Customised training: Learner Voice and Post-16 Citizenship

Arguments icebreaker 3 roles: Arguer Counter-arguer Observer Scores One mark for a relevant point in the argument Two marks for a reason to support that point

Aims of the session To clarify the aims and purpose of citizenship education To raise awareness of the benefits of citizenship for learners and their learning organisation To examine the relevance of citizenship for the learner involvement strategy of the organisation To illustrate some active techniques which develop citizenship skills through learner involvement

What is citizenship? Citizenship involves: the investigation of topical, controversial, social and political issues, leading to young peoples 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

Benefits of citizenship For young people: Increased confidence and self-esteem Greater interest in the world around them A knowledge about the system and an ability to get things changed Experience of challenging and worthwhile activities For the organisation: Constructive involvement of learners and staff in decision- making Motivated learners with positive attitudes Increased retention and achievement Better relations with the local community

Citizenship links with national initiatives 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 that result from social disadvantage (The Equality Act 2010) The Governments emphasis on the Big Society (including National Citizen Service) refers to rights and responsibilities of individuals to take a greater role within their communities (See Effective Community development: A strategic framework, LSIS 2010) Personalised learning and learner voice OFSTED assesses how learners are consulted and how providers meet their needs (The OFSTED Common Inspection Framework for FE and Skills 2009) Every Child Matters agenda Strong links with citizenship, especially making a positive contribution (See Citizenship and developments: Quick Guides - (4) Citizenship and Every Child Matters)

Learner Involvement Strategy Following the previous governments initiatives, most providers of further education have a Learner Involvement Strategy in place This involves a range of actions: –Gathering views directly from learners (surveys, focus groups, telephone interviews, consultation events) –Involving learner reps (committees, meetings for course reps) –Setting up and supporting formal structures of representation (learner forums and parliaments, student unions) –Encouraging learners to take action within the local community

Common Inspection Framework from 2010 The Common Inspection Framework from 2010 includes the following questions: B2. How effectively does the provision meet the needs and interests of users? (where inspectors will take into account whether learners are consulted about the design, planning and delivery of programmes and progression opportunities, and how well learners are involved in the evaluation of the provision) B4. How effective are the care, guidance and support learners receive in helping them to attain their learning goals? (where inspectors will take into account how well learners are involved in the planning, reviewing and evaluation of provision to meet their support needs) C5. How effectively does the provider engage with users to support and promote improvement? (where inspectors will take into account the extent to which all groups of learners and individuals have the opportunity to give their views on the provision they are receiving, and the arrangements to ensure that learners are represented on relevant decision-making groups)

Citizenship and learner voice Citizenship and learner voice have in common: an emphasis on young peoples autonomy the development of skills needed to negotiate, advocate and take responsible action a positive interest in improving things an understanding of processes by which decisions are made Citizenship also requires knowledge of social/political issues

Discussion of case studies Consider which of the principles of good practice are illustrated in each case study. Discuss whether activity could be improved in each.

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