401-13 STAGES IN ACCESSING LEARNING IN CAPACITY BUILDING

Community Learning Development Resource 401-13

CAPACITYBUILDING:

STAGES IN ACCESSING LEARNING

 

SUMMARY

A structured analysis of the relationship between stages of engagement in capacity building work and behavioural changes in non-confident/ inexperienced adult learners.

This analysis was developed by a Learning in the Community worker, reviewing her practice, and was based on the ideas of John Huskins, published in:

‘’Quality Work with Young People – Developing Social Skills and Diversion from Risk’’. (Youth Clubs UK 1996).

This handbook related to the National Youth Achievement Awards Scheme, and could be of interest to those who work with non-traditional adult learners, in respect of the nature of the learning work with young people and how this might transfer into capacity building practice with adults.

 

THE MODEL – STAGES IN ACCESSING LEARNING WITH ‘HARD-TO REACH’ ADULT LEARNERS

Stage 1: Contact

  • Adults have access to information and opportunity through the worker.
  • Relationship level is low.
  • First opportunity to assess each other and any potential of developments
Commentary on learner contributions: 

  • Initial face-to-face contact – could be on the street corner, within an established community group or community venue, at an event – social, open day, free taster, public meeting.

 Stage 2: Meet Again

  • Worker and adults meet again, engage with each other.
  • Trust and sharing begins.
  • Worker and adults able to clarify possible areas of development.
Commentary on learner contributions: 

  • Names are exchanged and learnt, beginning relationship building
  • Low-level information sharing
  • Learner comfort zone found and maintained (supported by worker).

 

 

Stage 3: Relationship Development.

  • Trust builds, adults begin to express opinions, test ideas and seek responses.
Commentary on learner contributions: 

  • Conversation and discussion based on trust
  • Information sharing and possible referrals sought to address needs
  • Confidential discussions and self-disclosure.

 

Stage 4: Take Part

  • Programme developed to meet the express and identified needs.
  • Adults accessed to opportunities to learn in one or more of a variety of ways.  Formal, informal or non-formal.
Commentary on learner contributions: 

  • Beginning to take part in activities developed from wants, interests and needs
  • Beginning to put forward ideas for other activities and opportunities.

 

 

Stage 5: Be Involved.

  • Worker seeks to encourage and support adults to assist or take on minor tasks.
  • The adults take part in learning – with success, confidence builds
  • Worker introduces and enables the values of community education to be put into practice – e.g..  Equality and inclusion.

Commentary on learner contributions:

 

  • Taking part in assisting with planning and running activities
  • Putting forward other ideas which they feel could help with or support
  • Identifying other learners and other needs.

 

Stage 6: Organise

  • Adults begin to demand or are willing to share in the process and take responsibility
  • Worker aims to support the individual’s process of growing responsibility was considering the needs of other individuals and the group.

Commentary on learner contributions:

 

  • Negotiate and take responsibility for specific parts of an event or programme
  • Displays and interest and ability to explore issues of equality
  • Identifies wider issues and concerns – beyond own needs.

 

Stage 7: Lead

  • Independenceis achieved through the opportunity to develop skills, knowledge and understanding
  • Adults take responsibility – organise a leading events, opportunities or groups

Commentary on learner contributions:

 

  • Takes on a lead role
  • Shows the ability to seek out and obtain information and support

 

Stage 8: Enable Others to Develop

  • The emerging leaders understand the value in supporting other people do develop and encourage and enable them to do so.
Commentary on learner contributions: 

  • Identifies and encourages people to assist with the group or activity
  • Accesses others to information and support
  • Draws in other learners and advocates on the behalf of others.

 

 

This resource demonstrates the use by a worker of findings from another area of work (Youth work) to analyse and evidence her experience of capacity building with hard to reach adult learners.