“A Sound Education Opens Doors, Not Just to Increased Earning Power, but Also to the Enjoyment of Art and Culture and the Stre
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CH •X ANG DF E P w Click to buy NOW! w m o w c .d k. ocu•trac “A sound education opens doors, not just to increased earning power, but also to the enjoyment of art and culture and the stretching of imagination and horizons.” CH •X ANG DF E P w Devonport Regeneration Company Lifelong Learning Strategy: Contents Click to buy NOW! 2 w m o w c .d k. ocu•trac Contents Page Section 33 3.4 Analysis of Local Schools Page Section 44 Section 4: Key Issues 45 4.1 Early Years Education (0•5) 4 Map of Devonport Area 45 4.1.1 What’s the problem 45 4.1.2 Introduction 5 Executive Summary 45 4.1.3 The issues 46 4.1.4 What are the causes 6 Section 1: Introduction 47 4.1.5 Outline of solution 48 4.1.6 Effective intervention strategies 8 Section 2: Mission, Principles & Aims 52 4.1.7 Recommendations 9 2.1 Mission 53 4.2 School Aged Education (5•16) 9 2.2 Guiding Principles 53 4.2.1 What’s the problem 9 2.3 Aims • Delivery Plan Key Outcomes 53 4.2.2 Introduction 12 2.4 DfES Floor Targets and Relevant PSAs 53 4.2.3 The issues 54 4.2.4 What are the causes 14 Section 3: Context 58 4.2.5 Outline of solution 15 3.1 National policy context 60 4.2.6 Effective intervention strategies 16 3.2 Local Initiatives, Partnerships & Strategies 64 4.2.7 Recommendations 25 3.3 Local Schools comparative data 66 4.3 Further and Higher Education (16•25) 25 3.3.1 Happy Hippo’s Nursery 66 4.3.1 What’s the problem 26 3.3.2 Rainbow Project Plymouth Ltd. 66 4.3.2 Introduction 27 3.3.3 Miss Fitts Child Care 66 4.3.3 The issues 28 3.3.4 Marlborough Primary School 67 4.3.4 What are the causes 29 3.3.5 Mount Wise Primary School 68 4.3.5 Outline of solution 30 3.3.6 St. Joseph’s Catholic Primary School 68 4.3.6 Effective intervention strategies 31 3.3.7 Parkside Community Technology College 71 4.3.7 Recommendations CH •X ANG DF E P w Devonport Regeneration Company Lifelong Learning Strategy: Contents Click to buy NOW! 3 w m o w c .d k. ocu•trac Page Section Page Section 72 4.4 Adult Education (25+) 100 Annex 1: Notes on Community Campus 72 4.4.1 What’s the problem 72 4.4.2 Introduction 106 Annex 2: Audit 72 4.4.3 The issues 73 4.4.4 What are the causes 108 Annex 3: Project Cycle Management & 74 4.4.5 Outline of solution Completed Logframes 76 4.4.6 Effective intervention strategies 78 4.4.7 Recommendations 111 Annex 4: DfES Strategic Objectives and Programmes 79 Section 5: Strategic Priorities 80 5.1 Recommendations 116 Annex 5: National & Local funding streams 85 5.2 Links to other themes in to education 87 Section 6: Targets for Strategic Priorities 119 Annex 6: Sources of External Funding/ Additional Resources 89 Section 7: Ways of Working 90 7.1 The Education Focus Group 124 Annex 7: Useful links and sources of 90 7.2 Community Engagement information 90 7.3 Race Equality Guidance 128 Annex 8: Glossary 94 Section 8: Quality 141 Annex 9: Stakeholders 96 Section 9: Resources for the Strategy 144 Annex 10: Bibliography, Sources of 98 Section 10: Consultation Process Evidence and Reference Points CH •X ANG DF E P w Click to buy NOW! w m 4 Devonport Regeneration Company Lifelong Learning Strategy: Map of area and local education providers o w c .d k. ocu•trac Parkside Community Granby Island Technology College Community Centre Marlborough Primary Leander House School St Joseph’s RC DRC Shop Primary School Mount Wise Youth Project Mount Wise Primary School Pembroke Street Youth Club Pembroke Street EMB Hamoaze House Mount Wise Neighbourhood Centre Seymour House CH •X ANG DF E P w Devonport Regeneration Company Lifelong Learning Strategy: Executive Summary Click to buy NOW! 5 w m o w c .d k. ocu•trac Executive Summary Devonport. It seeks to enable local residents to value and embrace learning opportunities while encouraging local Lifelong Learning is a different concept to education. An providers to become open to learner•centred patterns of delivery. ‘education’ is based on a formal, structured programme of learning, for a set period of time, where you learn before you can Using the Delivery Plan as a starting point, the Strategy Plan do. Lifelong Learning takes what you can do and allows you to records the stated community aims for educational learn what you want to learn, when you want to learn, where you improvements. Identifying a range of initiatives nationally and want to learn and shows you how to turn those skills to locally that could influence local learning outcomes, the plan individual, social and economic advantage for the rest of your goes on to provide an analysis of local statutory controlled life. Fundamentally