Description - The
Local Context - Response
In what ways has your organisation been influenced by the project?
Working with the ASKOS partners has made us very aware of the way in which
a number of our partners work across agencies to support young people
in the transition to adult life. Extensive social work, counselling and
community based support form a key part of the approach adopted by our
European partners. We were impressed by the way in which agencies in our
partner projects work together to plan and devise courses. 'Drop out'
from post 16 education is a major issue in the UK and young people in
the YOUTHSTSTART target groups are particularly at risk.
Local Government: How has the project related to local government
and other local agencies ?
CAPE was founded on a partnership between two local education authorities
(LEAs) and two regional arts boards. We have worked closely with these
agencies during the life of the project. Over the last two years the role
of the LEAs has changed considerably. In brief, a change in policy from
central government resulted in the re-organisation of many LEAs and the
loss across the country of many specialist arts advisory posts. Manchester
LEA was an exception to this and has placed the role of the arts and creativity
centre stage in its development plan. This is in part due to the work
which had been achieved over the past two years through CAPE. Leeds LEA
initially did not include this service but has retained elements of the
service and is rewriting its Educational Development Plan.
CAPE has also started working with the local Training and Enterprise
Council which is developing a programme in partnership with the central
government to draw those young people who are most at risk back into education
and training. This Learning Gateway programme is a multi agency approach
to supporting young people. The Careers Service, The TEC, the Youth service
and training providers all work together to develop programmes and support
the young people in this difficult transition in their lives.
National level: How has your project been related to national education?
The last two years have seen a period of rapid change in government policy
in relation to education and social inclusion issues. Many of the issues
which seemed innovative when the CAPE project was conceived are now becoming
central to government policy. This has been the experience of most UK
The Government set up a 'social Inclusion unit' which has carried out
a major review of all government policy in relation to the needs of people
who have been marginalised within society. This has covered education,
health, social services, cultural policy, housing, employment policy and
regional development. There is an emphasis on agencies working in partnership
to seek to solve some of the most deep-rooted causes of social exclusion.
Within the education system there is a great interest in study support
programmes which support out of school learning and CAPE's arts based
work is very relevant to this. CAPE has played a role in national policy
development (see CAPE project description).
Participants - what elements or circumstances are needed to keep
participants involved and motivated?
The curriculum needs to be challenging but fun. It needs to allow for
an element of risk taking, stretching the participants to move beyond
their safe boundaries. Working on real problems and challenging contexts
are important. The curriculum becomes exciting when it relates to real
life issues and the learners can see the outcomes of their work.
The nature of the relationship between the learner and the teacher is
important. Young people seem to enjoy working with the external creative
professional or artist. They find it easier to relate to them than to
some of the teachers in the school who may have a more authoritarian approach.
Young people enjoy being leaders of their own learning. They enjoy being
a resource to others, showing a younger learner how to make a radio programme
or how to solve a particular problem.
- The Local Context - Response
- Projects -