NO HOLDING BACK: Models of learning for the

“pushed out” learners.

Facework

Maggie Kalnins CEO Inclusion Trust & Stephen Carrick-Davies

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PUSH LEARNER

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Lack of supportive adults in their

lives

More unsupervised time, fewer

structures and boundaries

Fluid learning environment and gaps in education

and induction

Low self-confidence.

Identity seen to be part of ‘outsiders’

Influences of alcohol, drugs and gang culture. Risk takers and at risk

Experience abusive relationships or environments

including anger

NO SIMPLE ANSWERS

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NO SIMPLE ANSWERS

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POSITIVE ‘STICKY’ WAYS OF PRESENTING THIS INFORMATION WHICH IS MOTIVATING AND

AIDS PERSONAL REFLECTION AND LEARNING

AND GIVES USER’S POSITIVE TOOLS WHICH THEY CAN THEN USE

My Skills (inc transferable skills)

My Qualities (inc endorsements)

My positive digital footprint

My responsibilities

My inspirations My talents (inc video)

My Achievements (inc non-academic)

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My Skills (inc transferable skills)

My Achievements (inc non-academic)

MENTORS

My Qualities (inc endorsements)

My positive digital footprint

My responsibilities

My inspirations My talents (inc video)

A CLOSED SYSTEM GIVES AN ORGANISATION A SAFE PLATFORM TO THEN LINK YP WITH MENTORS TO PROVIDE ONGOING ONLINE SUPPORT & COACHING.

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Digital tools - comparison chart

What Is missing for POLs ?

• Where is the real opportunity for community?

• Where is the real opportunity for their content?

• Suitable for localised training and employment context and mapping the availability of employers

• How accessible multi-media (literacy needs ?)

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The successful application of new ideas generated at the intersection of insight and invention, which leads to the creation of social or economic value

Insight understanding the context, histories and work of others

Invention finding and developing the best ideas

Application putting ideas into practice

Value capturing outcomes, impact and learning

But technology ‘solutions’ which don’t bring about

social innovation are hollow.

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What were these stairs/barriers ?

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Our assumptions

• If Marginalised Young People have an insight and understanding of how skills relate to the actual work place, they will be motivated to engage and take responsibility for learning new skills.

• If Marginalised Young People are involved in co-designing Work Related Learning activities, the online community and digital CVs, they will learn and develop new skills.

• If Marginalised Young People have Digital CVs they will be

better equipped to demonstrate their skills and talents to employers – in comparison to using conventional CVs.

• If Marginalised Young People have access to an online network

of peers, adults and resources, they will have more successful transitions from school-to-work.

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So our non-technical journey so far …

Unlocking & identifying

Skills

Recognising workplace Skills

What makes us unique? Creating a digital CV

What employers want ? Tailoring our CVs

How do I go about finding a job ?

Interviews and securing a job

Recruiting a Mentor

What questions help me identify my skills ?

Where and from whom do we find this info ?

What new media can help us show we are special ?

What would we do if we were employing someone ?

What is the most effective way of finding out what jobs are out there ?

How do I get confidence at selling myself ?

Who do I know who

could be my mentor ?

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Reflections

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CONVERSATIONS

CHALLENGING ASSUMPTIONS

WHAT EMPLOYERS WANT – STEPS

Co-designing innovative careers education resources based on

STEPS

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Employers need right

skills

Career Aspirations Mismatch

Accessible for all E-portfolio

Collaborative space

Professional vs

Craftsmanship

Citizens Thinkers Leaders

Engagement with relevant

and local employers

Mentoring Employer Advice Time Auction to offer experience

Literature review, survey and findings

Proliferation of careers websites

Functional, social and emotional skills Mastery and Pride Entrepreneurialism

We need to question

We need to see

change

We need evidence

We need it to work

We need a kick up the backside !

Everet Roger’s Innovation Diffusion model

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What does this chasm feel like ? • Living with this ambiguity • Living with teacher’s insecurity • Living with the challenge of YP’s chaos • Living with the ‘window’ closing (before

people say you are wrong!)

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How did Ben get on last week ?

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PLAY FILM

CAPTURE AND SUMMARIZING WHAT WE ARE LEARNING ! NEET TWEETS

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GENERAL ASSUMPTIONS WHICH ARE WRONG !

PUSHED OUT LEARNERS ARE “TROUBLE” BECAUSE THEY CAN’T LEARN

THE FUNCTION OF SCHOOLS IS TO OFFER A BROAD EDUCATION, PREPARE

STUDENTS FOR EXAMINATIONS, UNIVERSITY AND PROFESSIONAL CAREERS

WE KNOW WHAT TEENAGERS NEED, BECAUSE WE WERE YOUNG ONCE.

THE MASSIVE COMMERCIAL INVESTMENT

MUST BE MAKING IT MORE EFFECTIVE

THE NEW DRIVE TO IMPROVE CAREERS

EDUCATION WITHIN SCHOOLS AND NEW

ONLINE TOOLS WILL MAKE A REAL DIFFERENCE

See handout

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What is the opposite of PUSHED OUT?

• Addressing the fundamental issue of helping yp who face the greatest challenges get a foothold in the world of work.

• Working with passionate group of practitioners

• Collaborating and taking risks

• Testing new innovative approaches

LEARNERS

HELD

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QUESTIONS/REFLECTION ?

Maggie Kalnins CEO Inclusion Trust & Stephen Carrick-Davies

See www.inclusiontrust.org.uk Contact

Maggie.Kalnins@inclusiontrust.org

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