Adrian Lee & Lesley C Booth, Centre for Lifelong Learning, University of York

1. Birkbeck Institute for Lifelong Learning: Innovations in Lifelong Learning, 29th June 2007, Birkbeck College“I Feel Like A Human Being And, Most Of All, I Feel In Control Of My Life”: Raising Knowledge, Skills, Confidence and Aspirations Through Teaching Citizenship in the Community Adrian Lee & Lesley C Booth, Centre for Lifelong Learning, University of York

2. Presentation Aims • To highlight how innovations in adult community education (ACE) have tapped and sustained students’ academic skills, knowledge, and transferable skills. • To highlight the importance of ‘softer outcomes’ in ACE outreach – especially aspiration raising. • To explore some of the challenges that HE outreach can pose – short-term and longer-term.

3. Background • Funded by ESF ‘Higher Learning in Communities’ and York Settlement Trust • An Aim Higher North Yorkshire Outcome 3 project • Partnership with City of York Council Family Learning Service (FLS) • 20 Credits at Level 4 (UG level 1) with optional 10 credit top-up • Specific Citizenship subject strand • Delivery in 3 community learning centres in low-participation/ social ‘disadvantaged’ neighbourhoods

4. Student Profile • 46 starters (15 Sep. 06, 31 Jan. 07) • 44 women and 2 men • Aged 20–69: mean– 35, median– 37, mode– 39. • 17 leavers (29 remaining) • 4 into employment • 3 into another positive outcome • 10 no data • Range of prior educational achievements (L2 at least) • Range of employment status, largely under-employed • Largely low expectations and self-confidence

5. Course Content • Citizenship in the Community – 22 weeks • Top-loaded with study skills training • Confidence building – NIACE Catching Confidence • Learning about and for citizenship • Content tailored to students’ life experiences & interests Our Population The Purpose of Education What is Crime? Volunteering Parliament & Politicians CITIZENSHIP Social Justice & Inclusion Defining Social Need Multi-culturalism The Local Council

6. Student Stories • Distance travelled • ‘Added Value’ – achieving softer outcomes • Gendered stories • In the students’ words…

7. From Essays on Study Skills… ‘Liz’ (38): When I enrolled I felt that my self-esteem was really low. I only existed as the mother of my two children and not the person that I am, that in the last 7 years my life has been put on hold for the children, that I almost disappeared… [then talked of lack of confidence to find work] …Through doing the exercises, realising that I am a confident person, that unless I actually try to send the [application] forms off then I’ll never get anywhere… I started working two weeks ago… and after a week I have been offered a slightly better job within the company. This has given me an amazing boost in confidence…

8. Erika (45): ‘I have spent the last 10 years living in Germany and became quite depressed and isolated not being able to express myself fully or on any deep level in either German or English. This has really affected the way I think and I am able to use my intellect and brain power. ‘I realised how little I am actually involved in current affairs or even aware of what’s going on around me in the world. For a long time I stopped reading newspapers or ever watching the news, but have started to push myself to take an interest in all things around me’.

9. ‘Jack’ (39): ‘The course has given me the opportunity to set challenges for myself, which I aim to achieve. The friendly and relaxed atmosphere in the classroom has certainly helped to boost my confidence in speaking out and giving an opinion… ‘Wanting to achieve something has become an attitude I would like to take to all aspects of my life. Hopefully I can take the confidence gained from these classes and use it to achieve greater success socially and academically’.

10. Innovations • Taster sessions and curriculum consultation • Collaborative working • Catching confidence and interactive skills development • Classroom assistant • Local link to national issues • Quizzes, current affairs analysis, activities to empower and discuss issues • Variety of teaching methods and learning tools • Conscious of progression opportunities throughout

11. Challenges • Professional • Quality assurance, parity of delivery, informality • Marking student work • ‘Different’ students?? • Collaboration internally and externally • Practical • Developing a classroom etiquette • Logistics • Ownership of space • Finance • Ethical • Propaganda versus education • Over-raising aspirations

13. Next Steps • Secured further ESF monies • Opportunity to provide variations on a theme in 3 new sites • Developing progression pathways in LLN • VLE and online enhancement to academic activity and student support • Action research evaluation • Using community outreach model in new disciplines

14. Conclusions • Raised Centre profile INTERNALLY & EXTERNALLY • Sound way to realise WP aspirations of HEI • Hostage to fortune – funding and ‘political’ support • Time consuming practicalities • Important means to foster respect among ‘non-traditional’ learners and about WP/outreach work • Delivered what it set out to achieve • Offered progression from FLS provision • Offered return to learning opportunity