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Evaluation of the SchoolsOutGlasgow.net project - Final Report
EXECUTIVE SUMMARY - THE SCHOOLSOUTGLASGOW.NET PROJECT
1. Introduction
This pilot project was Glasgow City Council's response to supporting a continuum in learning needs within a range of pupils with significant interrupted learning. It was based on involvement with Stephen Hepple's innovative Ultralab notSchool.net project, funded by the Department for Education and Skills (DfES).
The groups focused on were young people, absent from school through ill health; alienated or school phobic; looked after by the local authority; excluded from school and pregnant schoolgirls/new mothers. However, in an evaluation of the means to overcome the effects of having experienced significant interruptions to their learning it was important to avoid labelling young people generally as 'interrupted learners'.
The pupils were supported through the medium of ICT based online learning and face-to-face contact with a team of dedicated tutors.
Aims of the evaluation of the SchoolsOutGlasgow.net project
The stated aims of the evaluation were to
- assess the impact of the project on the socialisation/isolation of vulnerable and 'interrupted learners'
- identify any differential impact of the project for pupils from the targeted groups and from girls and boys
- assess the effectiveness of online learning for vulnerable and 'interrupted learners'
- identify factors that facilitate online learning and those that disrupt online learning.
The research design and process
Data was obtained from official documentation and through qualitative semi-structured taped interviews with stakeholder groups including - Scottish Executive; pupils and project managers for Glasgow City Council (GCC); Learning and Teaching Scotland's (L&TS); technological providers; pupils and parents.
2. Findings of the evaluation of the SchoolsOutGlasgow.net project
The tutor team
Working collaboratively, the selected teachers used their technically appropriate range of skills and experiences, making them an effective team able to support the very varied needs and situations of the learners and their families.
Pupil referrals to the project
Pupils were referred by schools, Educational Psychologists and the Looked After & Accommodated Service. The tutor team had the responsibility for making the final decision on which pupils and families were accepted on the project. In Year 1, 26 pupils were selected, 5 of whom stayed on the project into the second session. In Year 2, by the time of the evaluation, 19 new pupils were enrolled. These numbers were expected to rise during the session, which reflects a pattern of continuous enrolment as the project responds to pupils' needs as they arise.
Issues of management
This highly innovative project benefited from the expertise of a range of partners, each with particular roles and responsibilities and working within distinctive regulatory structures. Lack of a shared agreed managerial vision constrained the project's ability to provide continuous online learning.
Technical issues
The project's main challenges were shaped by providers difficulties, first in achieving connectivity in all locations and second in ensuring continuity of connection. The daily 'troubleshooting' carried out by technical support staff made a significant contribution to the successes achieved by the tutors, pupils and their families.
Critical to the pilot's progress were its managerial team's fortnightly meetings to review and resolve connectivity problems, facilitate provision of hardware and customisation of software for learners' varied living arrangements. The technical team had difficulties in ensuring that learners should not access inappropriate information. Maintaining the security of this particular network was a crucial issue for the team to resolve.
An initial period of familiarisation with the technology was provided, with some learners taking units of the European Computer Driving License (ECDL). The tutors' levels of expertise with computers and online learning varied, with only one member having some previous experience of delivering online learning.
Schools' support for pupils on the SchoolsOutGlasgow.net project
In the majority of cases, the pupils who were referred to tutors had either inadequate or no records at all of past learning experiences. Available records tended to focus on behavioural issues rather than on their teaching and learning requirements.
The majority of schools were not as involved with the pupils' progress as was anticipated nor did they offer sufficient support for the project team's efforts. Among the first cohort of project learners, few wanted to return to school. Two learners reported their schools as not interested in supporting their desire to stay on at school and most reported that their schools were not helpful or effective in making transfer arrangements to FE placements. Schools had not prepared exit strategies for pupils of school leaving age. Some individual teachers were exceptional in maintaining contact. Families were frequently proactive in their attempts to maintain communications between the pupil and the school.
Pupils and families reports on the SchoolsOutGlasgow.net project
All learners and parents clearly had high educational expectations of the project. The overwhelming majority of pupils and their families were very positive about their experiences on the project. It was a testimony to the good relationships established by the team that so many families were prepared to participate in the face-to-face interviews, for example, by taking time off work to be present.
Most expressed feelings of relief and excitement at being offered a place on what was perceived as a socially and educationally valued alternative route to the skills and training needed to participate in the adult world and future employment opportunities. Such positive perceptions of the project as a non-stigmatising alternative educational experience clearly enhanced learners' feelings of self-confidence and educational worth.
The clear relief of learners at being able to learn again cannot be underestimated. The provision of the computer and the support of an empathetic professional, prepared to work at the learner's pace, were the keys to pupils' engagement with and progress on the project.
Some learners expressed disappointment in what the project actually offered. Nevertheless, its pilot status was acknowledged and by the end of the evaluation, such concerns had diminished. Improved relationships within families were often reported. Parents, for example, reported observing and being impressed by their child's skills on the computer, and some learners were pleased not only to be able to show their work to parents, but also to invite them to help resolve difficulties.
All hoped that future projects are organised and developed to the extent that school-based qualifications would become readily available for other young people.
