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Research Report No 394 BIGGER PICTURES, BROADER HORIZONS: Widening Access to Adult Learning in the Arts and Cultural Sectors Anne Lines, David Sims, Robat Powell, Parminder Mann, Louise Dartnall, Thomas Spielhofer National Foundation for Educational Research The views expressed in this report are the authors' and do not necessarily reflect those of the Department for Education and Skills. © National Foundation for Educational Research. Should you require further information about this project, please contact Anne Lines at The National Foundation for Educational Research, telephone: 01753 574123. ISBN 1 84185 899 4 March 2003 CONTENTS ACKNOWLEDGEMENTS ................................................................................ i EXECUTIVE SUMMARY ................................................................................ iii 1. INTRODUCTION ..................................................................................... 1 1.1 1.2 1.3 1.4 2. THE VENUES AND LEARNING OPPORTUNITIES PROVIDED ........... 7 2.1 2.2 2.3 2.4 2.5 3. Venues and Learning Opportunities ...........................................................7 Marketing and Promotion .........................................................................10 Target Participants ...................................................................................13 Next Steps ...............................................................................................14 Outcomes ................................................................................................15 PARTICIPANTS’ VIEWS OF INFORMAL LEARNING ......................... 19 3.1 3.2 3.3 3.4 4. Background ................................................................................................1 Research Aims and Focus .........................................................................4 Methodology ..............................................................................................4 Report Structure.........................................................................................5 Taking up Learning Activities ...................................................................19 Learning and the Learner .........................................................................25 The Learning Environment .......................................................................27 Outcomes and Benefits of Learning .........................................................30 NON-PARTICIPANTS’ VIEWS OF INFORMAL LEARNING ................ 35 4.1 Views on the Venue .................................................................................35 4.2 Views on Learning....................................................................................39 4.3 Critical Factors in Learning Take-up Identified by the Non-participants ....39 5. KEY FEATURES OF PROVISION THAT CAN INCREASE TAKE-UP 43 5.1 Generating Demand .................................................................................43 5.2 Getting the Supply Right ..........................................................................43 5.3 How to Improve Take-up in Specific Communities ...................................44 6. DEVELOPMENT IMPLICATIONS ........................................................ 47 6.1 Synopsis of Findings ................................................................................47 6.2 Messages and Implications ......................................................................47 REFERENCES .............................................................................................. 51 APPENDIX .................................................................................................... 53 ACKNOWLEDGEMENTS The authors would like to express their thanks to Sue Stone, Project Manager at the DfES, Val Hewson, Policy Manager at the DfES and Sally Manuireva, Project Manager at the Sheffield Galleries and Museums Trust who provided valuable help and support throughout the study. We acknowledge the cooperation of the Basic Skills Agency and the National Institute of Adult Continuing Education which identified useful project contacts. Special thanks are due to the staff at the 29 organisations that participated in the study. They gave generously of their time, provided useful information and helped to arrange access to the people we wanted to meet for the purposes of the research. We are very grateful to the learners and visitors to the venues who agreed to be interviewed and made a key contribution to the study. We also wish to thank our two internal readers, Alison Lawson and David Pye for taking the time to read and comment on this report, prior to publication. Finally, we acknowledge the administrative assistance and support provided by Maureen Greenaway. i ii EXECUTIVE SUMMARY EXECUTIVE SUMMARY Introduction Providing new and imaginative opportunities that encourage adults to learn and develop fresh skills has an increasingly prominent position on social agendas that aim to widen access to learning, regenerate communities, and tackle social exclusion. Non-traditional providers in the arts and cultural sectors (e.g. art galleries and museums) contribute to these opportunities by delivering a variety of activities, courses and workshops. This research, which was carried out between August 2002 and January 2003, was a qualitative study aimed at finding out adults’ perceptions of informal learning and exploring the potential role of non-traditional providers and venues in offering learning opportunities. Visits were undertaken to 29 venues where interviews were conducted with 131 learners (participants), 46 people not engaged in learning activities (non-participants) and 28 staff. Key Findings Most participants enjoyed and appreciated the learning activities provided at the venues, which offered a relaxed and informal atmosphere and engaged them interactively in the learning process. Tutors were critically important to the success of activities – it was their expertise that gave the provision credibility in learners’ eyes. Challenges to providers included time and resources to find new audiences and develop new learning activities, dealing with the logistics of arranging transport, and finding and keeping freelance tutors with appropriate expertise and experience. While some participants were planning to go on to other learning, progression was not a prime motivator for taking part in activities and courses. Personal gains in skills, knowledge, confidence and social opportunities were more significant and many people were attracted by provision that did not require too great a time commitment. Time and cost were the major reasons given by the non-participants for not taking part in the learning activities and courses provided. Non-participants expressed an interest in practical and workshop-based activities provided with structure and support. They also considered that cultural venues were generally accessible and were ideal places to run activities. iii BIGGER PICTURES, BROADER HORIZONS Aims and Methods The aim of the study was to ascertain adults’ perceptions of informal learning and the potential role of non-traditional providers in the arts and cultural sectors in offering learning opportunities. The study used a qualitative research methodology. Visits were undertaken to 29 venues, including museums, galleries and community centres. Semistructured face-to-face interviews were carried out with 131 participants who included people from a range of socio-economic and ethnic backgrounds. Interviews were also conducted with 46 non-participants, defined as visitors to venues who were not participating in the learning activities provided. A total of 28 staff – organisers, curators and tutors – were interviewed to gain a provider perspective. Most of the interviews were audio recorded and transcribed for analysis. Venues and Provision Venues: the 29 venues included museums, galleries, community centres, a historic house, a cathedral and outside locations in the north, midlands and south of England. Marketing and recruitment: a variety of methods was used to market provision, including newspaper adverts, mailouts, local radio and press and leaflets placed in community locations such as libraries. Recruitment was also supported by the personal recommendation of learners (word of mouth) and occasionally by referrals from doctors and social services. There was a growing demand for the activities provided and a few venues were operating at full capacity. Provision: the range of learning activities, provided through taster workshops, short courses and one-off events, related to art appreciation, creative arts and design, collecting and collections, culture and heritage, local history, dance, photography, science and writing. Delivery: learning was usually interactive and practical. The methods used included discussion, observation and practical work. Learners were often consulted about the types of activity undertaken and the selection of topics and locations. The courses and activities were delivered mainly by curators and tutors. Many of the tutors worked on a part-time basis and some were freelance. Challenges: staff in around half of the venues reported several challenges in setting up and running learning activities. These included lack of time and resources to identify new audiences and develop new activities, arranging transport to bring in participants, finding and keeping freelance tutors, and having to work with inadequate equipment. iv EXECUTIVE SUMMARY Participants’ Views of Informal Learning Motivation to attend: participants were attracted by provision that was of limited duration and that did not involve too great an initial commitment. Interest in the subject of the learning activity was the main motivation to attend. The opportunities that the activities offered for social interaction were also an important motivation. While in some cases, the motivation was related to professional development, in others people had taken up activities for recreational reasons. A few were stimulated to participate by the therapeutic value of the activities. Access: the free provision of activities and courses was appreciated by learners. Where charges were made, learners generally felt that the cost was reasonable. Travelling to the venues generally presented participants with few problems. Most participants travelled by public or private transport; very few walked to the venues. Some people with disabilities or belonging to disadvantaged groups relied on the provision of specially arranged transport without which they could not have taken up the learning activities. Learning environments: the majority of participants were satisfied with the learning environments provided by the venues. Generally, they liked the social atmosphere, which they found non-threatening. A minority of participants were unhappy about the venues owing to lack of heating, poor lighting and lack of space. The location of learning activities in museums and galleries was considered particularly appropriate for two main reasons: the general ambience was said to encourage and inspire learning, and the displays of artifacts and pictures were often directly relevant to the nature of the activities. A minority view was that such venues were forbidding and exclusive places. Learning activities and styles: on the whole, participants’ views were positive about the structure and content of the learning activities they had taken up. They liked the degree of flexibility and choice offered. Participants felt that informal learning was a good way to learn because it was enjoyable and brought out their creativity. Learning through hands-on activities gave some participants the satisfaction of producing something for themselves. Participants were positive about their tutors, particularly their enthusiasm and caring attitude. It was often the expertise of tutors that gave the activity its credibility in learners’ eyes. Some noted that they learned through sharing experiences with their tutors and other group members. Outcomes and benefits: the vast majority of participants considered that they had gained from the learning activities. The social interaction involved had contributed considerably to the well-being of some participants and increased their self-confidence. Many participants indicated that they had gained an v BIGGER PICTURES, BROADER HORIZONS enhanced understanding of the subjects they were studying. This included gaining more knowledge and an increased awareness of what the subject encompassed. Some reported that they had also developed or improved technical skills. Next steps: although few participants had a clear idea about what learning activities they wanted to do next, the majority thought it likely that they would take up further opportunities as a consequence of their present experience. However, very few were interested in gaining formal qualifications. Learners tended to show a strong loyalty to their tutor and in some cases their further participation appeared dependent on maintaining that link. Non-participants’ Views of Informal Learning The study found that people visited venues to pursue their interests and to view exhibitions. The main reason for some was to support their children’s learning. Few were aware that venues organised educational activities for adults, yet many considered that the venues were ideal places to provide these because of their accessible cultural resources. Time and cost, as well as lack of awareness, were the main reasons given for not participating in learning activities. Some visitors were reluctant to join in learning activities having had bad experiences of education earlier in their lives. Key features of provision that can increase take-up: the study identified several features that could play a role in increasing adults’ take-up of informal learning provided in the arts and cultural sectors. These included: a relaxed atmosphere and informal learning environment that offers an interactive learning experience with opportunities for practical involvement activities that relate to their lives and the history and culture of their communities access to exhibitions and displays that can support the learning process tutors and curators who are supportive and who have the knowledge, skills and understanding to inspire people to learn taster sessions and workshops that provide a brief introduction to topics without requiring longer-term commitment provision that is free to participants organised transport for groups of people who cannot take up learning activities otherwise. Messages and Implications vi Museums, galleries and other providers in the arts and cultural sectors are more likely to maximise the part they can play in widening access to learning EXECUTIVE SUMMARY if they identify and draw on their distinctive contribution to attracting and engaging adults in activities and courses targeting specific interest groups and societies, community leaders and basic skills providers can help museums, galleries and other providers to extend their reach to additional users partnerships with other local learning providers can be beneficial both to the providers and their clients, offering access to additional expertise, including opportunities for progression for participants local radio has potential for greater usage as a way of publicising learning activities in the local community consulting with participants on a regular basis is important for informing the development and design of provision to ensure that it meets their changing needs. Provision will be enriched if it is grounded in the views, experiences and feedback of users gained through regular evaluation widening participation involves providing initial and continuing differentiated support so that learners can grow in confidence and feel secure. This is particularly critical for people who have been outside mainstream education for some time or who have had negative experiences at school. vii BIGGER PICTURES, BROADER HORIZONS viii INTRODUCTION 1. INTRODUCTION 1.1 Background Widening people’s access to learning is at the core of educational policies in the UK and other European nations. In Education and Skills: Delivering Results – A Strategy to 2006 (2001), the Government sets out its rationale for enabling more people to participate in learning: 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 … Better educated and more highly skilled people are more likely to be in work, earn more and contribute to our economy and society. Knowledge and skills provide individuals with their surest route into work and prosperity, helping eradicate the causes of poverty and division in society. The concept of increasing access to and participation in learning, which spans considerations of individual interest and development, social inclusion and economic growth, is complex and has a variety of interpretations. For example, McGivney (2001) identifies different understandings where some commentators view widening adult participation in learning as ‘a process that is intended to change the behaviour and hence the prospects of the socially excluded and “disaffected”’ and others regard it as ‘an access process designed to make the student cohort more ethnically and geographically representative of the communities served’. Another interpretation is offered by Cullen et al. (2000) who note that engaging in learning may mean significant change for individuals, as it can involve ‘the active engagement by citizens in the construction, interpretation and, often, re-shaping of their own identity and social reality’. The Learning Age (1998) emphasises that increasing access to and participation in learning is a formidable challenge requiring contributions from all parts of the education and training systems, including providers working in the voluntary and community sectors. Hillage and Aston (2001) report that adults not involved in learning activities and courses – usually referred to as non-learners or non-participants – are not a homogenous group. They elaborate that non-participants include: those that simply do not feel motivated to engage in learning through a lack of confidence, disaffection or a feeling that ‘it’s not for them’, and individuals who would like to undertake learning but are unable to because of external barriers. Providing local opportunities for individuals to learn in an informal way is considered as making a vital contribution to widening access to learning. An illustration of this informal learning approach is the Adult and Community 1 BIGGER PICTURES, BROADER HORIZONS Learning Fund (ACLF), which was launched in England in 1998 to draw more people into learning activities of all kinds by offering ‘learning opportunities provided through grassroots, community-based activities which are familiar and relevant to people’s everyday lives’. The significance of informal learning is characterised as follows by Coffield (2000): If all learning were to be represented by an iceberg, then the section above the surface of the water would be sufficient to cover formal learning, but the submerged two thirds of the structure would be needed to convey the much greater importance of informal learning. Coffield suggested that a continuing assessment of the contribution of informal learning to the development of a learning society required a deeper understanding of how it stimulates people’s interests because ‘such curiosity, when aroused, spills out into all areas of life.’ There is no universal definition of informal learning. McGivney (1999b) writes that: Informal learning is difficult to pin down in an exact definition: it has variously been described as unpremeditated or incidental learning; explicit learning which does not have a prescribed framework; learning which is informal in style and delivery but which includes a teacher and a structure. Acknowledging the role that informal learning can play in engaging people in learning activities, Cullen et al. (2000) observe that it ‘happens in all sorts of places, involves different kinds of participants, and uses a variety of platforms and methods’. They suggest that ‘informal learning, at heart has to be directly relevant to real life-world and opportunity structures of learners’, and go on to advocate that it ‘needs to be relevant, appropriate and flexible for different learners in different environments’. In recent years, the educational role that museums, art galleries, archives and libraries (sometimes referred to as non-traditional providers) can play in people’s local environments has been brought into sharper relief. For example, Anderson (1997) reports that the cultural sector: offers opportunities for personal (informal and self-directed) learning that differ from, and complement, the learning provided by the formal education sector. Education provides museums with a renewed purpose and enables them to contribute to cultural development in society’. Aware that people have different learning style preferences, Anderson notes that ‘informal learning, the kind that begins at birth and develops throughout life through social interaction with other people, provides the foundation for all other learning.’ The Department for Culture, Media and Sport (DCMS, 2000) pointed out that the educational work undertaken by museums, art galleries and archives could also help to address social exclusion: 2 INTRODUCTION There is increasing recognition that learning can take place outside the classroom, is a lifelong process growing out of our everyday experience, and that the cultural sector can make a large contribution. Informal learning has a key role to play in broadening people’s understanding and awareness, and providing them with a first step on a learning journey. In its Strategic Plan for Action, Resource (2001) noted that, although there is no common agreement on what is meant by ‘learning’ in museums, archives and libraries, ‘learning in these contexts is often informal and experimental, with impacts on feelings and attitudes rather than leading to the acquisition of concepts.’ The Strategic Plan made the case for learning in these environments, which are: rich sources of information about the social, historical, economic and cultural life of our society … Their collections and resources have the capacity to provoke wonder and curiosity, and to stimulate questions and discussion. They can inspire creativity. They can provide people with answers, interpretations and experiences which enrich, make sense of and change their lives. In order to build on this, the Government aims to encourage these nontraditional providers to reach out to and engage the whole community. The DfES and DCMS have been working in partnership to this end, for example, in taking forward the Government’s response to Empowering the Learning Community (2000), the report of the Library and Information Commission’s Education and Libraries Task Group, and in collaborating with organisations such as Resource (the Council for Museums, Archives and Libraries) and CILIP (the Chartered Institute of Library and Information Professionals). The Department for Education and Skills (DfES) commissioned the National Foundation for Educational Research (NFER) to carry out a study into people’s perceptions and take-up of the informal learning opportunities offered in the arts and cultural sectors. This study explored what adults understand and expect from informal learning and considered the potential of cultural organisations in offering opportunities to learn. The evidence aims to help people working in organisations such as museums, galleries and libraries to: support and inform the development of their educational strategies, including preparing funding applications establish links and collaborative relationships with other local providers of learning, including helping people to progress to further learning, where appropriate target community groups and promote provision more effectively. The aims and focus of the research, which was undertaken between August 2002 and January 2003, are outlined in Section 1.2. 3 BIGGER PICTURES, BROADER HORIZONS 1.2 Research Aims and Focus The overarching purpose of the research study was to inform policy development on widening and improving access to learning by exploring options and opportunities for a range of people in different social contexts and economic circumstances. The research aimed to ascertain: the ways in which different adults perceive informal learning the potential role of non-traditional providers and venues in offering learning opportunities. The study was exploratory in that it set out to investigate a range of enquiries that are critical to the widening of participation. The explorations were guided by a series of key questions as outlined below. What are the main factors that motivate adults to take up informal learning activities? What meaning does informal learning have in the lives of people and how do they perceive its purpose, value and utility? What do people think of the venues where informal learning is delivered? What features of the venues, if any, do they value? What type of learning styles help people to learn and are appreciated by learners? What are the main barriers that inhibit and impede adults from making use of this type of learning? What is the distinctive contribution that informal learning venues can make to reducing barriers to learning, and encouraging and supporting adults to take up learning activities? The focus of the study was the provision of learning opportunities mainly in the arts and cultural sectors. The range of providers and venues participating in the study that were delivering learning activities and courses included museums, galleries, community centres, a historic house, a library, a cathedral, a college and outdoor locations. 1.3 Methodology The study used a qualitative research methodology in order to gain people’s insights and get under the surface of people’s experience and achieve an indepth, detailed exploration of their views of informal learning and the venues that provide it. The study collected data from face-to-face interviews with learners and non-participants in learning. A database of venues and provision was compiled from information collected from the DfES, the Basic Skills Agency and the National Institute of Adult 4 INTRODUCTION Continuing Education, which led to contacts with other national and local organisations and networks. A selection was made of venues based on criteria that would enable the study to include: a geographic spread of provision and learners a range of different types of venues a variety of learning activities covering different interests and subjects a range of learners and non-participants with different characteristics. Semi-structured interview schedules for learners, non-participants and providers were drafted and piloted. The revised instruments were then used to interview 131 learners, 46 non-participants, and 28 staff (organisers, curators, and tutors) in 29 venues in urban and rural locations (nine in the north, six in the midlands and 14 in the south, including London). The learners included people with jobs, people without employment, senior citizens, homeless people, asylum seekers, people with disabilities and people from ethnic minority groups. Non-participants were defined as people who visited the venues but did not participate in the learning activities being provided and who had not participated in learning at the venue during the last three years. Most of the interviews were audio recorded and the transcripts were used for analysis. Information was also gathered from some venues and used to inform the conclusions drawn from the study. 1.4 Report Structure The structure of the report is as follows. Chapter 2 presents research findings on the venues visited and on the learning opportunities provided, including the marketing of activities and the planned outcomes for participants. Chapter 3 presents research findings on participants’ experience and views of informal learning at the venues included in the study. The chapter explores the motivations that encouraged people to take up learning activities, investigates the extent to which they liked the environments and styles of learning, and examines what benefits they think that they gained from their involvement in the activities. Chapter 4 focuses on non-participants and reports their views of the venues they were visiting in addition to their views about learning in general. The chapter also identifies the factors that people consider critical to facilitating or inhibiting take-up of informal learning opportunities. 5 BIGGER PICTURES, BROADER HORIZONS Chapter 5 draws together the findings from the interviews with learners and non-participants and reports their views on how cultural venues can improve take-up of informal learning. It highlights ways in which these venues can generate demand, improve supply and reach out to specific communities. The final chapter provides key messages and implications from the study about widening participation through informal learning in the arts and cultural sectors. Information on the characteristics of the learners and non-participants interviewed is provided in an appendix at the end of the report. 6 THE VENUES AND LEARNING OPPORTUNITIES PROVIDED 2. THE VENUES AND LEARNING OPPORTUNITIES PROVIDED This chapter provides information on the range of venues that were included in this research study. Drawing on data gathered from interviews with providers (coordinators, curators and tutors), it outlines the main features of the learning opportunities (activities, workshops and courses) provided at the venues visited. The chapter also presents findings on the: 2.1 ways in which learning opportunities are marketed types of people targeted by providers progression routes that learners take learners’ outcomes from participating in the activities, workshops and courses provided. Venues and Learning Opportunities The 29 venues that formed the research sites for this study included: museums art/exhibition galleries community/day centres a historic house a cathedral outside/open air locations. Collectively, these venues provided a wide range of learning opportunities, which are categorised as follows: art appreciation, e.g. talk on the artistic portrayal of war creative arts and design, e.g. workshops on watercolour painting, collage, clay modelling, printmaking, glass painting, quilt making and pottery collecting and collections, e.g. sessions on how to take care of objects and photographs culture and heritage, e.g. black history events learning English, e.g. reading and speaking practice for asylum seekers 7 BIGGER PICTURES, BROADER HORIZONS local history, e.g. an archaeology trail, talks and demonstrations on weaving, and presentations on the history of emigration movement and dance, e.g. African dance and masquerade workshops photography, e.g. courses on photographic techniques, digital imaging and video editing science, e.g. natural history workshops, including tree ring dating writing, e.g. reminiscence, story telling and writing workshops. Staff said that the activities and courses were interactive and practical, though in some cases background context and theory were sometimes provided through talks, demonstrations and guided tours of gallery displays. Occasionally, the activities provided were linked to museum exhibitions. The learning methods used also included discussion, handling samples and materials, observing artefacts or working machinery, learning to use equipment, analysing information and data collected from a variety of sources including websites, watching or participating in performance, and making things. Some tutors pointed out the importance of encouraging learners to explore their abilities, aptitudes and interests through direct contact with tools and materials in the process of making or decorating something. The research found that providers consulted with learners in one of two ways: first, consultation about the general focus or type of activity that should be covered or provided, and second, consultation about specific practical aspects within a structured course or workshop. An illustration of the former was the approach taken by the organiser of creative arts courses at a community centre who reported that ‘the main point is the group talk about what they want and then I help them with what they want and give ideas to develop it … it’s an organic thing, the idea is that as it goes along it grows …’ Another example was the customer-led approach adopted by a museum curator who provided opportunities for older learners and remarked ‘the onus is on people to tell us what to do.’ The second, more limited type of consultation was illustrated by the photography course that encouraged learners to have a say in selecting topics and locations, and the printmaking course that involved learners in choosing designs. Most of the courses and activities provided by the venues were fairly new, having been introduced during the last two years. A few had been offered for five years or longer. The courses and activities were delivered by curators, adult education institute and college tutors, facilitators and technicians. Many of the tutors worked on a part-time basis, and some of the facilitators such as actors and performance artists were freelance. Volunteers assisted in a minority of venues where they helped learners who were elderly and infirm or who had learning difficulties. At two venues, carers, families and volunteers provided supported visits by older people. 8 THE VENUES AND LEARNING OPPORTUNITIES PROVIDED The staff interviewed stated that there was a growing demand for the informal learning opportunities offered at their venues. The number of learners participating in the courses and activities ranged from eight to 30. The organisation of the learning activities varied. For example, while some were provided monthly, others were one-off events or courses lasting between two days and 10 weeks. Five of the activities were provided at weekends. Some staff pointed out that the opportunities they offered had grown out of, or were related to, family learning activities provided during school holidays. Several of the opportunities were described as taster workshops designed to give learners a brief introduction to a particular area of interest. The activities and courses varied in duration from between two hours to five days. The majority of the venues did not charge participants for the courses and learning activities they provided. Staff explained that free admission was essential for giving and widening public access to collections and learning opportunities, and that some groups of people such as senior citizens and unemployed people could not afford to pay and should not be disadvantaged as a result. These courses and activities were funded out of venues’ existing budgets, which in some cases had dedicated funds for ensuring public access. One of the venues had gained resources from the Adult and Community Learning Fund to run a course and another had secured funding from a charity to resource its workshops. The seven venues that charged for activities used the income to pay for tuition fees, materials, use of equipment and refreshments. Examples of charges were £2.50 per week towards the cost of art and modelling materials, £5.00 for a five-hour workshop on printmaking, and £60.00 for a five-day lino printmaking course. Staff in around half of the venues identified challenges in setting up and providing informal learning opportunities, activities and workshops. As indicated below, the challenges related to resources, organisation, communication and guidance: having insufficient time and resources to find new audiences and research and develop new learning activities facing difficulties in developing a coordinated approach to advertising and marketing as a result of organising courses at short notice to meet local demand dealing with the logistics of setting up and servicing courses and activities, including arranging transport having few or no guidelines on how to work with different groups in the local community finding and keeping experts and freelancers who had the flexibility to deliver sessions at times that met the needs of venues and learners ensuring that there were effective communication channels between permanent staff and freelancers 9 BIGGER PICTURES, BROADER HORIZONS working with equipment that was sometimes rather limited and occasionally in the wrong place lacking adequate and appropriate space for providing educational activities. Lack of space and resources were identified as key areas where museums and art galleries faced difficulty in organising and running events. As a learning provider in one gallery in the north east explained: We don’t have a dedicated educational space so we normally use the entrance hall downstairs but that’s difficult because it’s public space so some people don’t want people looking over their shoulders. We don’t have a dedicated education officer so it takes a lot of time and effort on my part and the secretary’s part to sort it all out. Lack of money was also identified as an issue: ‘We’ve only got a limited budget to run these kinds of things, yet we are still expected to do it.’ Despite the challenges and difficulties they were facing, coordinators and tutors remained fully committed to continuing organising and providing these types of learning opportunities. Their commitment enabled them to override the frustrations they experienced in delivering a service to the local community. 2.2 Marketing and Promotion The research found that marketing and promotion underpinned the provision of informal learning activities at the venues visited. The resource available for this work varied. For example, while one provider commented that ‘the publicity machine is quite extensive’, another lamented that ‘we never have enough money to publicise events … it would be nice to have a slick brochure.’ In some cases, the staff responsible for planning informal learning were able to draw on the marketing and publicity provided more generally by museums and galleries. Most of the venues visited were using a variety of methods to market and promote courses and learning activities. The venues marketed and promoted them through one or more of the following: 10 press releases, advertisements and articles included in local newspapers, events guides, newsletters and specialist magazines mailouts to members and contacts on existing mailing lists, including individuals, interest groups, national associations, arts organisations, community groups, schools, colleges and universities leaflets, booklets and posters placed in libraries, arts centres, tourist information centres, post offices, hospitals, pubs, community centres and social services THE VENUES AND LEARNING OPPORTUNITIES PROVIDED information included in museum, gallery, National Trust, Workers’ Educational Association and local authority publications posters and leaflets linked to festivals and celebrations such as Black History Month adverts and coverage on local radio information posted on local authority websites. Many staff reported that they were taking or were planning to take a broad approach to marketing, which indicated that no one method was exclusively effective. Several drew attention to the importance of word of mouth in promoting the activities on offer, as illustrated by the observation by one curator that ‘a personal recommendation is always the strongest force.’ A learning provider at a local history workshop based in a museum in the north west had found the most effective use of marketing was through the medium of local media, that is newspapers and radio stations. Usually this involved getting a small article inserted into the local newspaper each week advertising the forthcoming events at the museum. This had proved to be very successful in generating interest and participation. The local radio station was also a useful marketing tool, assisted by the fact that there were a couple of talk radio presenters with an interest in local history, who were ‘willing to give us a plug, we got a lot of mention on the radio.’ In addition to using the local media, the marketing took a proactive approach by visiting people in social settings outside in the community. ‘We go to the local history fairs around the borough to run some taster workshops.’ Finally, taking the rather unusual step of visiting businesses in the local community provided a really good response. When we worked outside of the borough one of my colleagues actually went out and visited hairdressers or any shop and asked if he could put some of these posters up. It was a bit of an experiment to see if it would work. We will start to put up posters in shops and pubs, especially in this area, because people tend to reminisce a lot in pubs. Less well used methods of promotion included outreach in local communities through the work of mobile units, public displays by performers and making presentations to members of clubs and managers of public services. One provider pointed out that there was a need to ensure that in the future the marketing of her course was more focused by targeting quilt and embroidery societies. Another was planning to enhance promotion by placing posters in shops and pubs in the future. All but two of the providers interviewed reported that the level of take-up of informal learning activities and courses was satisfactory. Two noted that takeup became adequate after a slow start. A few reported that take-up was better than expected. Several providers said that they were running at full capacity. Although there was little drop-out from the courses and activities, one tutor 11 BIGGER PICTURES, BROADER HORIZONS expressed disappointment that while 16 people had booked to attend a workshop, only seven had attended. Providers identified several factors that motivated people to take up the courses and activities on offer. The factors related to the following: a quest for knowledge linked to people’s interests and hobbies skill acquisition and development personal development and self-improvement social contact and interaction perceptions of the learning experience. Course coordinators and tutors explained that people were often motivated by more than one factor. Most of the factors itemised above reflect some of the attitudes, such as knowledge seeking and socialising, identified by Harland et al. (1996) as being associated with participation in the arts, broadcasting, heritage and sport. Motivated by their interests, which some followed as hobbies and leisure time pursuits, some people were keen to build on their existing knowledge and find out more about, and gain greater insights into, particular subjects such as local history, textiles, photography or theatre. In some cases, people’s interests had drawn them to go to exhibitions where they found information about related learning opportunities. In addition to the quest for knowledge, some people were motivated to take up courses and learning activities because they wanted to acquire or develop a skill. At the venues visited, learners had been attracted to gaining and enhancing a range of skills, including glass painting techniques, printmaking, painting and sketching, photography, digital imaging and video editing. In a few cases, learners were said to be developing the skills for career and professional purposes. Curators and tutors observed that for some people, participating in learning activities helped their personal development and was a confidence booster. A good illustration of this was articulated by a provider of workshops for senior citizens who pointed out that ‘older people still want to be valued and getting them to tell me about their life is a way of valuing a human being. And that’s what brings people in, because you are listening to people.’ A provider in the north of England considered that learners’ motivations were partly influenced by the local tradition of self-improvement. Another motivation for participating in learning activities was identified as the need for social contact and interaction with other people. This was particularly important for adults who lived alone or whose mobility was limited. A tutor at a day centre emphasised that a major pull for the homeless people who attended his course was to learn about photography with other 12 THE VENUES AND LEARNING OPPORTUNITIES PROVIDED people. He said that one of the points of the course was ‘to form a group who interact’. Providers reported that some people were motivated to take up learning activities because they were attracted by the learning environments and the approaches taken to teaching and learning. For example, an organiser of history workshops said that learners considered the provision to be nonthreatening and appreciated the venue (a historic house) not being like an educational institution. Doing practical activities and making items motivated them. Elsewhere, a tutor observed that learners were attracted to the informal and relaxed atmosphere at the venue, the not-too-academic level at which the theatre workshops were pitched, and the opportunity to meet actors. At another venue, an art tutor noted that learners liked working at their own pace and not being under pressure. A museum educational officer in the south explained that part of the museum’s attraction was that it was not just a venue for practical workshops but could offer something different. Referring to an African dance workshop and an exhibition related to African history, she explained that museums offered people an opportunity to make connections between the collections and the activity in which they were participating ‘It kind of enhances the learning experience and provides different perspective’. Museum collections and exhibitions were accessible to learners involved in workshops. These learners could draw inspiration from the exhibits, which would enhance their learning experience. They provided a different sort of experience from mainstream educational institutions. ‘Unlike university campuses, which can be scary places’, museums provide a ‘safe context to play with, something they knew they were sort of interested in’. 2.3 Target Participants Many of the providers included in this study stated that the informal learning activities they offered were open to all and aimed at all abilities. They stated that people needed no qualifications or previous experience to participate in and benefit from the opportunities available. This inclusive approach was encapsulated in the pleasure that one provider had in pointing out that the local people involved in a story writing project included all types and ages stretching as far as a man aged 91. Elsewhere, a tutor said that learners required no qualifications, ‘simply an enthusiasm and a wish to learn something’. This view was echoed by the comment made by another tutor, who when asked whether learners needed qualifications and knowledge of art, said: ‘Not at all and most of them haven’t which makes it more exciting.’ Another tutor reported that ‘we do whatever suits that person within the limits of their ability.’ Around a fifth of the providers who were interviewed reported that they targeted people with particular interests and certain characteristics. In some 13 BIGGER PICTURES, BROADER HORIZONS cases, they operated a dual approach that combined open access with targeting specific groups in the local community such as senior citizens, ethnic minorities, people with mental health problems, registered carers and homeless people. Some providers said that they targeted people with specific interests such as local history, textiles and weaving, photography, digital arts and imaging, music technology, black history and art and artists. As reported in Section 2.2, most providers were content with the take-up of the courses and learning activities they offered. However, one disappointed museum curator who was finding it a struggle to attract local people to participate in workshops made the following observation: I think the word ‘museum’ is a barrier. You know, I think it does have that connotation, it’s a bit like a library where you are not allowed to … you know, you’ve got to go in and read lots of things. Whereas, I think we are trying to change that image. We are much more hands-on than that. A few providers said that they were attempting to diversify the type of participants that attended their venues. For example, while one museum was trying to recruit more younger adults, another was attracting a wider clientele, including people with learning difficulties and mental health problems. 2.4 Next Steps The study explored whether the learners were interested in participating in further learning opportunities and the ways in which providers were assisting them to take the next steps. According to the providers interviewed, although some participants were interested in continuing with this type of learning, few had expressed a desire to progress on to more structured courses elsewhere in the immediate future. They considered that this outlook was explained by participants’ informal approach to learning, which was based more on following their interests and sampling taster courses than on using learning instrumentally to gain qualifications and skills in order to meet occupational goals. This was exemplified by the situation described by one tutor who pointed out that ‘one learner has the artistic talent to move on but others are in their 60s and 70s and caring for partners.’ At another venue, a tutor suggested that it might be difficult for his learners to progress to anything more formal because ‘they don’t have the confidence of walking within an educational space.’ A museum curator said that she was ‘still finding out what people want’. Staff indicated that they were willing to discuss further learning opportunities with participants and some had already done this. The importance of learners developing the confidence to explore possibilities was highlighted by this tutor who said: I can always advise and encourage and support and give them that. But the most important thing is that they then find out and seek out through 14 THE VENUES AND LEARNING OPPORTUNITIES PROVIDED succeeding in activity like today. They will gain confidence and they will do it for themselves. Providers reported that some participants were interested in building on what they were learning and taking related courses in, for example, restoration, conservation or digital technology. Two said that they were informing learners that they could do foundation courses that could be the stepping stones to taking degrees. Another indicated that learners who had attended workshops were now interested in taking regular art and design classes. Encouraging people to become independent learners was the type of progression that interested one curator who said that: the kind of the main progression that we have here … is towards membership. So both the dark room and the digital suite are open access facilities so the idea of the courses is to give people the initial skills for them to take it on independently, their own work really. Staff at most of the venues visited said that they had contacts and links with other local education providers such as colleges, adult and community education centres and universities, which they could use to assist learners interested in progressing to further learning activities and courses. One museum curator said that she was working with a university centre for continuing education to develop courses to which learners could progress. Mindful of her relative isolation and lack of involvement in any local networks, another curator identified a need to research progression routes. 2.5 Outcomes Providers identified several outcomes that they expected learners to gain from participating in the activities and courses offered. They wanted people to do one or more of the following: have a pleasant time and enjoy learning develop their interests and gain more knowledge discover and learn new skills learn to appreciate and engage with museum and gallery collections learn to feel comfortable with using the venue as a resource for learning. Enabling participants to achieve a combined outcome of learning and enjoyment was the aim of many providers such as the tutor who said that ‘we hope that they basically learn something whilst enjoying themselves’, and the tutor who stressed that ‘it’s about making sure that people enjoy it enough to say “yes, I’d like to do something else”.’ Providers also aimed to raise people’s awareness that access to venues was open to all, as this curator indicated: ‘I just want people to realise that they can come into the gallery and there’s something for them to do.’ Another curator hoped that people would learn ‘to come in to use the facilities as an independent user’. 15 BIGGER PICTURES, BROADER HORIZONS Most of the providers evaluated their learning activities and courses by gaining feedback from participants by asking them to complete evaluation sheets or questionnaires, through group discussion and by talking to individuals. These qualitative evaluations variously investigated whether the provision had met learners’ expectations, whether it was pitched at the right level, what learners enjoyed most and least, how if at all learners thought the provision could be improved, and whether they considered the venue to be satisfactory. One tutor was planning to make the process more inclusive by collecting data through pictorial evaluations for people who speak little English and through telephone interviews for people who do not want to or cannot provide written feedback. Some tutors said that they evaluated learners’ achievements and progress by examining their work and outputs such as models, paintings, portfolios, exhibitions, websites and sketchbooks. According to the judgement of the providers, which was partly based on their evaluations, the expected outcomes for learners had been realised to some degree. The interviews with learners carried out for this study (see Chapter 3) corroborate the finding that learners had made gains from their involvement in activities and courses. Providers stated that most learners had enjoyed their experiences. For example, workshops were said to have been regarded as ‘an enjoyable day out’ and some learners were reported to have had ‘an enjoyable time’ doing their courses and ‘feel good, feel better’ as a result. Some providers opined that the enjoyment gained was partly attributable to learning alongside other people. This social dimension was highlighted by a tutor who observed that in meeting different people her learners were benefiting from ‘more contact with what is going on outside their environment. They tend to live a quite sheltered existence.’ Noting that learners gained increased confidence through increased human contact, another tutor said that ‘just finding their way around the college or even getting themselves here has been a massive step for some … and being social with other people who are enjoying themselves doing the same thing’. A further gain was ‘being involved in a project with others with minimal support’. Another outcome for learners acknowledged by providers was increased knowledge of subject matter such as a greater knowledge of the theatre, of the history of emigration or of basic photography. Participating in activities and courses was said to have extended learners’ interests and in some cases sparked new ones. ‘It’s expanded on one of their ideas or desires a little bit’ was how one tutor characterised it. Providers said that some learners had learned new skills or had enhanced existing skills. ‘Valuing their skills a bit more and realising the skills they have’ was a typical comment. A tutor reported that her learners had improved their stitching skills and had gained ‘confidence in their own skills, in being able to produce something different’. Elsewhere, learners were discovering new skills through painting, collage and modelling and through ‘getting experience of working with different materials’. 