learning is about change, whereas providers. “education” implies completion, “learning” is ongoing. The Plan differentiates lifelong learning into four broad age• Lifelong Learning includes all formal, informal, community and groups: Early Years (0•5), School•Aged (5•16), Further and employment related learning opportunities. Its purpose is to Higher Education (16•25) and Adult Education (25+). By encourage a love of learning from ‘cradle to grave’. Learning for thoroughly exploring the key issues for each of these groups it learning’s sake and learning that is controlled by the learner, not describes how sustained social injustice has impacted on the by the provider. The philosophy is based on the premise that if local community's ability to access education and lifelong you put the needs of the learner first, rather than the needs of learning. Drawing on the resident informed outcomes of the PCM society or the employer, and encourage learners to learn what process and evidenced•based good practice, as identified by all they want to learn, then a general attitudinal change to learning stakeholders, the Plan seeks to articulate potential solutions and will occur. makes specific recommendations. The assumption is that this approach will open the learner’s mind The annexes to the Plan offer a reference point and sources of to new ideas and perspectives, allowing the needs of the further information. These are included to promote a wider community, society or employer to re•emerge. Therefore, it will understanding of current developments in education and be easier for the learner to go on learning and take up specific, learning among residents and local providers as well as potential focussed and formal educational qualifications. It requires a shift funding opportunities. in our thinking about the fundamental organisational unit of education, from the school, an institution where learning is The timetable for recommendations will be prioritised by the organised, defined and contained, to the learner, an intelligent Board of DRC in spring 2004. This will enable the plan to be agent with the potential to learn from any and all of their implemented by the staff team of DRC, local residents and encounters with the world around them. service providers. This strategy plan for Devonport Regeneration Company provides a starting point for creating a learning community within CH •X ANG DF E P w Devonport Regeneration Company Lifelong Learning Strategy: Section Click to buy NOW! 6 w m o w c .d k. ocu•trac Section 1 Introduction CH •X ANG DF E P w Click to buy NOW! w m Devonport Regeneration Company Lifelong Learning Strategy: Section 1 • Introduction 7 o w c .d k. ocu•trac A sound education opens doors, not just to increased earning power, Community involvement in education provision brings with it three• but also to the enjoyment of art and culture and the stretching of way benefits: better learning for students, enhancements in self• imagination and horizons. It also provides information to enable esteem and confidence and the build•up of social capital. At its heart, children, young people and adults to make informed lifestyle choices the lifelong learning strategy for Devonport seeks to place the about health and about their pathway through life and work. community at the centre of its plans. In the first two years of delivery, there are some exciting examples of where this approach is already Central to the lifelong learning strategic plan is the notion that the showing promise. Regeneration Company can act as a catalyst to secure higher levels of partnership work among key stakeholders: residents, service providers, The baseline statistics within the Delivery Plan, if they tell us agencies and others to work jointly towards delivering outcomes that: anything, show that there is much to be done in relation to engaging · tackle the causes and effects of poverty; the residents of Devonport so that they are able to be full and active · ensure children start school ready to learn; partners in the leadership of educational improvement. An inherent · increase access to education. danger in any regeneration programme is the temptation to try and pick the fruit before it is ripe. Building community capacity takes time Better educated and more highly skilled people are more likely to be in and patience and needs to ensure sustainability. work, earn more and contribute more productively to the local economy and community. Knowledge and skills provide individuals with their As our concept of the nature of education provision changes, so will surest route into work and prosperity, helping to eradicate the causes of that of enhancing learning opportunities.