Communities in United Kingdom
MSHA’s use of pedagogy in education, training and employment
GOOD PRACTICE TITLE: MSHA’s use of pedagogy in education, training and employment
KIND OF PRACTICE: Education / Training / Employability / Empowerment
DOCUMENT AUTHOR (ORGANIZATION AND AUTHOR NAME):
Mary Seacole Housing Association, Lennox Adams
PLACE: Luton
CONTEXT, FIELD OF INTERVENTION:
The practice is enshrined in the Positive Futures initiative devised by Mary Seacole Housing Association (MSHA) for the benefit of vulnerable, homeless young people aged 16-30. Most of the beneficiaries are young NEETs (Not in Employment, Education or Training). The cornerstone of the project is MSHA’s pedagogy and resettlement service for clients at MSHA. The Education, Training, Employability, Empowerment provision involves life and key skills, employability training and specialist support workshops (e.g., knife crime, bullying, drug and alcohol awareness. The resettlement service prepares clients for independent living via daily living skills, including budgeting, access to welfare benefits, employability, dealing with debt, and so on.
PERIOD:
June 2012 – June 2017
POPULATION, PARTICIPANTS:
Approx 600 clients
COORDINATORS:
MSHA
METHODOLOGY (HOW THE PRACTICE WORKS):
The methodology is built on the premise of helping homeless young people to make positive choices and to take positive steps. The result leads to independent lives by tackling and addressing barriers:
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to progression;
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improving employability skills;
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health;
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welfare;
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economic well-being,
Overcoming these will eventually improve their life chances. The methodology is extended by:
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Carrying out research with stakeholders (clients) and consulting with clients
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Exploring ways of achieving added value
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Making links to existing national and local policies for the benefit of clients
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Encouraging client participation in the pedagogy process
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adhering to the targets outlined by MSHA
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Providing equal opportunities for the clients
PARTICIPATORY PROCESS:
The clients sign an agreement to indicate participation in pedagogical processes. As a result, the client attends the recommended sessions.
TIME TO BE SUCCESFUL (HOW MANY TIME THE PRACTICE TAKE TO ACHIEVE THEIR OBJECTIVES):
The Positive Futures model is a roll-on roll-off provision. This means that courses are short or sessions are “stand-alone”. The same course (sometimes slightly modified) or sessions are run 2 or 3 times per year. As a result, if a client requires a repeat session (because the message is not fully understood) then there is another opportunity. Clients who stay at MSHA for a short time will not miss a session.
A client can have a minimum of 1 session or a maximum of 3 repeat sessions per year to make sure that a subject is fully understood.
VALIDITY (IF THE PARTICIPANTS THINK THAT THE PRACTICE RESOLVED THE PROBLEMATIC):
Some Positive Futures topics are prescribed (they are compulsory according to the client’s contract) and other topics are selected by the client according to interest or personal development. Which route is followed, the topics are valid. As regarding pedagogical aspects, clients do not always know what is good or best for them. Here the client is guided to select topics that work towards a goal.
IMPACT:
It is often the case that the clients find themselves treated as a learner as opposed to a pupil. The client’s pedagogical experience up to this point is as a member of the national curriculum system. Many have rebelled against the national curriculum without much cause. Being forced to make their own decisions about their own education and training is often a shock for clients – so much that they are often clueless about how to educate themselves. The Positive Futures initiative takes this type of impact into account.
INNOVATION:
Innovation is not in the system but rather in the relationship with the individual. Learner-centred education is an innovation to someone who is used to content-centred learning, that is, there is a movement from Pedagogy to Andragogy. There is no graduation, just a replacement.
RESOURCES OR CONDITIONS NEEDED FOR THE PRACTICE:
The transition from Pedagogy to Andragogy requires certain conditions rather than specific resources. These conditions include:
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The encouragement of reflection in the way clients see themselves
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The development of critical thinking and other higher order skills
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The encouragement of collaboration within and beyond the client group
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The use of enabling technologies and development of “technological savoir faire”
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The development of self-assessment
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The development of problem-solving skills
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The use of projects to generate learnin
MSHA invested in the following inputs to support pedagogical content of Positive Futures initiative:
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Building
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Dedicated training space
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3 office areas for interviews (open or closed)
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Kitchen
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Toilet
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Secluded outdoor break out area
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Teaching gardens
Equipment and Resources
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7 computers with access to individual headsets
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10 cameras for still and moving images
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Projector / Interactive White Board
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Wall-mounted large screen Television
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B/W printer
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Colour printer
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Photocopier / Printer
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Coloured bins for recycling
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Shredder
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Fridge
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Tables, chairs, worktops
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First aid cabinet
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Hot water dispenser and kettles
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Wifi
LIMITATIONS:
The use of pedagogy is limited if the client does not want to participate or refuses further development. For example, some clients have said “…there is nothing you can teach me...” or “…I know everything I want to know already…” or “there is no use in bothering because I am never going to find a job…” The success of good practice depends on a client’s willingness to participate.
LEARNED LESSONS: :
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We have learnt that we cannot succeed with everyone.
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We have learnt that many clients need a lengthy transition time to benefit from the initiative
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We have learnt to vary the initiative to match changes in the client demographics
SUSTAINABILITY:
Positive Futures initiative is sustainable because the need is always there. The 21st Century pedagogy, described at the Luton Study Visit indicates that a revolution in pedagogy is unlikely and the elements are likely to remain the same for the next 50 years.
REPLICABILITY:
The initiative can be replicated in a range of environments, scales and social settings.
CONCLUSION:
The Positive Futures initiative is MSHA’s best practice of pedagogical approaches for its vulnerable clients. In this initiative, the practice:
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Encourages collaboration and working with others
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Uses enabling technologies
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Uses reflection and self-assessment
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Uses problem solving skills
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Uses project-based learning
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Promotes personal development
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Promotes critical thinking