16 THE VENUES AND LEARNING OPPORTUNITIES PROVIDED Some providers said that increased access and exposure to museum and gallery collections was helping learners to relate to them and make links with their interests and the subjects they were studying. Through ‘looking behind the scenes and attending events’, learners were said to be more relaxed in using these venues. Achievement was identified as a final outcome for learners. The feeling of achieving something – ‘I’ve done this. I’ve had this level of involvement’, as one tutor expressed it – was considered to be a critical benefit gained by some people participating in this type of learning. Key Findings Provision and delivery The learning activities and courses provided at the venues had a strong practical element and engaged people interactively in the learning process Most of the informal learning provided was free. Where venues charged, the income was used to pay for tuition, use of equipment and refreshments Part-time tutors and freelancers played a major role in the delivery of courses and learning activities, including workshops. Challenges Staff in around half of the venues reported challenges in setting up and running learning opportunities. The challenges, which related mainly to resourcing and organisation, included a lack of resources to develop new learning activities adequately, dealing with the logistics of arranging transport for learners, and finding and keeping freelancers who had the flexibility to deliver sessions when required. Marketing A variety of methods were used to market learning activities and courses, including newspaper adverts, mailouts and information placed in locations such as libraries, museums, galleries, community centres and tourist information centres. The personal recommendation of learners (word of mouth) was also considered to be a valuable way of publicising the opportunities available. Motivation The factors that motivated people to take up activities were identified by providers as a quest for knowledge, skill acquisition and development, personal development, social contact and interaction, and perceptions of what the learning experience would be like. 17 BIGGER PICTURES, BROADER HORIZONS Outcomes and next steps 18 While the majority of activities were open to all irrespective of qualifications or experience, some providers also targeted particular groups including ethnic minorities, homeless people, registered carers and people with physical and mental disabilities Few of the participants had definitive ideas in mind about what steps they wanted to take next in terms of enrolling on further courses. Generally, providers were willing to offer advice and information Providers reported that the outcomes for participants included having an enjoyable learning experience, developing their interests and gaining more knowledge, developing new skills, learning to appreciate and engage with museum and gallery collections, and becoming more comfortable with using the venues as a resource for learning. PARTICIPANTS’ VIEWS OF INFORMAL LEARNING 3. PARTICIPANTS’ VIEWS OF INFORMAL LEARNING This chapter presents the main findings from the interviews conducted with 131 learners across 29 venues. In investigating participants’ views of informal learning it: 3.1 describes learners’ perceptions of the learning activities in which they were engaged explains how and why they took up learning defines their experience of the learning process and their own development as learners presents their evaluation of the venues and the provision available there concludes with an assessment of the benefits and outcomes of learning. Taking up Learning Activities 3.1.1 Finding the activity The first step for the learner was finding out that the learning activity or course was taking place. Learners were asked to explain how they had obtained this information and the largest group (31) said they had found out as a result of the marketing strategies of the providers. A number of learners were on the mailing lists of museums and galleries and were informed regularly through those mail shots about activities of interest. Others had seen posters or read about the activities in leaflets or brochures produced by the gallery, museum or arts organisation and placed in or outside the institution. In some cases, learners had seen marketing information in places such as community centres, libraries, hospitals, surgeries, theatres, colleges or other public establishments. Some learners had read articles about the activity in local newspapers or special interest journals or magazines. These articles were also often the results of providers’ marketing strategies. In two cases, local radio was a source of information on courses and classes. ‘What’s On’ brochures produced by local authorities or colleges were also a useful medium for including details of learning activities. Learners also reported that word of mouth was a very effective method of persuading them to attend activities and, indeed, 29 interviewees had heard in this way. The recommendation of friends and relatives who had themselves experienced the activity was felt to have a ring of authenticity. 19 BIGGER PICTURES, BROADER HORIZONS Referral through other agencies was another means by which providers were able to target prospective learners, particularly where the activity was aimed at a specific group. Twenty-three interviewees reported having come to the activity through this route. For example, activities for visually impaired people were advertised at local Blind Clubs, which would then recommend the activity to their members. Family learning activities arranged by a museum in subjects such as local history were advertised through local schools which would then pass the information on to parents. Mary, who is 86 years old, was one of few females of her generation to attend university and obtain a degree. After an intense professional life and an active retirement, she suffered a double blow in her eighties when she was first struck by blindness and then lost her husband. Living alone, Mary tired of listening to audio tapes and began suffering depression. A carer then suggested that a group for visually impaired people run by a local arts organisation might be helpful. The group worked with clay and other tactile materials. However, feeling that she was contributing little, Mary soon gave up. But when new transport arrangements were made to bring her to the group, Mary decided to return. Since then, she has gone from strength to strength. She has developed her modelling skills, making several artefacts that have pleased her. Her skill level, she admits, is still low, but rising, and her tutors ensure that she improves a little each session. The friendship and social interaction of the group has strengthened her morale considerably to face life. Mary now intends to seek out a discussion group of some kind for more intellectual challenge, but will continue the arts activity that has given her a new freedom and enthusiasm. In most cases, learners found out about activities through the proactive approach of providers. However, there were also examples where learners themselves looked for learning opportunities in subjects that were of special interest to them. This often involved considerable searching and travel to attend the activity. ‘I’ve taken 18 months to find this course!’ said one learner of a glass-painting class. Websites could be a useful tool for learners in the search for activities and these were being increasingly used by providers to market their provision. However, only one interviewee mentioned having used the web to identify a course choice. Six learners were attending activities in the institutions where they were employed and had casually heard about the activities there. Staff of museums and galleries were frequent examples of this. In a museum in the north west, a learner who was asked how she found out about the activity explained that ‘I work at [the venue] so we sell all the tickets for the workshops and things like that. I’ve been here for 12 years; I’m a regular [participant].’ 20 PARTICIPANTS’ VIEWS OF INFORMAL LEARNING For many learners, the activity they followed was itself a progression from a previous or parallel class they had attended and whose staff had referred them. For example, one participant on an archaeological course said: ‘I took an earlier course in Egyptology after a holiday in Egypt. I then wanted to learn more about the techniques involved, so I looked for this class.’ 3.1.2 Views on marketing The majority of the learners interviewed felt that the activity had probably not been well advertised. Almost all had seen a reference to the activity once only. A number of learners commented that they had mentioned the activity to friends who previously had heard nothing about it. One participant remarked that ‘You can get hold of information if you know where to go. Like if you’re in the right circles already.’ Another said that ‘I haven’t seen any advertisements. A lot don’t know that museums run courses.’ However, most of the activities visited seemed to be at their maximum capacity as regards numbers of participants. One learner said wryly that ‘If you advertise too much you’ll create a lot of disappointment because there won’t be room for everybody.’ It should also be noted that some activities targeted specific groups of learners, such as homeless people, and limited their marketing to very restricted locations or agencies rather than appeal to the general public. 3.1.3 Motivation to attend Potential participants might obtain information about a range of learning activities, but a particular need or motivation was often the cause of their decision to attend the activity of their choice. The main prerequisite for most learners was undoubtedly their interest in the subject of the activity. This might be a casual interest, as expressed by the comment ‘I’ve always been interested in art’, or a serious desire to improve their existing knowledge or skills, as one learner said: ‘I’ve always taken photographs but now I wanted to learn the technical side, how to develop films and so on.’ Some interviewees admitted that persuading them to join an activity was not a simple task. ‘It’s got to be something I’m passionate about’, said one who added ‘because I’m basically a dead lazy person and unless it’s something that I absolutely love doing, I won’t do it’. A member of a glass painting group said ‘I came across stained and painted glass as a member of a church recording group, and I wanted to learn more about the techniques.’ A number of learners had previously studied or even taken a degree in the subject area when younger and wished to pursue the interest. The limited length or number of sessions of the activity was often an attraction for some people who might be reluctant to make a long-term commitment. A number of participants liked the idea that the length and demands of an activity were ‘manageable’ for them. 21 BIGGER PICTURES, BROADER HORIZONS A few participants professed no earlier interest but had been encouraged to join the activity by various means. ‘I liked the coloured photographs in the brochure and they attracted me to come’, said a participant in one ceramics class. One employee at a gallery said she had been stimulated to join a painting group there after watching other participants at work. The thrill of something completely new and developing a latent talent was a factor for a few. ‘I’m a farmer’s daughter’, said one woman with irony. ‘They don’t do art!’ But she did. Some learners were attracted by the particular person presenting the activity. For example, a number of participants at a watercolour workshop had come specifically because they knew and liked the work of the painter who was leading it. Similarly, writers attracted people who had read their work. Professional development was a factor for a number of participants on some courses. One actress attended a talk by an African-Caribbean writer in order to gain insights into drama, which could help her performance. A woman employed as a pattern cutter joined a class on corset cutting in order to expand her professional skills. An art teacher went to a ceramics class because ‘It’s an area which I need to develop for my work in school.’ Personal development for the sake of others was also a motivation for some, such as a man on a landscape appreciation activity who remarked: ‘I shall now be able to pass on my knowledge of the area where we live to guests who come to stay with us.’ For a minority, the activity being followed was counting towards a qualification. One archaeological activity, for example, formed an accredited unit for an external degree being taken by some participants. However, other people had taken up activities for more recreational reasons. One person at an activity in a museum commented: ‘This is a nice relaxing afternoon after work. It’s totally different. It’s an escape, really.’ A participant on an archaeological activity said: ‘We’ve been out in the fresh air and had a nice day out.’ Other people, especially those with physical or mental disabilities of some kind, were attracted by the therapeutic value of learning activities. These groups would often be referred to the activity by health professionals such as doctors, psychiatrists or carers. A homeless young man commented: ‘Any art activity relaxes me.’ A member of a textile group for Asian women said that she had been referred there by her psychiatrist. ‘I decided to come because I was very, very ill and I was desperate for help. I would grab anything that could help me get out of my illness. Otherwise I wouldn’t have come out of the house.’ 22 PARTICIPANTS’ VIEWS OF INFORMAL LEARNING Amrit was born and brought up in India where she attended secondary school and then college. After moving to England to live in a large city in the Midlands, she experienced personal problems and developed mental illness. She was being treated with tranquillising drugs and was suffering from clinical depression when medical professionals recommended that she should join a new Asian women’s textile group being organised at a local museum. Amrit decided to try the group almost as a last resort. However, in the class she began using and developing the textile skills that she had learnt years before, and enjoyed the experience. More importantly, she found there a friendly group of similar background with whom she could talk, laugh and share experiences. The group became a lifeline for Amrit, who otherwise found it difficult to leave the house because of her social position in the community, and suffered from isolation. In the nine years during which she attended the textile group, Amrit developed her confidence, textile and interpersonal skills to such a degree that she recently began as a textile tutor herself in a similar group for Asian women. She has also studied and passed Punjabi at A level, which she would never have felt the confidence to attempt were it not for her experience in the textile group. She now feels she is a completely different person. The social value of the activities was immense for many learners. The opportunity they afforded to meet and talk with other people improved their morale and general well-being. For some, the activity was actually the only time during the week they would socialise with other people. ‘I was feeling quite claustrophobic at home’, said one woman at a visual art group who explained that ‘It was just lovely to come out somewhere.’ A woman in her early 30s described the experience of attending a ceramic workshop in the north west of England, as ‘a lifeline’. The workshop provided her with an opportunity to learn new techniques and work with clay in a way that she ‘had not really ever seen done before’. Pleasantly surprised with what she had produced, she thought that the workshop was a ‘brilliant’ and a ‘fantastic’ way to learn something that one had never tried before. A mother of two small children the workshop was found to be an ‘absolute lifeline’ because it provided the only adult company she had. In fact, the experience at the workshop was considered ‘more like therapy’ at this moment in her life. She recalled driving to the museum the previous week feeling somewhat ‘downhearted’ and a ‘bit fed up’ but driving back at the end of the workshop, feeling completely ‘uplifted’ and ‘bubbly’ and very much looking forward to attending the next workshop. 23 BIGGER PICTURES, BROADER HORIZONS 3.1.4 Links to other learners Many, but not all, learners had friends or family relations who were also involved in learning. They might have been children in school or university, or friends and older family members following formal or informal courses. People’s decision to attend an activity was sometimes motivated by these personal links. For example, some parents in one local history group chose to learn at a venue close to where their children were in school. Others were recommended to try specific activities by friends or relations who already had experience of them. However, where personal interest in a subject was strong, knowing other learners did not seem to be a factor in people’s decision to attend. 3.1.5 Accessibility The accessibility of the learning provision was a key consideration for learners. Some participants drove to the activity in their own cars, but a number relied on public transport. There were many comments about the difficulties this entailed, such as the woman who faced an hour’s bus ride to each meeting of her group. The lack of convenient transport was an obvious barrier to potential learners, especially the elderly and those with disabilities. ‘I live as far out as you can live’, pointed out one retired person dependent on the bus who stated: ‘so that’s the main reason I don’t come to many things like this.’ Some people travelled considerable distances to participate in activities, and round trips of 50 miles or even more were not uncommon. This was particularly true for highly specialised activities, such as stained glass work, which might only be available in a very few centres throughout the UK. The majority of learners with disabilities depended on the provision of free transport. For example, visually impaired learners at one activity were collected by transport for distances of up to 20 miles arranged by the day centres they attended, while community groups and colleges also provided free transport for such learner groups. Without this provision, those learners’ attendance at those activities would be impossible. Interestingly, very few learners said that they walked to the activities. This probably reflects the fact that most galleries, museums and learning centres are not located close to residential areas but in city centres, and this could represent a barrier to participation for many people. 3.1.6 The cost of activities Some of the activities visited charged a small participation fee. This had not been a deterrent to those taking part, and comments such as ‘a fair price’, ‘reasonable’ and ‘the value of learning outweighs the cost’ were frequent. However, a minority of activities were felt to be expensive and some participants said that they had considered the cost seriously before joining. ‘Fortunately, I have two pensions’, said one retired person reflecting that ‘this 24 PARTICIPANTS’ VIEWS OF INFORMAL LEARNING would be expensive for other people.’ The general opinion was that people would pay if they thought that the provision was worth it. One woman at an art class remarked: ‘I’m sure if Picasso had wanted to do it he’d have found the money!’ However, other activities were provided free of charge, which was appreciated by participants, especially those taking part in taster courses where participants did not know what to expect. Almost all the activities for people with disabilities were free, although there was occasionally a small charge for refreshments. Course organisers felt that this was absolutely necessary in order to attract these groups of people, who were on low incomes and would not otherwise be able to attend the event. 3.2 Learning and the Learner 3.2.1 Skills and knowledge Activities included talks, walking tours and practical sessions and it was not necessarily the case that adults with few or no experiences of education outside of their school days would appreciate that they were learning. Evidence of some adults’ negative attitudes toward learning have also been well documented (e.g. Sargant, 2000) and for this reason the interviewers were wary of asking about learning, choosing instead to refer mainly to ‘activities’. However, about half way through the interview, when the interviewees were perhaps more relaxed, they were asked whether they thought they were learning from the activity. The great majority of participants in these activities felt, sometimes quite strongly, that they were learning. Those following courses over a number of sessions normally emphasised that they were learning skills, for example in painting, ceramics, photography, modelling or textile work. Many emphasised that those skills were advanced or specialised and felt pride in that. This feeling was shared by people taking activities with a more theoretical element, such as local history or archaeology, but which also included practical elements. Karen is in her late thirties and has taken part in a series of archaeology workshops, which were organised by the local museums service and advertised in a diary of events produced by the local council. Karen decided to attend the workshops because she has ‘been interested in archaeology since early childhood’ and because she finds her job as a data inputting clerk ‘incredibly boring’ and ‘likes an intellectual challenge’ and thought that ‘that won’t happen at work for some considerable time.’ Karen is also studying archaeology through a distance learning university course and she found the archaeology workshops a useful addition to the course because they provided her with ‘an introduction to techniques of archaeology.’ She also said that because it was a distance learning course ‘normally I would never get hands-on experience or to talk to experts, otherwise 25 BIGGER PICTURES, BROADER HORIZONS it would be simple book work, so I thought I would take advantage of them.’ Karen felt the workshops had ‘given me a better understanding of a technique that is used in archaeology’ and provided ‘a chance to see things that you don’t normally get unless you are actually at university or working for an organisation [related to archaeology]’. In addition to aiding her distance learning course Karen also thought the workshops had benefited her because ‘I don’t get out much – I don’t go to pubs I don’t do other leisure activities so I’ve been getting out of the house… it’s been a leisure experience.’ Karen’s sister and nephew had also attended the workshops so she saw it as ‘a social event as well as educational’. People attending one-off sessions with the emphasis on listening or discussion, such as talks, demonstrations or lectures, were more likely to say that they were gaining knowledge. Those learners participating in practical activities also found that they were adding to their knowledge base, for example about the materials they were using, and knowledge about people from sharing experiences with others in their group. Many of the learners believed that they were learning in other ways. Teamworking was mentioned by many, and collaborative working was a feature of most activities. A number underlined that they were gaining interpersonal skills through cooperation with other group members and with their tutors. Despite this awareness of learning during the activities, a minority of participants saw the activity as leisure. This largely depended on their motivation for attending, although some learners were able to recognise that the activities included an element of both. ‘It’s learning and leisure’, said one who exclaimed that ‘Learning is leisure.’ Another stated that ‘It’s a bit of both, I think. But you see the intense concentration which we give it is fantastic, isn’t it? You don’t hear a lot of gossiping.’ 3.2.2 The learning experience The great majority of participants thought that the very experience of learning and being in a learning situation with others was beneficial to them. For example, one participant explained: You are learning independence, confidence, but it’s all within a sheltered environment. If you are doing it on your own at home you get very insular, whereas here you look round at other people’s work all the time. You can pick up wonderful ideas. Most of the learning groups formed their own solidarity and identity, which the members found very important. A participant in one group for the homeless commented that ‘A lot of the guys find it hard to get on with other people, but they’ve now got an identity, and it’s working very well.’ People from quite disparate backgrounds enjoyed the feeling of being together and a broad democracy usually prevailed. ‘We are all on one level’, said a learner at one art class. ‘There’s no sort of hierarchy here. It’s all very relaxed and fun.’ 26 PARTICIPANTS’ VIEWS OF INFORMAL LEARNING Learning from other participants was a notable feature of the experience for many people. The greatest benefit for one woman was ‘Getting on with other people, and asking people if you don’t know something, and you learn from each other. I’m amazed that I can do things that I didn’t think I could.’ Some people were bringing considerable experience in a subject to the group and this was a valuable resource to support the work of the tutor. Some of the most effective groups were those that succeeded in tapping this experience of participants for the benefit of all. Participants reported that most of the activities were presented in an informal way, and almost all said that it was a good way of learning. ‘They don’t force us to do anything’, was one learner’s comment. ‘It brings out the creativity in you’, was another. For example, the freedom to socialise during the activity was thought to be valuable, as one learner in an art group said: ‘We can talk to each other while painting.’ The hands-on nature of most of the activities was welcomed by the majority of learners. Much of their satisfaction came from the knowledge of having produced something themselves. One woman said: ‘I get a lot of enjoyment because I can make things for myself and keep it, and later on I can look back at what I’ve been doing.’ However, a small minority on certain courses would have preferred a greater element of more formal teaching and more written or creative tasks. One participant in a class for landscape appreciation reacted negatively to the predominance of practical work, feeling that it left him with no record of personal achievement. 3.3 The Learning Environment 3.3.1 The venue The nature of the venue for the activity was very important for learners, and the majority were satisfied with their current location. The main preoccupations in this respect were accessibility from home, space, comfort and the facilities or equipment for learning. ‘This has been like a home to me for ten years’, said one homeless man of the centre he attended. Where colleges and universities were used for informal learning, learners thought they had appropriate facilities, such as libraries and technical equipment. Many learners spoke of the venue having the ‘right atmosphere’ for their group. Safety aspects were also important for many people. One woman learner said of the university venue she attended: ‘This is good and nonthreatening for me, as a woman.’ The main dissatisfactions regarding the venues involved matters such as lack of heating, poor lighting and cramped space, but these were a minority of cases. Unsuitable furniture was mentioned occasionally, particularly the low tables that participants had to bend over in one art group. The lack of sufficient facilities for washing brushes and hands was also raised at other art 27 BIGGER PICTURES, BROADER HORIZONS groups, such as the room in an art college, which only had one sink for a large class. The location of activities in museums or galleries was thought to be particularly appropriate for activities touching on some aspect of art. The pictures and artefacts on display there were often directly relevant to the nature of the activities, while the general ambience of the place contributed to the atmosphere of the class. ‘You just have to be inspired by the things around you’, said a learner at one art group based in a museum. ‘It rubs off on you’, commented a learner on the atmosphere in one art gallery who also remarked that ‘It percolates the air and flows into you.’ Another group was learning techniques of glass painting in a cathedral where they were surrounded by superb examples of the subject, which was felt to be ideal. It was a general feeling that people could not but produce better work in learning environments such as these, which formed part of a wider cultural setting. One member of a painting group in a gallery said that ‘If you’re in an art gallery, it would be just like all those old painters standing at your shoulder and saying “Do that!”’ Peter is in his late fifties and is in part-time employment. He is interested in digital arts and attended a drop-in workshop run by artists who had used computer software packages for producing digital art pieces, which were displayed in the art gallery. The sessions were designed for individuals who were interested in speaking with the artists about the techniques they used to produce the work and who wanted to learn how to use the software packages. Peter owned the software package but did not know how to use it to its full potential because ‘it is a very difficult programme’ to use. He felt that working with an expert in the digital arts field enabled him to learn a lot about the digital arts programme, which he would never gain from a book. The artist demonstrated to him and the group how to use the programme and Peter thought ‘it was amazing because it is a very complicated programme and the way he explained it he simplified it a lot.’ He said he had ‘learned about another 75 per cent more than I did before about that particular programme’. Peter found that running the session in a gallery ensures that it is done in the right setting and means that the people who attend are actually interested in art and there would be nobody who ‘would disrupt the session by not being interested’. Peter also thought the art gallery provides people with a stimulus and inspiration because ‘when they come in they can look at the paintings, on any other course you would be stuck in a classroom’. However, there was also a feeling that some people could be discouraged from frequenting activities in such establishments because of a certain perception that they were forbidding places. ‘I don’t normally go to museums’, said one person, because ‘I get bored quite easily.’ Another participant commented that ‘I still think museums have a kind of problem with image. They are still perceived as being exclusive. I think they are quite accessible, but you don’t know that until you’ve walked through the door.’ 28 PARTICIPANTS’ VIEWS OF INFORMAL LEARNING A small number of groups had found difficulties in obtaining an adequate location. Some areas are better served than others. One visual art group had moved around before finally settling in a local church hall used by a youth club. Where the group tutors have to search for new premises themselves, this naturally increases their workload. At a few locations learners said that car parking was a problem, especially where the session lasted for several hours, and this affected the accessibility of the activity. 3.3.2 The structure of activities On the whole, learners were pleased with the content and structure of the activities they attended. The degree of flexibility and choice in the activities was varied, but learners were usually satisfied. Some classes would move systematically step by step, teaching particular techniques to the whole class simultaneously. Others, particularly art classes, allowed learners to select the subjects they wished to paint or make themselves. Classes such as photographic courses, which took learners outside into the street or on short visits to specific sites, were usually popular. On some activities learners were able to negotiate the content of the sessions with the tutor. Some learners felt that the structure of their activities could be improved. An introductory leaflet explaining the activity and its needs was recommended by some. ‘Just a leaflet saying “Remember to bring an apron” would have been a help’, commented one woman at an art activity. Others said that a little preparatory work or reading would have helped them profit more from the activity. A frequent comment was that the length of the activity was too short and that more hours were required in the session, or more sessions in the course. This reflected the feeling of many who, having sampled an activity, then wanted to experience it in greater depth or detail. The great majority of comments made about the various activities were positive. Occasional references were made to less appealing activities that learners had attended in the past, and the reasons offered for the negative reactions could be instructive. A learner at a stained glass workshop remarked: ‘I have been to a class, a copper foiling class, and that was very bad, awful … The teacher couldn’t remember our names, the equipment was not there, you know, one soldering iron between ten people. No safety procedure.’ 3.3.3 Teaching styles The great majority of learners welcomed the informal style of the teaching they experienced. ‘You are guided rather than being told’, was one description. The approach of the tutor was crucial in this respect, and learners were on the whole very positive about their tutors and their general enthusiasm for the subject and caring attitude. ‘The tutor talks to us with respect, not like to children’, was the comment of one learner comparing the experience with school. A learner at another activity said that ‘The reason it works is because the tutor comes to you, and the tutor is very open and will deal with you individually.’ 29 BIGGER PICTURES, BROADER HORIZONS The support given by tutors for aspects of learners’ lives apart from the activity in question was also appreciated by many. ‘Any problem, he talks to us one-to-one and sorts it out’, said one member of a homeless group. Some learners found it useful to be able to e-mail their tutors after sessions to ask questions and seek information. The skill and personality of the tutor was a major factor in the retention of many learners in the group. ‘If I don’t like the teacher I don’t suppose I’d go’, was another comment. 3.4 Outcomes and Benefits of Learning 3.4.1 Learners’ views of outcomes and benefits Participants who had only recently begun attending the activity sessions or who were attending one-off talks or lectures generally did not feel in a position to evaluate the impact of the provision on them. However, the majority of those who had attended over a period of weeks invariably considered that the outcomes had been positive for them. The gains that learners claimed for themselves fell into two broad categories. The first of these involved the psychological and personal benefits of participation in groups with other people. Many learners found that the social interaction with others during learning activities contributed considerably to their well-being and morale. A member of a creative group using personal reminiscences said: The benefits are enormous. We have the chance to get out and do something with our hands and talk to our friends. I think more women should come to this. It is a really good way to make friends and engage in an activity, whether it’s embroidery, painting or just remembering the old days. The opportunity to socialise with people from differing backgrounds in the same group was also mentioned by some learners such as the interviewee who said that ‘It’s also nice to meet other people from different cultures.’ Many learners found it stimulating to be able to discuss topics of common interest with other people and said that this helped to enhance their knowledge of the subject. The socially inclusive and regenerative nature of many activity groups was important for a number of participants who otherwise felt marginalised in society to some degree, as explained by one member of a photography class for the homeless: It’s made me feel more a member of the community. I think many people who are unemployed can fall by the wayside and courses like this keep one within the community, keep the mind ticking over, and it may have developed into me getting employment six months down the road in digital imaging. 30 PARTICIPANTS’ VIEWS OF INFORMAL LEARNING A participant in an African dance activity remarked: ‘I’ve gained, I think, confidence and personal satisfaction, and it’s important for me because it’s another way to enter into the community … just to know friends.’ Here it is worth noting that, in their research on the wider benefits of learning, Schuller et al. (2002) found that participation in learning activities can benefit adults by helping them to increase their self-awareness and enhance their sense of autonomy, which contribute to their well-being. Cathy is in her early forties and has been attending a local adult craft group for four years. The group is organised for people with learning disabilities and mental health problems. She attends the craft group every Monday and the group works with artists on different art and craft projects such as clay work, knitting, papier mache and mosaic work. She was in the process of making masks out of containers, which were going to be displayed in the local museum the group had visited the week before for ideas. She thought there was a large social aspect to the craft group and felt that she has ‘met lots of people and got to know different people’. She also commented that since her time there ‘I’ve got to make new friends.’ Cathy finds the craft group a good way to learn different skills and techniques and also sees it ‘as a therapy’ because she finds it very relaxing’. When asked how she thought she had benefited from coming to the craft group, she replied: ‘I’ve benefited a lot really, I’ve learnt so many things… I couldn’t draw when I came here but I can a little bit now.’ In addition to learning different art and craft-based skills Cathy said she had also enjoyed ‘friendship and meeting people’. Some participants, particularly those suffering from a disability or living alone, referred to gains in self-confidence as a major benefit of attending activities. This could be confidence in speaking, in mixing with other people, or a greater assurance in undertaking tasks. ‘I think with the group it’s all very relaxed and you feel confident being here and being with other women’, said one learner in a pattern-cutting activity. ‘I think doing things like that sort of gives you more confidence, for life in general really’, commented a member of a dance group. A number of learners used the term ‘more outgoing’ in defining the impact of the activity on them. A comment from a participant in a painting group reflected the impact that some learners felt on their skills: ‘I feel it’s given me the confidence when you go home to practice, which is something I wouldn’t have done. I’ve not had that incentive.’ Attending the activities had also made some learners less diffident about using the venues themselves. It was clear that the appearance or reputation of museums and galleries had been a little intimidating for many people, while others had been uncertain how the public could access or use the institution. One person remarked after taking part in an introductory talk on the contents of a museum: ‘When I came before in the summer I walked around but felt a little unsure about how to use the place, so hopefully after today I will feel a bit more confident about coming back and asking people.’ Another person in 31 BIGGER PICTURES, BROADER HORIZONS a group practising drawing from reminiscences declared: ‘It’s made me think that I wouldn’t be afraid to go on my own somewhere else.’ The other main category of gain from the learning activities, as mentioned by a large number of participants, was an increase in their awareness of the subject and their practical skills in it. ‘One benefits in knowledge and technique more than anything, really’, said a learner in an art workshop. This stemmed partly from the opportunity to hear and watch tutors who were experts in their fields, and this high level of expertise in the tutor was thought to be an essential factor for a successful activity. In practical sessions, learners also benefited from the opportunity to practice the activity in supportive surroundings and with appropriate facilities and materials. Some of these people often described the benefits they had gained in considerable technical detail, such as a woman in a watercolour group who noted: ‘Just a small technique. When I’m painting I tend to be far too precise and too dry, and [the tutor] uses much more water, which loosens it up.’ Other learners believed they had made gains in knowledge and more analytical skills, such as one person in a group for appreciating the landscape who reflected that: ‘I have learnt a lot about archaeology, and it has also given me a little bit of structure as to how to do an investigation.’ Some participants reported a combination of gains in that improved technical ability led to greater personal confidence in general. One man from a disadvantaged background referred to conducting open air photography activities with his group in this way: ‘When you are out on the street and you start taking peculiar shots people look at you, and that gives you confidence.’ 3.4.2 Learners’ next steps Few participants in these largely informal learning activities had an absolutely clear idea of how they wished to continue their participation in learning activities, although the majority believed that they were likely to take up a further activity as a consequence of their present experience. However, very few spoke in terms of pursuing formal qualifications and this did not interest many; the exception was those for whom the activity was already part of another, accredited course. Some referred in rather imprecise terms to ‘a follow-up course’ of some kind that they would like to do in the same subject area. They usually foresaw this as very similar in nature, albeit possibly more advanced in content, to the present activity. ‘I will keep an eye out for more ceramics,’ said one member of a ceramic art group. A frequent comment from people was that they would look out for course leaflets, while a minority intended to monitor relevant websites. Many learners showed a strong loyalty to their tutor and their further participation appeared dependent on maintaining that link. ‘If she does further workshops I’ll definitely put my name down for one’, said one art learner who added that ‘I don’t feel inclined to another teacher because I feel that what she is teaching and demonstrating is what I need, what I enjoy.’ Another learner 32 PARTICIPANTS’ VIEWS OF INFORMAL LEARNING stated that she would attend further classes ‘If K’s doing them. Not any old workshop. You go to the tutor who paints the way you want to paint, I guess.’ The personal relationship with the tutor clearly contributed to many learners’ feelings of being comfortable with the activity. Tutors and organisers had an important role in arranging progression for their learners. In cases where learners knew that they would move on to a further activity, they often reported that they had been referred there by their tutors or course organisers. For example, one entire textile group was to begin a more advanced course at a local college at the end of the present provision, and this had been arranged by their tutor. Key Findings Barriers identified by learners The research indicated that some people still find institutions such as museums and galleries rather forbidding. However, running a programme of learning activities appeared to play some part in helping to remove psychological barriers between these institutions and the public The provision of appropriate equipment, when necessary, was a factor in the success of many activities. Learners could become frustrated if their access to essential equipment such as computers, sinks or paint was limited. Access to learning activities Activities and workshops that took place over a limited number of sessions or weeks, and that did not require too great an initial commitment attracted many people People with disabilities or those belonging to disadvantaged groups experienced some difficulties in attending activities unless special transport or other arrangements were made for them to access the provision Cases where provision of activities and courses were offered at no cost were greatly appreciated by learners. However, where charges were made, learners generally felt that the cost was reasonable. Ways in which participants gained Participants reported a variety of ways in which they gained from the learning activities, ranging from specific theoretical knowledge of a subject, to practical and technical skills, interpersonal and social skills, and personal confidence Most of the participants had little interest in obtaining qualifications or accreditation. Personal gains in skills, knowledge, confidence and social interaction were found to be more significant for the great majority. 33 BIGGER PICTURES, BROADER HORIZONS What made learning activities successful 34 The tutor was found to be critically important for the success of an activity. Many learners identified the activity with a particular tutor, and it was often the expertise of tutors that gave the provision its credibility in learners’ eyes. A key aspect of engagement was enthusiasm for the subject among tutors, and learners also regarded a sympathetic relationship between tutors and the group as important The location for an activity was found to be important in terms of providing adequate space, light, heating and technical facilities. Museums and galleries were found to be particularly suitable for art related activities. Learners reported feeling inspired by the exhibitions on display and the atmosphere of the institution. KEY FEATURES OF PROVISION THAT CAN INCREASE TAKE-UP 4. NON-PARTICIPANTS’ VIEWS OF INFORMAL LEARNING This chapter discusses the views of visitors to cultural venues who were not participating in courses or activities during their visit. It covers the following areas: 4.1 reasons why the interviewees were visiting the venue their views on opportunities what the potential role of the venues might be in offering learning opportunities interviewees’ views on learning interviewees’ views on the critical factors that might encourage them to take up learning. whether the venue should provide learning Views on the Venue Since the venues were providing activities or courses that were not being accessed by the ‘non-participants’, interviewees were asked for their views on the venue and whether or not they considered them suitable places in which to learn. 4.1.1 Reasons for visiting the venue Adults who were visiting the cultural venues but not actively participating in the organised learning activities often gave similar reasons for their visits as the ‘learners’, whose interview responses were the subject of Chapter 3. Many had chosen to come for their own interest or enjoyment, as one said: ‘I enjoy visiting cathedrals, I enjoy the architecture and the ambience of the places.’ Included in this category were people who were visiting the venue to see a particular event or exhibition, for example, a woman in a small northern museum who said: ‘basically, to see the Anne Frank exhibition’, and two visitors to art exhibitions who said they came for the inspiration they could gain from looking at the works on view. Parents sometimes reported that they had brought their children in order to help them with their studies, or had accompanied them to a children’s activity. For example, one woman, visiting a library reported she had come to ‘fetch some history books for Alex [her son] and to look at some basic maths for me to learn. For myself so that I can help our Jessica with fractions.’ 35 BIGGER PICTURES, BROADER HORIZONS Museums and galleries were often visited with friends. Three interviewees said that they had friends staying with them and had chosen the venue as somewhere of interest for their guests. Indeed, one remarked: ‘I have been here before, it is often to do with people visiting me and I bring them here.’ Six of the interviewees had not visited the venue before and, for some of these, a visit to a museum or gallery was outside their usual experience. One said: ‘I’ve never been in so I thought I’d have a look.’ It was interesting to note that, although the majority had made a decision to visit the venue that day, a few individuals had made an instant decision to enter when they passed the door, as one young man explained: I didn’t plan to come today … I went over to find St Anthonys [church] over there and I walked up this way and saw the museum open and free so I thought I’m not rushing around this afternoon so… I would come in and have a look and learn a bit more about the town. I haven’t been in here before. 4.1.2 Non-participants’ views on whether the venue should provide learning opportunities Most of the interviewees thought that the venue they were visiting should provide learning opportunities for adults. The few who disagreed tended to be people who were not interested in learning for themselves. As one elderly man remarked, on being asked if he would have liked the opportunity to take part in an activity when he visited the venue, ‘my first reaction would be to back out of here rather fast.’ Another younger man, who would have liked to have improved his job-related qualifications commented: ‘I don’t see why it would be necessarily any better here than it would be at a college or wherever else.’ A more practical objection was raised by one woman who thought, ‘well, possibly. It depends on the financial ability of the place’. Other respondents could provide logical reasons why the venue would be attractive: ‘I suppose because it is in the centre of town it’s easy for most people.’ Many of the visitors were aware that the venues put on educational activities for children, although few seemed to know about the activities provided for adults. One woman remarked: ‘I don’t see why activities should be made just for children.’ One young woman, visiting a museum with a younger sister, was enthusiastic about the idea of activities or courses for adults: Yeah. Definitely learning activities. When I was younger they used to be doing stuff everywhere, all your libraries, everything, always seemed to have. Used to learn all different things. I’ve not heard of anything recently, especially as we’ve got older as well. It’s more child-based and it’s normally done through the school. This young woman thought it would be useful to have someone leading tours of the museum, or explaining one collection or area in depth. Another woman in an art gallery requested a similar service: 36 KEY FEATURES OF PROVISION THAT CAN INCREASE TAKE-UP Yes … Anytime you go to any art gallery… Sometimes you’ll be lucky, like in this gallery, on some paintings there are little bits of information about the artists or about the particular picture … But it’s almost not enough and I know that there must be some people out of there who are really knowledgeable about the artist and the picture and … I’d like to know that about a lot of pictures. An older man, who was accompanying his invalid wife to an activity at a historic house, could see some drawbacks for this kind of establishment: I think it’s a good place. I appreciate within the context of running an old period building like this that they are worried about damage to the structure and the infrastructure, but yes. 4.1.3 Potential role of venues in offering learning Museums and galleries were generally thought to be suitable venues for activities and, as one man said ‘establishments like this should be at the heart of the community and … accessible at all times to people.’ Another young man, paying a visit to a small local museum in the south of England with his parents remarked that: ‘some of the curators are very talkative and show you everything and its been very interesting.’ In order to explain their responses, the interviewees often mentioned the excellent resources that cultural establishments could draw on to make activities or courses interesting and informative. They pointed out that such venues could potentially provide a better learning environment for activities related to history or art than either colleges or adult education institutions. Their main advantage is that artefacts or paintings can be easily accessed at the venues and can enhance the learning in ways that an illustrated book with pictures cannot provide. A woman visiting a museum with her teenage daughter said: ‘You mean an afternoon course? Yes, that would be interesting. I would like to do some practical history work and handling the artefacts and learning about them from somebody who knew more than I did.’ Visitors to art galleries and museums, in particular, showed some interest in practical activities related to the exhibits, such as learning or improving technique in a particular medium, or gaining practical insight into archaeology. However, some words of warning came from one respondent who thought that courses would only be of value: ‘if you found somebody who was an interesting speaker about something … In order for it not to be a waste of somebody’s time. But most people don’t have their daytimes free.’ One of the most important aspects of cultural venues as learning providers is the way they are viewed by potential learners. Many of the non-participants interviewed about learning in such venues indicated that they thought they offered a more relaxed environment, which would enable people to feel comfortable and at ease. One young man remarked: ‘It would be just more fun, less formal. Maybe more voluntary. If you go to college it’s because you 37 BIGGER PICTURES, BROADER HORIZONS want to go to college but I think this is more definitely in your free time.’ A slightly older man echoed these views: Definitely seems more informal, so wouldn’t be intimidating. I’d expect like, if I went to a gallery for a talk, I expect to be able to turn up and stand at the back and whatever and you wouldn’t feel stupid or intimidated … Some people, particularly if they are going to a class with a teacher … you get picked out. I mean obviously that’s a big school thing but maybe you’re 35 and you’re not confident and you don’t think you are particularly smart. You might be put off by a class situation, especially if you are judged from that point. In some cases, visitors to the venue had already seen notices indicating that activities were being organised. One woman, having seen an activity advertised, was able to give her views on whether or not she would be interested in it: I just saw that they are having something on African Dance here today, which I didn’t know about but that would be the kind of stuff that I would be quite interested to do. I think really there has to be something practical and that I am interested in but it could be a range of things really. Jane is in her early twenties and was visiting a local art gallery for the day. She had recently finished a degree course and was used to learning in a formal setting and thought that she would now like to learn something informally. Jane talked about the advantage of learning in a venue such as an art gallery: I think it’s the informal atmosphere. There’s a lot of people who find it very intimidating when they go into a classroom or lecture theatre. It’s quite a frightening experience when you’re one of a hundred people … it’s not conducive to making friends and talking … I think in this type of place you would do more of that. Jane thought that ‘informal learning is a good way of reaching out to people’ and could provide access to people who did not like learning in a classroom or formal setting because ‘going into a classroom setting is not always the right environment to learn everything.’ Jane also commented that informal learning could bring someone the opportunity of ‘building up relationships’ and enable someone to ‘gain more help’ from the course leader, which she felt was something that a more formal setting would not bring. Jane felt there was need for encouraging participation in learning for ‘people who need it more within the community’, for example those people who might hold negative attitudes towards education and learning. Increased participation could be achieved by ‘making it come across as fun, as something they would not normally choose to do … that’s lively’ because ‘that’s very much like an opposite to the formal setting, which a lot of people are used to and quite resent in a way’. 