Learning and teaching
The initial induction of learners involved face-to-face meetings with their tutors. Due to on-going connectivity difficulties, tutors' roles more closely resembled Home Tuition. The overwhelming majority of learners were motivated to engage in computer-based work. Some learners had missed the immediacy and stimulus of learning with other pupils in schools. In the absence of an online learning-centred community, face-to-face activities were organised by the tutors. Informal friendships were generally not possible due to distances between learners' homes and the expense of travel. The majority of learners were happy to associate with their existing friendship networks. Despite inadequate office provision for the team, most learners kept contact with their tutors by telephone.
Resources
L&TS provided tutors with information, training, support and online contacts. Most published software has been designed to match the English National Curriculum, e.g. PLATO, EDICT. For this project GCC developed software and a website to support Scottish literacy, maths and PSD curricula. A database was created containing 300 suitable sites and interactive software for the development of an online school-based curriculum.
Productive contacts were established with Glasgow FE colleges, to provide courses reflecting a mix of practical and online learning, which were instrumental in creating enthusiasm in the learners to engage in further studies.
Funding
Due to its dynamic and complex character, it was difficult to quantify costs for this project. A crucial factor in sustainability is the need for schools to fund learners' placements. Pupils should not be denied such an opportunity in favour of less costly support arrangements.
Project outcomes
The majority of evidence pointed to learners' and their families' - new found confidence and raised self-esteem - the recognition of the benefits of broader educational opportunities - and the ability to act positively for themselves. Only one learner said that he had "got nothing from the project". Despite early and ongoing connectivity issues, online learning had become a reality for most learners by the end of the evaluation.
Conclusions and recommendations
This project was funded jointly with SEED and supported by L/TScotland, was Glasgow City Council's response to the unmet needs of many learners with significant interruptions to their academic learning. It was considered important to develop
1. pedagogical aspects through enhanced tutor support and
2. socialising by the development of a community of on-line learners.
The pilot was scheduled for one school session (2002-2003), but technical difficulties caused constant delays in connectivity so that a further pilot year (2003-2004) was made available. The conclusions and recommendations follow.
1. Although this was described as an on-line facility, the notion of blended-learning was promoted to ensure that learners' needs were better met. Media of transmission and modes of curriculum delivery involved ICT hardware and software, web and paper based materials, visits to libraries and museums, research, interacting with a variety of professionals, engaging in college courses and on-line communication It is recommended that a blended learning approach is adopted in any similar initiatives in the future.
2. It is recommended that t he learning needs of the pupils should not be jeopardised because of issues of security; both have to be considered and protected.
3. It is recommended that anauthority would consider a form of home learning where access is given to school-based on-line learning and the family takes on the responsibility for regulating their child's access to Internet sites. Such an approach does raise issues of equity for pupils as many families will not be connected nor have the funds to do so.
4. The new Additional Support Needs Act will require local authorities and schools to revisit their provision for pupils with significant interrupted learning. It is recommended that Any decision about using an ICT supplied approach for such pupil's must be made on the basis of the pupil's needs in learning.
5. It is recommended that there is a need for partners to meet on a regular basis with decisions taken, recorded and acted on. There is also a need for strong management with clarity about roles and responsibilities, particularly for flexibility in supporting staff. This requires that adequate protected time is made available to the lead managers in any such project.
6. It is recommended that tutors must provide an enabling learning experience through giving pupils support to make informed choices, guiding rather than directing.This in turn requires that tutors understand the pedagogical implications and are themselves knowledgeable about the range of opportunities and facilities for learning available outwith schools.
7. It is recommended that the Scottish Executive should consider giving a lead in the development of on-line teaching and learning courses so that in future schools themselves are able to support pupils outwith school.
8. It is recommended that a range of technical aids and software should be made available on a 'needs' basis above the standard package and the authority's ICT officer should be involved in any on-line undertaking to identify appropriate support aids.
9. It is recommended that in any future roll-out it would be essential to have some stated selection criteria although, given the very varied situations of pupils, it should not be too prescriptive.
10. It is recommended that it is important in future to ensure that projects such as this have a clearly defined exit strategy to capitalise on the learning gains made and to prevent loss of momentum when the pupils reach leaving age.
11. It is recommended that consideration needs to be given to how a mixed tutor team can best identify and access subject resources.
12. It is recommended that Local authorities and schools may wish to consider seconding or linking teachers on a part time basis into such a core team when a pupil from their school has been accepted into such a facility.
13. It is recommended that a uthorities should find ways of working together to capitalise on developments in on-line curriculum materials geared to national qualifications.
14. It is recommended that Local authorities should consider an exit strategy for families which supports them into readily available life-long-learning opportunities.
15. It is recommended that the Scottish Executive and local authorities may wish to seek ways of establishing closer links for the benefit of some learners who are not yet sixteen.
16. It is recommended that authorities should liaise with Careers Scotland and their local FE Colleges to ensure that pupils are given the best advice on further learning opportunities available within easy reach.
17. It is recommended that Local authorities should make arrangements for maintaining copies of full records for pupils who move around services.
18. It is recommended that Local authorities should consider what type of contract should be devised so that schools maintain their responsibilities while the pupil is still on their roll.
19. It is recommended that any authority wishing to undertake a similar provision should give careful consideration to the funding mechanism for it. Schools are not well placed to transfer out large sums of money but they can make a significant contribution in kind, based on staff time, resources, Guidance support, responsibility for maintaining pupils' assessments and records, etc.
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