Background and Methodology | Overview | Birmingham | Bradford | Bristol | Gateshead | Greenwich | Hackney | Leicester | Liverpool | Manchester | Norwich | Sheffield | Slough G: The Leicester Project Project context G1 The area selected was Beaumont Leys, with the postcode LE4. The original bid made mention of the New Parks area as well but this was not included in the final definition. Beaumont Leys was selected principally because it has genuine problems to address, but, unlike other areas - especially of the inner city, it has not received major investment from City Challenge or ESF monies. G2 Beaumont Leys is a relatively modern estate, built in the 1970's but subject to recent expansion. Residents are predominantly white, although there is a small (3.1%) group of Chinese, Vietnamese and other ethnic groups. There are large numbers of single mothers and unemployed males. The problems include high levels of crime (a new scout hut had been destroyed by arson), poor access to other parts of Leicester (more than 40% of residents do not have access to a car), and low achievement (especially among young males). Project objectives G3 The aim of the project was defined as:- "to communicate to the adult community in Beaumont Leys that learning works; this message to reach people who may not normally consider learning as something relevant to them and their lives." G4 Components of the project include:- identifying - and training - eight volunteers from the community to act as ambassadors and role models; marketing the practical benefits of learning; improving the networking between existing providers in the area. G5 A key flavour of this project was the determination to work from a clean sheet, in the sense of trying to develop people and initiatives where little or no progress had already been made. This did not signal any reluctance to work with others or build on existing services. Quite the reverse: the project has made extensive efforts to build bridges with individuals and organisations already in the field. It did signal, however, a conscious decision not to go for "easy pickings" eg. through working in areas or with agencies where the initial hard slog had been done already. The project team was aware that this would make the challenge greater but was keen to test out new approaches and genuinely "make a difference". Management arrangements G6 The contract was held by Leicestershire Careers and Guidance Services Limited, with overall responsibility held by a LCGS senior manager. The designated project manager was also employed by LCGS on a full time basis, although her time was only charged to the project on a part-time basis. G7 The three principal partners were:- Leicestershire Careers and Guidance Services Limited Leicester City Council Leicestershire TEC. These were all represented on the Steering Group which met four times in the period to 31st September 1998. Other organisations represented included Loughborough College and the local community college (Babington); representatives from the volunteers had been invited to join the most recent meetings. G8 Overall, the sense was that the project management arrangements had benefited from continuity. The same individual was in post throughout the year and, indeed, already had some knowledge of the area prior to the demonstration project, as a result of her involvement with a (DfEE funded) Family Learning Project. The Steering Group had worked reasonably well but had not played as full a role in design and management issues as in some other projects. Progress against objectives G9 Progress is summarised under four headings, namely:- recruiting volunteers; training volunteers; marketing the benefits and disseminating information; local networking. Recruiting volunteers G10 The original objective was to recruit eight volunteers who were residents of the estate and willing to help promote the theme that Learning Works, but who had no qualifications in guidance or a related field. The recruitment process was challenging. Channels explored included:- canvassing names from key individuals with knowledge of the estate (eg. the vicar and vice principal of the local community college); direct approaches to existing groups (eg. parent and toddler groups), including groups of learners in the community college; use of the media (eg. interview on the local radio station). G11 The project manager then wrote personal letters to all those whose names had been suggested, or who had expressed an interest. Feedback from those in the former group suggested that they were a little suspicious at first, wondering how and by whom their names had been put forward. Of the nine who started the programme, six were female and three male. This was partly a cultural issue (for many men on the estate, learning is not perceived to be important or enjoyable), and partly a reflection of the gender bias of most existing groups (ie. heavily dominated by women and children). G12 Ideas suggested during our visits for generating greater involvement by men in learning activities for the future included linking learning with:- IT. Courses on new technology at the college have attracted men in the past; sport and fitness programmes. A sports leadership course for young men had been successful; DIY. A course in fitting home alarms had been discussed. G13 Five volunteers completed the programme. Reasons for drop-out included family problems, timing difficulties (a lorry driver for whom early afternoon sessions were inconvenient), access (travelling in from an adjoining area without use of a car) and cultural issues (two volunteers from the minority ethnic community). Feedback suggested that those who knew the area best and received the fullest briefings at the outset tended to be those who persevered. Those who were (or felt themselves to be) more on the fringe (literally or metaphorically) tended to drop out earlier. Training volunteers G14 Training was provided on the theme 'Learning and How it Works'. Ten sessions were held on a Tuesday afternoon between 1.00 and 3.00pm. A tutor was provided from project funds. No existing training package was found suitable so materials were prepared on a mix and match basis; this involved use of items from other packages where feasible but elsewhere drafting materials from scratch. Accreditation was obtained from Open College Network. Volunteers differed greatly in the emphasis they placed on securing the qualification. Some were keen to have all work assessed with a view to obtaining a Level 2; others were content with a Level 1 or simply attending the course. G15 A key component of the course was training on preparing and delivering presentations on the theme of Learning Works. Practice sessions were video recorded to help draw out the learning points. Volunteers opting for Level 2 were required to give presentations to groups outside of the training environment. One participant called together a group of eleven friends at home and led a session which included both inputs and group tasks (eg. brainstorming places where learning takes place). The Learning Direct leaflet was circulated and several attendees rang in; positive comments were made. All eleven declared an intention to sign up for a course. G16 Feedback on the course from the volunteers was mainly