Customised training: Diversity, community cohesion and citizenship

Aims of the session To clarify the aims and purpose of citizenship education To examine the relevance of citizenship for other college priorities and government initiatives, such as the Big Society To examine issues relating to identity and diversity within the college, and the role of citizenship education in promoting respect for all To consider strategies for promoting community cohesion within the college and beyond

What is citizenship? Citizenship involves: the investigation of topical, controversial, social and political issues, leading to young people’s responsible action to influence the issue, for the benefit of the community. It brings new knowledge and skills about our political system, and it encourages young people to form considered opinions. Citizenship enables young people to use their voice, within both their community and their learning organisation.

Citizenship is not the same as….. Lifeskills/PSHE Citizenship looks at the public issues rather than the personal ones Volunteering or charity fund-raising Citizenship develops critical understanding as well as action Nationality Citizenship encourages existing, new and would-be citizens to get involved and take an interest in topical and controversial issues

The support programme aims To support national stakeholders in building high quality provision of citizenship learning To foster links between citizenship and related policy initiatives across Government, especially the Big Society and National/International Citizen Service To extend understanding of the benefits of citizenship education and increase participation in all the post-16 settings To promote learning of knowledge and skills for democratic participation which meets the needs of all groups of young people in the whole range of settings To disseminate key messages and resources from the development programme To learn ongoing lessons from providers and enable these to influence good practice in citizenship education nationally To promote better understanding and practice in relation to progression in citizenship learning from key stage 4 to the phase, and to communicate good practice from post-16 providers to citizenship teachers at ks4 and to those involved in citizenship education for adults

The three essential opportunities Post-16 citizenship should provide three essential opportunities for learning through action: To identify, investigate and think critically about citizenship issues, problems or events of concern to them, AND Decide on and take part in follow-up action where appropriate, AND Reflect on, recognise and review their citizenship learning.

Six approaches to post-16 citizenship The post-16 Citizenship Development programme has identified six different (although not mutually exclusive) approaches. These are: Citizenship through learner voice and representation qualifications and personalised programmes group tutorial and enrichment programmes voluntary and community-based activities single events research projects

Community cohesion A cohesive community is one where: There is a common vision and a sense of belonging for all communities The diversity of people’s backgrounds and circumstances are appreciated and positively valued Those from different backgrounds have similar life opportunities, and Strong and positive relationships are being developed between people from different backgrounds in the workplace, in schools and within neighbourhoods From: ‘Our Shared Future’, Commission on Integration and Cohesion, 2007

Community development FE providers have a duty to cooperate with other organisations and groups in the local area. (The Apprenticeships, Skills, Children and Learning Act 2009) They also have a duty to aim to reduce inequalities of outcome in their organisation and local area that result from social disadvantage. (The Equality Act 2010) The Government’s emphasis on the Big Society (including National Citizen Service) refers to rights and responsibilities of individuals to take a greater role within their communities. The Academies Act includes a requirement to promote community cohesion. (See also ‘Effective Community development: A strategic framework, LSIS 2010)

What organisations can do: 1. Within the organisation Emphasise the importance of the student voice and involve them in decision-making Foster a sense of belonging to a community which values diversity Provide opportunities to deal with sensitive and controversial issues in an open way Enable young people to take the lead in citizenship activities within the organisation

What organisations can do: 2. In the local community Build partnerships with local organisations Explicitly discuss sensitive issues such as relationships between groups in the surrounding locality Encourage young people to participate and take real action in their communities Build on young people’s experiences, if any, of National Citizen Service

What organisations can do: 3. National issues Make provision for timetabled citizenship sessions which address the big issues of the day, including the role of the citizen Ensure that staff who deliver are willing to be involved and make provision for staff training in dealing with controversial and sensitive issues Provide time and resources, including appropriate materials and make use of mass media

Action planning Discuss: Which approaches could we try here? What support would we need? What obstacles might we meet?