38 KEY FEATURES OF PROVISION THAT CAN INCREASE TAKE-UP 4.2 Views on Learning Non-participant interviewees included those who were qualified or professional people, indicating that they had been involved in job-related or academic study in the past; many had also participated in recreational classes. On the other hand, there were interviewees who had few or no qualifications. Despite these differences in earlier learning, the interviewees’ views on whether they would like to undertake a course or activity and their perceived barriers to participation were often in accord. Many of the interviewees expressed an interest in participating but then went on to say they could not. Time, work pressures and family commitments were most often presented as reasons for not being able to consider learning. For example, a father in his forties, accompanying his children to a museum mentioned ‘pressures of work usually, and home life. The length of the working day and doing other domestic duties’. However, retirement from work did not necessarily lead to an increased desire to participate in learning, as one man said: ‘Not really, I’m three score years and ten, I think that makes me too old for classes.’ A mother in her early forties had attended basic skills courses in the past but now found that she did not have the time, ‘because I’ve had that little job and me time’s took up’. This woman, who was interviewed in a library, said she would have liked to have participated in study because her children were bringing home homework and she couldn’t help them with it. Other barriers to study that she mentioned included the distance to travel to venues, bus fares and, since her husband is a shift worker and her children are at school, the timing of the courses. For her, any courses would need to fit in the ‘slot’ between 10.00 and 14.00 hours. Another young man said: ‘That’s the thing. I say I would be interested but when it actually comes to the time to actually get off the sofa and go, you know? I’d like to in theory, definitely.’ This young man was one of a number who indicated that participating in activities in museums and galleries was something you only did when you retired. Of course, some of the interviewees showed no interest in learning and one young woman noted: ‘They have courses for children, it isn’t something I’ve ever bothered to do.’ 4.3 Critical Factors in Learning Take-up Identified by the Non-participants Most of the interviewees had seen advertisements for courses in colleges and adult education centres and listed newspaper advertisements, prospectuses and leaflets in libraries and information centres as sources of information on learning. However, many admitted that they did not peruse the advertisements 39 BIGGER PICTURES, BROADER HORIZONS because they were not interested, while others had read them and thought about enrolling for a course but had failed to do so. Some of the interviewees thought that advertising on local radio might have more impact than written materials. For instance, one young woman remarked that: ‘Radio is always a good one, local radio. Everybody’s always got the local radio on.’ Another man, who had visited a museum in connection with another local activity, said he had only heard about the event through local radio: ‘I just happened to hear that on radio [name] this morning.’ While local radio had led one man to an activity and thereby into a museum, for another woman it was the sight of learners being taught to use the computers in her local library that had been appealing. ‘I have been in here once or twice and there’s been a group learning computers and I think, “ooh, I’d like to do that”, but I never get round to it.’ Perhaps if information on training times had been immediately available, along with a booking sheet that would allow aspiring learners to book an activity, this woman might have signed up for training. The length of time that activities took, and their timing, were considered to be particularly important in appealing to non-participants. As mentioned in Section 4.2, many of the interviewees had work or family commitments that made it difficult for them to attend activities or courses. Indeed, a fair amount of flexibility was called for by a number of interviewees, including one who suggested that some (shorter) activities could be run several times, thus providing more opportunities for those who have other commitments to find a suitable time to attend. The interviewee added that it is ‘important that the course or activity is very, very flexible to fit around people’s very busy lifestyles’. Another suggested that what was needed was time off work to go on courses. The importance of being able to plan for participation in activities was referred to by one interviewee. He suggested that venues could provide a calendar of events and courses, allowing people more time to make plans in advance to free their time and deal with any commitments. This could be particularly helpful to parents, who might wish to make care arrangements for children. Interviewees indicated that advertisements need to be made more appealing, eye-catching or compelling if they are to succeed in gaining their commitment and spurring them into action. One interviewee had a novel idea for publicising courses, which was to take some of the museum or gallery artefacts out into the community. This was based on something he had seen lately, when a nature reserve had visited the local shopping centre, taking a few animals for the public to see and providing an opportunity for people to chat to the wardens about what the reserve had to offer. A further barrier to learning, suggested by a number of respondents, was that many leisure courses were considered to be too costly. In contrast, others 40 KEY FEATURES OF PROVISION THAT CAN INCREASE TAKE-UP thought that costs were quite reasonable. People’s opinions on the cost of learning activities may result from consideration of a range of factors, including their earnings and outgoings, family responsibilities, their previous level of qualification and their perception of the value of learning. However, one interviewee suggested that one way of dealing with the costs issue would be to make the initial one or two sessions free of charge, so that people could experience a ‘taster’. Charges could then be introduced for later sessions, when the learners had discovered the value of the activities. Included in the non-participants group were people who, for various reasons, were afraid to expose themselves to learning. Some had suffered previous bad experiences of learning, for instance, one mother in her forties said: ‘I do know, in fact, I’ve learnt after I’d left school years ago that I like learning.’ Others lacked confidence or self-esteem and feared that they would be thought of as stupid by tutors and other learners. One woman in her late forties, who had achieved A level or equivalent qualifications, spoke about the barriers to participating in activities in museums, and more significantly the role that museums can play in removing those barriers. Barbara was visiting a museum for the day but not participating in any of its workshops. She highlighted some very interesting ways in which museums could do more to engage people, greatly improving the likelihood of them participating in workshops. Aware of the public programme at the museum, she said she was more likely to participate in workshops, if it was made ‘absolutely and categorically’ clear that the workshop was very much for ‘beginners and imbeciles’ and was assured that ‘nobody is going to laugh at you.’ More importantly, it was pointed out that, if potential participants were somehow made to feel more ‘welcome’, they would feel less frightened about attending. It could be something simple like just a phone call, a week before the event, for the course coordinator to introduce themselves and say they are very much looking forward to meeting them. It would make all the difference and they wouldn’t have to step too far outside their comfort zone. This would be particularly helpful, especially for someone who has been outside mainstream education for a long time and did not have an awful lot of confidence in themselves. Another interviewee emphasised the necessity of reassuring potential learners of the relaxed and supportive nature of this kind of informal learning. Some people also felt that they would not commit themselves to a course unless they knew a great deal about the activities on offer. Indeed, one respondent had thought about taking up learning in the past but had found that publicity often contained insufficient detail about the courses. In order to make an informed choice it was necessary to telephone and enquire further, which was sometimes difficult to find time to do. 41 BIGGER PICTURES, BROADER HORIZONS Nearly all of the interviewees said they would prefer to learn in informal ways, with opportunities to discuss things with fellow learners and to learn from them as well as tutors. One learner talked of practical and informal teaching ‘that was fun – because it is a leisure activity.’ Of the few who preferred more structured learning, all but one said that, while courses need a structure and a leader, they would also wish to have opportunities for discussion with other learners. Most agreed that they were likely to learn new ideas and techniques from other learners, as well as from the tutor. One respondent, however, said she preferred one-to-one teaching, adding that ‘as soon as I am aware of people being more intelligent than me it makes me clam up … I feel very intimidated.’ Key findings Promoting activities/courses People visit museums and galleries for a number of reasons and any advertising materials for activities need to take account of the various uses to which these venues are put by the public. Visitors tended to want more information about activities than was currently available. Many interviewees were unaware of the activities being offered by the venues. People were aware of activities for children but not of activities for adults. Suitability of venues to provide learning Venues were often easily accessible and therefore considered an ideal place to run activities. The venues were considered to provide a relaxed and informal atmosphere and some interviewees thought that they would provide sympathetic learning environments. Activities likely to be of interest to learners Interviewees would prefer practical and workshop-based activities, rather than formal teaching, although they would also want a structure to the activity. Barriers to learning 42 Time and costs were the major reasons given for not participating in learning, which suggested that marketing has to be focused and very appealing. KEY FEATURES OF PROVISION THAT CAN INCREASE TAKE-UP 5. KEY FEATURES OF PROVISION THAT CAN INCREASE TAKE-UP This chapter provides some key messages identified by learners and nonparticipants on how cultural venues might improve take-up. 5.1 Generating Demand Museums, art galleries and other cultural venues were found to be inspiring, especially where participants could have access to exhibitions and draw connections between what they were doing in their workshops and the exhibits. It was felt by many that they could make more of these valuable assets by highlighting the unique learning experience they could offer. For example, several participants appreciated a learning environment that offered a relaxed atmosphere with no overtones of the more formal instructive provision they recalled from school or expected to find in further education colleges. It was suggested that wider publicity of workshops and events was needed, beyond the immediate community and outside traditional public spaces. Not everyone visited public libraries where leaflets and ‘what’s on’ guides were often available. Greater use of regional newspapers and local radio were identified as two key areas through which information about activities could be accessed. In addition, some participants referred to the value of outreach work through partnership community organisations, including Age Concern. Interviewees thought that events and workshops should be advertised in such a way that potential participants were made to feel comfortable about attending. This could be achieved simply by making it clear that the workshop or event was for beginners and that one did not need to have prior experience. It was also felt that participants would feel more comfortable about attending if workshop organisers did more to make them feel welcome, for example by contacting them prior to the event to confirm attendance and introduce themselves. Individuals who had been outside the learning environment for a long time, and who were unsure about what to expect and lacking in confidence, would be likely to find such an approach encouraging. 5.2 Getting the Supply Right The venues could consider providing a more flexible public programme in order to ensure wider participation. For some, this would mean greater flexibility in the timetabling of events and workshops to provide more opportunities for people to attend. For example, offering the same workshop on more than one occasion and at different times, especially if some were 43 BIGGER PICTURES, BROADER HORIZONS scheduled in evenings or at weekends, would provide greater choice for those who are in employment. Taster sessions and workshops were appreciated because they gave people a brief introduction to topics without expecting them to make any long-term commitments. Many participants described very busy lives that included child care responsibilities, work commitments and social commitments. Most participants welcomed the flexibility of being able to ‘dip in and out’ of workshops when and how they wanted to. Unlike mainstream formal educational establishments, it was felt that the cultural venues were in a unique position to offer this flexibility. It was reported that cost and transport could be barriers to participation. Provision that was free for users was a major attraction, especially for people on low incomes and those who faced barriers to getting employment. The location and accessibility of venues were identified as being equally important in attracting new participants. Cultural venues such as museums and art galleries could be hard places for some to reach. Indeed, without transport being provided for them, some groups would not have been able to attend workshops at all. This was particularly true for senior citizens or people without their own transport, who found it difficult to get into town centres. Interviews with senior citizens demonstrated the value of museums working in partnership with community organisations such as Age Concern which could assist with transport. Delivery of workshops through interactive learning and good tutors was also seen as paramount in drawing in new participants. With the exception of those events where participants clearly expected to be part of an audience listening to a talk, most participants valued the opportunity to work with their hands, especially in art and crafts workshops. Moreover, producing an object that participants could take away at the end of the workshop provided them with a sense of achievement. Equally important to the delivery of the workshop was having a tutor who was able to engage participants. Many participants identified a particular activity or workshop to attend because of their previous experience of the tutor. A key aspect of this engagement experience was for tutors to have expertise in the field in which they were teaching and enthusiasm for the subject. 5.3 How to Improve Take-up in Specific Communities Participants were motivated to take up activities that related to their lives and to the history and culture of their communities. This was especially the case in encouraging participation among ethnic minority communities and senior citizens in general. Those from minority communities felt that it was important to learn more about their heritage and the history of their communities. Often they felt there were few opportunities where they could acquire knowledge about their place in British history or British culture, and that the cultural sector was ideally placed to fill this demand. For example, 44 KEY FEATURES OF PROVISION THAT CAN INCREASE TAKE-UP several participants felt that provision should not be restricted to themes such as Black History Month but should be offered all year round as part of the mainstream education programme for adults. Similarly, older participants valued the opportunity to share their memories and the history of their local communities through activities and workshops related to reminiscence. It was felt that such activities not only provided them with a sense of place and belonging, but had the wider benefit of making connections between exhibitions and their own experience. Being able to share their rich memories with other people who lived through a similar experience was seen as something that would be useful in attracting participation among senior citizens. 45 BIGGER PICTURES, BROADER HORIZONS 46 DEVELOPMENT IMPLICATIONS 6. DEVELOPMENT IMPLICATIONS This last chapter provides some key messages and implications for promoting informal learning and widening participation based on the findings in the report. It seeks to draw on existing experiences and on learners’ views on the impact of the activities or courses, in order to provide key messages both for establishments planning to set up an initial programme of activities for adults and for those intending to extend existing provision. 6.1 Synopsis of Findings The research has revealed that non-traditional providers are helping to widen access to learning by providing small-scale, non-accredited courses. A wide variety of informal learning opportunities, likely to appeal to people with diverse interests and enthusiasms, are being provided for adults. Providers are working with different types of clientele and, while many would be regular visitors to cultural settings, to some extent the provision is drawing a wider range of users. There was evidence that activities and courses were largely pitched at a level that is accessible to all and learners welcomed the opportunities provided to meet people from a range of backgrounds who shared their particular interest or passion. Learners were universally appreciative of the activities they had undertaken at the various venues and none offered more than minor criticisms. Courses had provided learners with a range of benefits, including practical skills or knowledge, as well as social contact and stimulation and opportunities to develop personal and social skills. All of the cultural establishments visited expressed their commitment to continuing to offer opportunities for people to engage in learning activities. In some cases they were seeking to diversify provision and to appeal to new user groups. 