Better for Everyone

Once upon a time there was a large voluntary adult education provider, committed to social purpose education, called the WEA… (Before we go on, this story is quite wordy as it is designed to be shared virtually, however there are some nice pictures too!)

The WEA receives money from the government and from other funders to provide high quality inclusive community learning opportunities for adults in England. The WEA was aware of many robust models of demonstrating the impact of such work, but all required significant additional resources to implement on a large scale (cash and time and skills).

If only there was an opportunity to develop a new model… A model which built on the best of existing models and applied the principles in a feasible user friendly way… A model which could both be embedded in existing teaching and learning quality systems and add value without requiring lots of additional resources …

Skills Funding Agency / LSIS Equality and Diversity Project Partnership Fund 2012/13

So the WEA contacted some of its critical friends (other organisations committed to inclusion and improving the quality of adult education), NIACE and The Equality Trust, and together they developed the Better for Everyone Project.

The Better for Everyone project was developed as a response to the need for ACL (Adult and Community Learning) providers to be able to demonstrate the impact of equality, diversity and inclusion work.

 The WEA and other Community Learning providers need to be able to show that the funding we receive is making a positive difference to students lives both during and after the learning experience.  We know it does through working and speaking with students everyday, but we need to be able to evidence this in a transparent way.

(If we can do this in a way that doesn’t drain resources from what we are funded to do and in way that adds value to what we do by improving EDI) 1. It strengthens student voice and creates a more inclusive learning experience 2. It will further demonstrate to existing funders the difference that good quality inclusive community learning makes to peoples lives AND same again – but for new funders 3. Bonus – it will support tutor CPD around EDI issues and make teaching and learning Better for Everyone.

 NIACE acted as a critical friend and partner advising on existing models of impact measurement and strengths of different approaches and-reports/ and-reports/  The WEA and NIACE then worked together to develop the Better for Everyone model which builds on RARPA and incorporates SROI principles involving outstanding tutors as reflective practitioners piloting and evaluating the model.

 ACL - Adult and Community Learning  EDI – Equality, Diversity, Inclusion  IA – Improvement actions  ILP – Individual Learning Plan  MIS – Management Information Systems  R&D – Research and Development  RARPA – Recognising and Recording Progress and Achievement  SAR – Self Assessment Review  SROI – Social Return on Investment  TUAI – Tell Us About It (evaluation form)

Wider equality outcomes refer to the difference that participation in the course makes to the students and other stakeholders in reference to areas of equality, diversity and inclusion. This compares to a course learning outcome which is curriculum and course specific.

Poetry course Learning outcome: Students will be able to identify 3 leading poets and poems from the 20 th Century Wider equality outcomes: Students will share experiences of poetry in childhood and identify different cultural traditions of poetry [thereby raising awareness of different cultures of class / generation / ethnicity etc and valuing hidden and visible diversity in the classroom] Students will work in small groups to make links with relevant community organisations to expand their networks in this field [Building social capital and supporting differentiation]

RARPA stageRARPA EvidenceBfE stage / evidence 1Aim(s) appropriate to an individual learner or groups of learners Clearly stated aim(s) for all programmes [ How has this been established and evidenced?] Aim, need and stakeholders identified in tutor & organisational self assessment. Relevant wider equality outcomes identified and included in course outline om/better-for-everyone-resources- and-learning/

RARPA stageRARPA EvidenceBfE stage / evidence 2Initial assessment to establish learners starting point Record of outcomes of process of establishing learners’ starting points Wider equality outcomes included in initial assessment activities

RARPA stageRARPA EvidenceBfE stage / evidence 3Identification of appropriately challenging learning objectives (initial, renegotiated and revised) Clearly stated and suitably challenging objectives for all programmes and, wherever feasible, individually for each learner Initial wider equality outcomes negotiated and revised if needed and any individual wider equality outcomes added to ILP

