Learning Brokerage: Building bridges between learners and providers

1. Learning Brokerage: Building bridges between learners and providers  Dr Liz Thomas Senior Adviser for Widening Participation Higher Education Academy

2. Overview of Presentation Introduction to the learning brokerage project and research methods used Understanding learning brokerage The learning brokerage framework Findings, implications and recommendations for learning brokerage for policy and practice

3. Learning Brokerage Research 2-year national research, funded by the Learning and Skills Research Centre Aims to research alternative, demand-led ways to widen participation in learning for marginalised learners To inform national policy

4. Research Objectives To develop definitions of learning brokerage To bring together existing knowledge on the subject To identify different forms of brokerage To identify effective strategies for good practice

5. Research Methods Survey of practitioners Literature review of published and grey literature 11 qualitative case studies in different domains Action research with 4 learning brokerages Consultation via Practitioner Panel and Participative Conferences

6. What is Learning Brokerage (1)? The essence of brokerage is to mediate between learners and providers to expand access to learning for excluded (or �hard to reach�) groups Involves ability to both interpret the needs of potential learners and learning providers, employers etc, and to understand and influence the bigger picture in terms of what learning could and should be available It is a broad, long-term, on-going process undertaken through a network or chain of individuals, organisations and educational institutions

7. What is Learning Brokerage (2)? Learning brokerage is context specific, and takes place differently in domains E.g. community settings, work places, educational institutions and voluntary sector Different elements of the process are emphasised and prioritised Different incentives, credibility, value added Different barriers and issues need to be addressed

8. Context Specific Issues Community: being local, understanding the issues, networking and negotiating Workplace: persuading employers of benefits, gaining access to the �right� people Education institution: promoting and adapting existing courses, finding new markets Voluntary sector: targeted, broader benefits of learning/integrated approach, distance from providers

9. Learning Brokerage Framework The process is not linear but cyclical and iterative, with 6 key stages: 1. Understanding the current situation 2. Gaining entry and building trust 3. Raising interest in learning and making learning meaningful 4. Identifying the right learning opportunity 5. Promoting learning �success� 6. Addressing organisational issues

10. Understanding the Current Situation Stage at which effective groundwork must be done e.g. Who are the learners and what are they learning? Who is providing learning opportunities and what are the gaps? Who is not formally participating? Key activities at this stage are: research, targeting, consultation and collaboration

11. Gaining Entry and Building Trust Point where access to potential learners, providers and other stakeholders is sought and relationships of trust developed. It involves: Ongoing consultation Negotiation with gatekeepers Exploring & establishing informal links Establishing relationships with employers, other agencies and providers

12. Raising Interest in Learning and Making Learning Meaningful Engaging with potential learners and employers to develop informed understanding Linking learning to the context of lives and needs Developing awareness of structural barriers Using strategic approaches such as informal learning Being tactical and starting from where people are Discussing with learning providers and employers about opportunities and limitations for them

13. Identifying the Right Learning Opportunity Raising awareness of meaningful and appropriate learning opportunities to potential learners and key stakeholders Helping learning providers and others to develop provision which meets need and builds on existing skills and knowledge Formal and informal pathways into education and learning Supporting learners to access learning

14. Promoting Learner �Success� The brokerage process extends beyond entry into a learning situation and involves on-going work with learners, employers and providers e.g. Developing appropriate pedagogy and curricula Providing support services Building social networks of learners Facilitating both horizontal and vertical progression

15. Addressing Organisational Issues Brokerage implies and requires organisational development and change. Key issues include: Recruiting and supporting staff Capacity building for those involved in learning brokerage Partnerships and collaboration, networks and alliances Monitoring and evaluating brokerage

16. About the Framework Not all learners will engage with each stage, and not all learning brokers will undertake all these activities � multiple networks linking together individuals and agencies to support learners and shape provision The context is important, with different values and ways of working, but brokerage requires working across contexts to bring about change.

17. Case Studies Arts Learning Partnership, London The Big Issue Foundation JET Scheme, Birmingham Building Bridges and Breakthrough, Aberdeen ESOL- IT Course, Gateway College, Leicester EverybodyOnline, national Go4 IAG Partnership, Devon and Cornwall Progression Pathways Project, Middlesbrough and the Tees Valley SPELL, North East Sheffield Bridges to Learning, Newcastle-upon-Tyne Stoke on Trent Further Education College Community Nutrition Assistants, Bolton Primary Care Trust

18. Findings (1) Learning brokerage is not a single thing, but there are excellent examples of effective brokerage working with excluded groups in different contexts Networks of organisations and individuals are essential to build on interests, strengths and resources of each Effective brokerage involves working across contexts, with different stakeholders and recognising their interests and needs too.

19. Findings (2) Everyone has to know what�s in it for them, e.g. learners are keen to participate if learning is relevant and interesting to them, some employers see learning as supporting and enhancing their staff, providers can work within constraints to meet their needs too. There are many processes involved and they are time consuming (e.g. building organisational and individual relationships, developing trust) These are not always explicitly recognised or valued by those involved in or funding the work

20. Implications The research provides a framework which both conceptualises what is happening and informs policy and practice � just one activity is insufficient (or less effective) unless it is networked to the chain It can be used for funding and policy decisions, to inform the development of practice and to support monitoring and evaluation

21. Policy Recommendations Recognise, encourage and fund �brokerage� � this process involves long term support. Recognise and support a broader range of learning opportunities, and non-linear progression. Develop networks that facilitate institutional and organisational change as well as targeting and working with learners. Introduce a new evaluation paradigm to recognise breadth of activities and the difficulty of measurement (e.g. trust, relationships, understanding etc).

22. Brokerage Recommendations Use the framework to check that the appropriate activities/networks are in place. Work in partnership across sectors (even when it�s difficult). Work to change others � not just learners � but employers and learning providers. E.g. progression pathways, supporting learners etc. Use the learning brokerage framework for self-reflection and to demonstrate breadth and quality of work when seeking funding.

23. Contact details Liz.Thomas@HEAcademy.ac.uk K.B.Slack@staffs.ac.uk www.staffs.ac.uk www.lsda.org.uk