Community Learning Development Resource 402 – 05
SHORT COURSES AND TASTER SESSIONS WITH HARD-TO-REACH LEARNERS
SUMMARY
‘Adults learn best when the learning is purposeful, relevant and achievable, and when success quickly rewards and motivates the learner – but first capture your learners’
Summary of short programme provision over a 12 month period – group sizes 6 – 12, 1 – 6 Sessions. (Community Learning Project – social housing estate – market town)
Learning areas(Informal/non-formal /formal) |
What the Worker contributed |
Links with and use of Mobile IT Project |
| Storytots (Pre-school group and resource development) and parents & toddlers group |
Crafts
Reminiscence
Family History
Local History
Library – children’s books visits
Progression – CV preparation, etc., with individuals, plus enabling, advocacy and support
Family Crafts events – Christmas Crafts and Easter BonnetsOrganising and negotiating programme, venues, tutors, etc.
Recruitment by word of mouth
Responding to learner ideas and requests – repeat courses on demand
Supporting grant funding applications
Digital photography used to record and promote learning and participation
Exhibitions of Local History of the estate(2)
Accessing equipment – laminator, etc.
Supporting Community Action by learners
IT introduction
IT for Storytots
IT Family History
IT Beginners – qualification course
IT CV preparation
IT qualification (OCR)
IT Internet use
IT Library visit
IT Community capacity building – posters, leaflets, etc.
Some thoughts from workers with excluded learners about the curriculum and learner participation in its development:
- Asking them what they want to learn, without first developing relationships and trust, and building their individual confidence to communicate, participate and contribute, may well prove to be unhelpful and unsuccessful
- Learning programmes, which are planned and delivered without reference to the learners (their prior experience; hopes and expectations; needs; wants; concerns; self-perception; understanding and skills; use of the learning; confidence and readiness) are likely to be unsuccessful.
- Learning programmes are more likely to be successful if, they come from the position of the learners – where they have had an input, have been listened to, feel that they are partners in the planning and delivery, and gain quick benefits and positive feedback
- Workers may need to be proactive in providing initial adult learning experiences for new adult learners. The worker may need to decide what to provide and go about doing it.
- Continuity over breaks – school holidays are difficult. Any break is likely to create discontinuity and hard-to-reach learners seem to be more likely than traditional learners, not to return or re-connect with what they were doing before the break.
- With these learners, they need time trust and relationships to gain a voice. They need to be listened to from the start. What they have to say is important for them. Give them time, space, conversation, encouragement and success, and they will all grow as learners and they will discover their needs and gain their voice.
PROMPT FOR REFLECTION AND DISCUSSION
- How can we convince a ‘Hard-to-Reach’ learner, that doing his first adult learning short course, in Beginners IT, gave him the confidence to become an active volunteer on the committee of the neighbourhood community project, whilst he has not used a PC since completing the short course?
- How important is it that how we engage with learners within our work should be via approaches that promote inclusion, listening, empowerment and participation?