Learning by Doing Louis Reynolds, 8 July 2015

Workshop structure 1.Introduction: Demos, What is non-formal learning, why does it matter. 2.Research: Student responses 3.Group Discussion (8 minutes) 4.Research: Teacher responses 5.Group Discussion (8 minutes) 6.Recommendations and Closing plenary

Introduction

About Demos Cross party think-tank Public education charity Work on ‘character’ and social action

This project Should experts in non-formal learning work more closely with schools? – Scouting as a case study Testing opinion among 4 key groups: – young people – teachers – adult volunteers – young people in Scouting

Methodology Surveys: – year olds across UK – 800 teachers across UK – 1125 adult volunteers – 1172 young people in Scouting Workshops with volunteers and education experts Literature review, case studies, fieldwork

What is non-formal learning? Defined in contrast to formal and informal by OECD and Unesco Formal education: highly structured, with clear learning objectives and curriculum, which is tested by exams. Three important elements: Context Activities Outcomes

What is non-formal learning?

sports activities (team or individual) creative activities (art, drama) volunteering or social action outdoor activities (like hiking, camping and the Duke of Edinburgh Award) deliberative activities (like debating societies or youth parliament) uniformed activities (like The Scout Association)

Why does it matter? Makes learning more engaging and increases motivation. Helps build different skills, such as… ‘Character’ (DfE definition) – Perseverance, resilience and grit – Confidence and optimism – Motivation, drive and ambition – Neighbourliness and community spirit – Tolerance and respect – Honesty, integrity and dignity – Conscientiousness, curiosity and focus

Findings: young Scouts

Student responses

Findings: young people

Teacher responses

Findings: teachers

Recommendations Schools freer to do this of their own accord. Policy to incentivise schools: – Participation in these activities is tracked and assessed by Ofsted (but not high stakes). – ITT to cover non-formal learning pedagogies, inc character education and LOTC. – Learning from Scottish Curriculum for Excellence: schools seek partnerships with non-formal learning providers.

Recommendations To non-formal learning providers: – Ensure the approach fits local community and school contexts. – Investigate carefully how to integrate processes, structures and cultures. – Demonstrate value of approach: evaluate on outcomes (inc educational and character).

Closing plenary How can experts in non-formal education adapt their models for schools without reducing impact? Could teachers benefit from non-formal education activities in schools? What practical steps can we take and what positive opportunities are there to do more in this space over the next five years?