6.2 Messages and Implications Although learners in the venues visited were complimentary about the learning they were experiencing, it was evident from interviews with course organisers and tutors that they had often had to overcome obstacles and review the way they organised provision during the development of the activities or courses. Indeed, some noted that it was important not to forget the lessons they had learned, especially when planning a different type of activity. 47 BIGGER PICTURES, BROADER HORIZONS The following key messages and implications aim to provide establishments with an opportunity to share the practices that have been found to be successful and to act as a reminder about possible pitfalls. 6.2.1. Planning provision In recent years, cultural institutions of all types – broadcasters, libraries, museums, galleries, archives, heritage sites, arts centres and many others – have been developing their own learning provision. Non-traditional providers can learn from each other and from their colleagues in educational establishments (the ‘traditional’ providers), for example, about effective marketing strategies and adapting provision to meet local needs. Cultural venues, such as museums and galleries, have unique collections on which they can base learning opportunities of a type not possible in other educational establishments. However, even if activities are being built around collections, there is a need to identify institutional strengths, in terms of knowledge, skills and resources, which can be used to attract people from different groups and communities, which is essential for widening participation. Setting up an advisory group, comprising representatives of local networks or interest groups, may help to identify priorities in marketing, outreach and provision that could aid the planning process. There may also be merit in starting with small pilot courses, or by setting up short taster workshops to stimulate demand and gain people’s interest. Partnerships with other local providers of adult and continuing education and learndirect could be beneficial both to the providers and their clients, offering access to additional expertise, including opportunities for progression for their clients. Such partnerships, which could be brokered through local Learning and Skills Councils, or Local Learning Partnerships or New Deal for Communities partnerships could strengthen the role of cultural venues in the provision of adult learning at a time when some more traditional institutions (for example, universities) are closing some of their continuing education courses. Enthusiastic and knowledgeable tutors who can relate well to adult learners are essential to successful programmes. Many providers have to rely on freelance tutors, since their budgets do not allow them to employ such staff permanently. However, this makes the providers dependent upon the availability of the tutor, which may create difficulties when trying to plan a regular, ongoing programme of events. It is also important to ensure that good facilities and adequate resources are available to provide learners with a fulfilling and memorable learning experience. 48 DEVELOPMENT IMPLICATIONS Consulting with users on a regular basis is important for informing the development of provision to ensure that it meets their changing needs. For example, the study found that learners appreciated flexibility and choice, preferring not to commit themselves by having to ‘sign up’ for lengthy courses. 6.2.2 Targeting users In seeking to be proactive and reach out to disadvantaged groups, museums and galleries may wish to consider targeting specific interest groups and societies, community leaders and basic skills providers. However, for some groups, such as those with basic skills needs, expert additional support may be required, which could be provided through partnership arrangements with other local providers. Widening participation involves providing initial and continuing differentiated support so that learners can grow in confidence and feel secure. This is particularly critical for people who have been outside mainstream education for some time or who have had negative experiences at school. In order to ensure accessibility, especially for those on low incomes or suffering from disabilities, providers may have to consider making special transport arrangements. Providers may also wish to consider running activities outside normal factory and office working hours in order to reach those who are in full-time employment. 6.2.3 Promotion Learners’ and non-participants’ experiences indicate that publicity could be improved and providers may wish to consider ways of reaching a wider audience. Local radio, mentioned by some learners, is one publicity medium that may have potential for greater usage. Partnerships with other providers could also offer wider possibilities and, perhaps, cost savings in promoting courses. Work produced by learners can be used as a way of publicising the benefits of participating in informal learning. Exhibitions of previous course work at the museum or gallery entrance, or workshops taking place in view of gallery visitors could also be useful marketing tools. 6.2.4 Evaluating provision Provision should be grounded in the views, experiences and feedback of users, gained through regular evaluation. Building evaluation into programmes from set-up is likely to provide the best possible data for assessing progress. Monitoring alone will not provide this type of information. 49 BIGGER PICTURES, BROADER HORIZONS 6.2.5 Conclusion The main thrust of the research was to elicit learners’ views on the provision made by non-traditional providers of adult learning. Their comments were wholeheartedly positive, with only a few minor reservations about resourcing and facilities. There is clearly scope to develop activities in this sector and to reach a wider audience. Whether accessing such provision can lead learners directly into more formal, accredited courses has yet to be demonstrated. However, a key component of such progression would be partnerships between non-traditional and mainstream providers, which could provide learners with ready access to information and guidance about courses, and ease the path to further study for those learners wishing to build on the skills or knowledge gained. 50 REFERENCES REFERENCES ANDERSON, D. (1997). A Common Wealth: Museums and Learning in the United Kingdom. London: Department of National Heritage. COFFIELD, F. (Ed) (2000). The Necessity of Informal Learning. Bristol: The Policy Press. CULLEN, J., BATTERBURY, S., FORESTI, M., LYONS, C. and STERN, E. (2000). Informal Learning and Widening Participation (DfEE Research Report 191). London: DfEE. DEPARTMENT FOR CULTURE, MEDIA AND SPORT (2000). Centres for Social Change: Museums, Galleries and Archives for All. London: DCMS. DEPARTMENT FOR EDUCATION AND SKILLS (2001). Education and Skills: Delivering Results. A Strategy to 2006. London: DfES. GREAT BRITAIN. PARLIAMENT. HOUSE OF COMMONS (1998). The Learning Age: a Renaissance for a New Britain (Cm. 3790). London: The Stationery Office. HARLAND, J., KINDER, K., HARTLEY, K. and WILKIN, A. (1996). Attitudes to Participation in the Arts, Heritage, Broadcasting and Sport: a Review of Recent Research. London: Department of National Heritage. HILLAGE, J. and ASTON, J. (2001). Attracting New Learners: a Literature Review. London: Learning and Skills Development Agency. LA VALLE, I. and BLAKE, M. (2001). National Adult Learning Survey 2001 (DfES Research Report 321). London: DfES. LIBRARY AND INFORMATION COMMISSION, EDUCATION AND LIBRARIES TASK GROUP (2000). Empowering the Learning Community. Report of the Education and Libraries Task Group to the Secretaries of State for Culture, Media & Sport and for Education & Employment [online]. Available: http://www.lic.gov.uk/publications/policyreports/empower [17 February, 2003]. McGIVNEY, V. (1999a). Excluded Men: Men who are Missing from Education and Training. Leicester: NIACE. McGIVNEY, V. (1999b). Informal Learning in the Community: A Trigger for Change and Development. Leicester: NIACE. McGIVNEY, V. (2001). Fixing or Changing the Pattern? Reflections on Widening Adult Participation in Learning. Leicester: NIACE. MORI (2001). Visitors to Museums and Galleries in the UK: Research Study Conducted for Resource. The Council for Museums, Archives and Libraries. London: MORI. 51 BIGGER PICTURES, BROADER HORIZONS RESOURCE (2001). Using Museums, Archives and Libraries to Develop a Learning Community: A Strategic Plan for Action. London: Resource: The Council for Museums, Archives and Libraries. SARGANT, N. (2000). The Learning Divide Revisited. Leicester: NIACE. SCHULLER. T., BRASSETT-GRUNDY, A., GREEN, A., HAMMOND, C., and PRESTON, J. (2002). Learning, Continuity and Change in Adult Life (Wider Benefits of Learning Research Report No. 3). London: Centre for Research on the Wider Benefits of Learning. 52 APPENDIX APPENDIX Characteristics of Participants and Non-participants in Learning It can be argued that anyone visiting a cultural establishment does so to learn and the terms used in this report, namely ‘learners’ and ‘non-participants’ need some explanation. Learners Learners were defined as those people who had made an informed choice to attend a venue with the intention to participate in a specific activity (i.e. an additional activity being held at the venue, in which visitors could choose whether or not to participate). In the case of adults with severe learning difficulties, their choices may have been helped by carers who persuaded them that the activity would be enjoyable or that they would gain benefit from attending. Non-participants Non-participants were visitors to the venues who were not participating in the activity. Some authors (e.g. La Valle and Blake, 2001) have used the term ‘non-learners’ to describe non-participants in learning activities. Given that it would be difficult to spend any time in a cultural venue without learning from the visit, it was decided to use other nomenclature. For the purposes of the study, interviewees described as ‘non-participants’ were those people who were visiting the venues but were not participating in the learning activity taking place on that occasion. In order to ensure a clear distinction from ‘learners’, ‘non-participant’ interviewees were selected only if they had not participated in learning activities at the venue in the past three years. Interviews were carried out with 177 respondents in total. Of these, 131 (74 per cent) were ‘learners’ and the remaining 46 (26 per cent) were described as ‘non-participants’. It should be noted that the samples selected for interview at the various cultural venues visited were not intended to be representative of the national population but rather to elicit the views of particular groups of learners and non-participants. Learner characteristics Of the 131 learners interviewed, 35 (27 per cent) were male and 73 per cent were female. Learners came from across the age range (from 19 to over 65), 53 BIGGER PICTURES, BROADER HORIZONS although the largest proportions came from the 46–55 and 36–45 age ranges (see Table 1), while nearly one-fifth of the learners (18 per cent) were over 65 and thus probably in retirement. Table 1. Ages of Learners Age group N Under 25 26–35 36–45 46–55 56–65 Over 65 No response 16 16 27 32 15 24 1 % 12 12 21 24 11 18 <1 N=131 Due to rounding, percentages may not sum to 100 Learners were asked about their employment status, which is reported in Table 2. Table 2. Employment Status of Learners Employment status N % In full-time (30 hours per week or more) paid employment (including self employment) In part-time (less than 30 hours per week) paid employment (including self employment) Registered for less than six months as unemployed and available for work Registered for six months or more as unemployed and available for work Not in paid employment and not registered as unemployed No response 29 22 21 16 1 <1 13 10 66 50 1 <1 N=131 Due to rounding, percentages may not sum to 100 The table shows that half said they were not in paid employment and not registered as unemployed. Included in this group were the 24 interviewees over the age of 65 and the 29 interviewees who had some kind of disability that was likely to last more than a year, as well as learners who were refugees and asylum seekers and those who were homeless. 54 APPENDIX Only 22 per cent of the learners were in full-time paid employment (using the census definition of working 30 hours per week or more), while a further 16 per cent were in part-time employment (less than 30 hours paid employment per week). The remaining interviewees were registered as unemployed, with most (10 per cent), describing themselves as ‘registered for six months or more as unemployed and available for work’. A number of the activities visited were run specifically for people with disabilities and 42 of the learners (32 per cent) of the learners reported that they suffered from a disability of some kind. Information about learners’ ethnicity was collected using the same format as in the last population census. Learners came from a range of ethnic backgrounds. More than two-thirds (71 per cent) described themselves as White British. The remainder represented other ethnic groupings: ten (eight per cent) were White Irish/White other, three (two per cent) were mixed race, 9 (seven per cent) were Asian/British Asian, six (five per cent) described themselves as Black/Black British (five Caribbean and one African), while the remaining seven (five per cent), included one Chinese and six from ‘any other ethnic group’. In order to discover the extent to which the venues were able to draw in learners who were not usually attracted to learning opportunities, the interviewees were asked to state their highest level of qualification achieved. The findings are presented in Table 3. Table 3. Learners’ Qualifications Highest Level of Qualification N % Postgraduate Degree level or equivalent A levels or equivalent GCSEs grades A-C or equivalent GCSEs grades D-G and other qualifications No qualifications No response 16 31 19 23 17 12 24 15 18 13 19 6 15 5 N=131 Due to rounding, percentages may not sum to 100 55 BIGGER PICTURES, BROADER HORIZONS Fifteen per cent (19) of the learners indicated that they had no qualifications, while 13 per cent had GCSE grades D to G, foundation level vocational qualifications or certificates of educational achievement. A further 18 per cent had five GCSE grades A–C or equivalent qualifications. All three of these groups are likely to fit the targets envisaged by the Department of Culture, Media and Sports for widening access through cultural activities. However, over half (51 per cent) of the learners had higher level qualifications: 15 per cent had achieved A levels or advanced vocational qualifications 24 per cent had a degree, higher national diploma or certificate or equivalent 12 per cent had a postgraduate degree, a doctorate or NVQ Level 5 or equivalent. Non-participant characteristics The number of ‘non-participants’ interviewed was 46, constituting 26 per cent of the whole sample. The proportion of males and females in this group was approximately equal, unlike the learner sample. Indeed it was possible to find more males (26) than females (20). It is also interesting to note that the age range was rather different from that of the learners, with 26–35 year-olds (14 respondents) forming the largest group of visitors interviewed (more than a quarter of the non-participant sample). The remaining interviewees were divided across the other five age ranges in roughly similar proportions, ranging from four to eight persons in each category. Over half of the non-participants (28) were working full-time, while 12 were not in paid employment and not registered as unemployed. Four of the nonparticipants were working part time and, while two others had been registered as unemployed for less than six months, there were none registered unemployed for longer than six months. Five non-participant interviewees indicated that they suffered from a disability. Five of the non-participants described their ethnicity as other than White British and, of these, four indicated that they were from ‘any other White background’ and one was Pakistani. Eight of the non-participants reported that their educational qualifications were up to and including five GCSE grades A–C or equivalent, and a further five had fewer qualifications, including one who reported having none. However, more than two-thirds of the non-participants interviewed had higher level qualifications: 56 eight had achieved A levels or advanced vocational qualifications 15 had a degree, higher national diploma or certificate or equivalent 10 had a postgraduate degree, a doctorate or NVQ Level 5 or equivalent. APPENDIX Comparisons Comparison between learners and non-participants A marked difference between learners and non-participants was that while interviewers were able to identify similar numbers of male and female nonparticipants, it was not possible to find equal proportions of learners, despite visiting a variety of venues that provided courses likely to appeal to people with a wide range of interests. However, this absence of male learners seems to be consistent with other post-compulsory educational settings and McGivney (1999a) found that men do participate in learning, in slightly larger numbers than women, but their choices tend to be more instrumental. They seek to gain practical, employment-related skills, rather than participating as a social or leisure activity. Proportionately, nearly twice as many learners (50 per cent) as nonparticipants (26 per cent) were not in full-time employment and not registered as unemployed. By contrast, 61 per cent of non-participants were employed full time compared with 22 per cent of the learners. Although the number of non-participants was quite small, they tended to have higher level qualifications than the learners. Seventy-two per cent of nonparticipants had qualifications at A level or above compared with 51 per cent of learners. Comparison with other published data The National Adult Learning Survey (NALS) reported by La Valle and Blake (2001) provides data on adult participation in a wide range of learning activities. In the 2001 survey, the proportion of ‘non-learners’ was found to be 24 per cent. Although the NFER study did not seek a representative sample, the ratio of non-participants to learners was roughly in line with that of NALS. As noted above, overall, non-participants in the NFER study tended to have higher level qualifications than the learners. While the survey of visitors to museums and galleries carried out by MORI (2001) does not provide any direct comparison, their finding that social class was ‘one of the main indicators as to whether people do or do not visit…’ and that ‘ABC1s account for 70 per cent of museum and gallery visitors’ suggests a clientele who are relatively economically advantaged and who are likely to be well qualified. 57