lack of trained gallery educators • Mismatch between supply and demand • Perception of short-termism by Government • We talk to ourselves (poor sectoral advocacy) • Becoming diverted from our core purpose • Project funding not sustainable • Galleries paying lip service to learning • (not seen as a core function)

19. Obstacles to success - 2 • Time constraints faced by schools • Cost constraints faced by schools • Transport for schools groups • Views of Head Teachers • Perceived tension between schools education and life-long learning • Continued fragmentation and failure to identify measurable outcomes

20. Renaissance in the Regions EVIDENCE OF EARLY IMPACT • 28% increase in the number of school children visiting Phase One Hubs • 45% of the teachers visiting those Phase One Hubs are doing so for the first time • 94% of teachers attending a museum activity see it directly linking to the National Curriculum. • 46% of the visits were made by schools located in wards which fell into the 20% most deprived wards in England

21. Tate Strategic Commissioning - partnership with regional galleries New Art Gallery Walsall Norfolk Museums & Archaeology Service Abbot Hall Arts Gallery, Kendal Sheffield Galleries and Museums Trust Laing Art Gallery, Tyne & Wear Manchester City Art Gallery Birmingham Museum and Art Gallery