positive. Suggestions included: placing greater emphasis during the first session on introductions and sharing prior experience. Whilst this had been covered, the feeling was that "bonding" within the group had not been achieved as early as it might; adding a session on dealing with the media. Two volunteers had been interviewed live on the local radio. They had come over well but felt the impact could have been greater if they had had some training first. A particular learning point was to make direct contact with the most relevant interviewer rather than make a general approach to the station. G17 No payment was made as such, but child care and travel costs were met, where relevant. Other benefits included free sessions with a LCGS guidance worker and high quality CVs. As a way both of saying thank you and also providing an incentive for continued learning the project was making a contribution to the costs of subsequent courses chosen by the volunteers; one was to enrol on an adult education teaching certificate and would receive £80. However, the main motivation among the group appeared to be a desire to help others and give something back to their local community. Marketing the benefits and disseminating information G18 Marketing the benefits of learning was central to the Leicester project. Indeed the projects local title is 'Learning Works'. A paper prepared by the LCGS adult guidance co-ordinator spelled out the key messages. These stressed the fact that "learning works and learning pays". Learning "leads to money and jobs because it provides the skills, qualifications and training for the work of the future". Moreover, learning "can bring other benefits"; indeed "learning for work and learning for life are inseparable". G19 The messages were communicated both through written materials and by word of mouth. Volunteers have prepared a newsletter (in a bright yellow shade!) which describes the campaign, promotes advice sessions and gives pen portraits of themselves, stressing the role that learning has played in giving them greater personal satisfaction. A number of slogans are featured on the front page (eg. "improve your chances", "learn something new", "make friends", "no barriers"). Everything is done to stress its local relevance and leadership by local people. G20 Volunteers take the message to the estate in a variety of ways. These have included inputs to existing groups (eg. early learning project) and informal advice desks at key locations (eg. supermarket, library and health centre). They have found the library a particularly good venue on the grounds that:- there is a very convenient lobby area with a good range of leaflets already on display; casual users seem to have more time to browse through material and join in a discussion. By contrast, those visiting the supermarket tend to be much more focused on their principle objective (ie. shopping!) and be less interested in "peripheral" activities. G21 Volunteers carry a limited range of information with them whilst manning the advice desks. There is a lap top available with TAP and Adult Directions but most of the material is paper based. They find most enquirers are interested only in courses which are available locally and hence make a point of having up to date prospectuses for local institutions. They are already acting as an influential conduit of views from prospective learners to local providers. A recent development has been an invitation to the project to nominate a representative onto the sub-committee responsible for the community association of the local college (community school). Local networking G22 Given the approach from first principles noted above, local networking has been crucial. Two key players were a local rector, who lives and works on the estate and whose church is committed to community involvement; and the assistant principal of the local community college (Babington). Both have been influential and provided help in practical ways (eg. walking round the estate with the project manager). There is also an existing Beaumont Leys Forum, which the project manager has attended to give a presentation on the campaign; this was a useful way for her to meet other professionals with an interest in the estate (eg. health trust, police, housing department, local councillors). G23 The perspective of the volunteers was that there is an intangible divide between themselves and some of the "professionals" working on their area. Their view was that some agencies represented on the Beaumont Leys Forum were insufficiently in touch with the views of residents; they felt it significant that they had not been invited to send a representative to Forum meetings (unlike the Community Association (see G21). G24 One of the frustrations had been acquiring premises for a more regular drop in facility. A shop which was currently empty in the target area had been identified but the rates payable to the housing department (£800 per month for part time use only) made it unrealistic. At the time of our visit volunteers were still using ad hoc facilities in the library and elsewhere. Next steps G25 There is reasonable optimism that the project in Beaumont Leys will continue to bear fruit after the end of the DfEE funding. Four of the five volunteers who completed the course are still actively promoting learning; the fifth has committed herself to a full time course in art therapy and has no more "voluntary" time to give. G26 The project manager and volunteers are seeking to recruit another group to go through the training. The Learning Works leaflets are advertising the course and asking for volunteers. The future funding and management arrangements are currently uncertain. A bid under the Adult and Community Learning Fund is a strong possibility. It is likely that a future course would be less costly in terms of tutor time since many of the materials would be in place already and some of the delivery could be given by the first group of volunteers. G27 There is a difficult strategic question for the agencies with a City - or County - wide coverage, however. Clearly there is an expectation that the model, once piloted, will be rolled out in other areas. Those involved in Beaumont Leys are supportive of this but are anxious that support should not be withdrawn from their estate so soon. Four volunteers are only barely adequate to promote future growth; it would be ironic if progress to date were sacrificed in the (understandable) enthusiasm to spread the word elsewhere. Principal learning points G28 Many of the learning points to emerge have already been mentioned. These include:- securing external accreditation takes a long time; the clarity and messages of marketing campaigns require careful thought and planning; venues and their associations are very important; identifying male volunteers is significantly more difficult than finding females willing to participate. G29 Other points mentioned were around: lack of literacy skills among several in the target group. This has major implications for the style adopted in marketing materials; safety and security. Not only are there personal risks for those attending (especially if walking through the estate during the evening), but there are also risks of burglary and vandalism to property whilst away.