RARPA stageRARPA EvidenceBfE stage / evidence 4 Recognition and recording of progress and achievement during programme (formative assessment), including tutor feedback to learners, learner reflection, progress reviews Examples of appropriate evidence includes: Records of learner self-assessment, group and peer assessment, tutor records of assessment activities and individual or group progress and achievement. Learners’ files, journals, diaries, portfolios, artwork, videos, audiotapes, performances, exhibitions and displays, individual or group learner testimony, artefacts, photographs and other forms of evidence Same as RARPA evidence The golden thread of evidence of wider equalities outcomes should run through this too

RARPA stageRARPA Evidence BfE stage / evidence 5 End-of-programme learner self-assessment, tutor summative assessment, review of overall progress and achievement in relation to appropriately challenging learning objectives identified at the beginning or during the programme. It may include recognition of learning outcomes not specified during the programme As per stage 4 Plus tutor course report Student evaluation forms As per RARPA stage 4 & 5 Learning manager or organiser to complete stakeholder and impact map cognising-recording-progress-achievement-july-2005.pdf Table adapted from:

 Received approximately £25K to develop, pilot and evaluate the BfE model  Formed a steering and advisory group with senior management from partner organisations and the 4 English regions involved in the project  Developed the model and resources with partners  Formed 4 regional impact groups to involve key stakeholders  Adapted and developed resources in light of feedback  Piloted it in 8 courses in 5 subject areas across 4 English Regions  Held a real world evaluation day and online evaluation activities  Ran and participated in a range of dissemination events and activities to share our learning and resources

wrote newsletter articles and blog posts. made films

 Strong fit and complement to social purpose education aims  Reported improvement of application of EDI skills by tutors  Improvement in quality of teaching and learning even with outstanding tutors  Students sharing learning with family and friends  Students building stronger relationships across ethnic and cultural groups  High levels of retention and returning students  BfE model and process increases dialogue and engagement with EDI issues by all stakeholders  Clearly supports WEA business priorities and organisational mission

1. Time needed to invest in any CPD – embedding anything in T&L needs front end time investment 2. Model requires a good understanding of RARPA 3. Model requires some level of knowledge and commitment to EDI 4. Training maybe required for 2 & 3 above (but would be required anyway?) 5. Further consideration of restrictions to adaptions of accredited courses needed

and-reports/ 1. Involve all stakeholders in discussions about aims of using model 2. Establish local impact group (working group) 3. Agree targeted courses or curriculum area for pilot 4. Adapt BfE model to fit your systems and locality if appropriate 5. Support first wave of stakeholders involved to lead on the process and share experiences to support next wave

“Working towards learning outcomes meant that learners were actively involved. Usually I cover E&D as part of the induction process by drawing attention to the WEA E&D policy and by asking learners some questions about what they understand by E&D but practical involvement is minimal. I can apply this more creative and practical approach to future courses.” As an organisation committed to equality and diversity we are very pleased to have been able to develop a model which seeks to measure the impact of equality and diversity practice in the classroom and improve the success rates of our BAMER students. Building on the RARPA model, we believe applying this unique approach will not only improve our classroom practice and the experience of our BAMER students but will improve the outcomes for all WEA students, our staff and our organisation, so making it “better for everyone ”. Mel Lenehan, WEA National Strategic Lead on EDI and staff said..... “I found that taking part in the ‘Better for Everyone’ project, focused my thinking on equality and diversity issues. I actively sought out an opportunity to visit somewhere where equality and diversity would be highlighted.”

“I never used to vote but this time I will be voting” After class I would discuss what I learned with my friends and family” … “I am teaching my kids a better way of living”. “I have better awareness of belonging to a community what my responsibility is” and students said.....

In June and July the first of many dissemination activities are taking place to share and build on the resources and model developed… We hope you will join us in the real world or online soon…… This is not the END!

The Better for Everyone project was led by the Workers’ Educational Association East Midlands Region Thanks to all partners, staff and students involved in making this project a great success! The creation of this material by The Workers' Educational Association has been financed by the Skills Funding Agency and Learning and Skills Improvement Service Equality and Diversity Partnership Project Fund 2012/13. Copyright in this material is vested in the Crown but it is made freely available through an Open Government Licence. This licence enables you to use and adapt the material but you must attribute The Workers' Educational Association as the creator and include details of the licence. Full details of the licence are available at government-licence government-licence