| ADULT AND COMMUNITY EDUCATION: SURVIVING THE RECESSION | | Print | |
| Bernadette Maria Brady | 19.10.2009 | Practice - Articles | ||||
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This Autumn (2009) AONTAS is holding a series of regional meetings across Ireland to assess the impact of the recession on the adult and community education service and to demonstrate how models of collaborative practice can address some of the challenges faced by providers. The theme of the meetings is Better Together. Berni Brady looks at some of the challenges and a model of good practice.
This year AONTAS celebrates its 40th birthday and at its General Assembly in May it reviewed the development of adult and community education over 4 decades. During that time the sector has faced many challenges, ranging from surviving on minimal resources to more optimistic times following the White Paper in 2000, to the current period of uncertainty following the collapse of the economy. AONTAS members have been providing feedback about the effects of cutbacks to the service and in particular the effects of the public service embargo on hiring personnel. The next budget in December 9th is expected to be a severe one. Challenges Currently the Adult and Community Education Sector faces three key challenges. They are:- • Lack of visibility • The erosion of resources • Continued fragmentation and territorialism While the adult education service has achieved a number of important developments over the past ten years it has failed to attract resources of more than 3% of the education budget and indeed that percentage has been gradually eroded since its high point in 2004/5. Furthermore the programmes funded since 2000 were resourced on a stand alone basis with little connection between them. The effect of this has been to fragment the service as providers compete for scarce resources. Regardless of the difficult environment in which we now have to work adult and community education has three great strengths. It is extremely resilient, flexible and is very good value for money. People working in the adult education service are amongst the most creative and resourceful people in the education system. The following example demonstrates how a collaborative strategy can sustain the work in challenging times. The Learning Network in County Clare, West Ireland In early 2005, EU funding secured by Clare VEC Community Education Service, enabled a number of organisations to participate in ‘Learning Networks’ bringing together different stakeholders involved in the delivery of adult and community education throughout the county. The Learning Networks programme involved research into partnership, as well as a six day training session, attended by 28 network members, resulting in the development of a ‘Partnership Toolkit’, where providers worked together, became familiar with each others’ roles and identified the conditions which would promote partnership activity. The success of the approach was recognised by participating organisations, who continued to collaborate more closely with each other, even after the EU funded project had concluded. Today Clare Lifelong Learning Network, facilitated by the Community Education Facilitator of Clare VEC, continues to promote partnership activity between its members. With the economic downturn, levels of collaboration expanded, in response to the scaling back of resources and increased demand on the services. New courses were developed and delivered in collaboration with local partners. For example the Returning to Learning course, where FÁS provided modules on Motor Vehicle Theory & Practice or Metal Work, the VEC supplemented that with Communications, ICT and Personal Effectiveness and the Local Development Company acted as co-ordinator. Other variations of this course include Horticulture, Woodcraft, AutoCad, depending on local demand. A course on Aqua Culture and Shell Fishing has seen a high level of collaboration with the local Jobs Facilitators. Outcomes • Organisations learned about each other’s constraints and challenges Individuals working in different organisations built up relationships and learned to trust each other, as well as learning how each other worked. • Organisations were able to access clients easier Organisations started to refer their clients onto other services, but also used other organisations to help them recruit course participants. Access to others networks and target groups meant that courses were promoted quickly and filled up quickly as a result. • Organisations pooled resources, ultimately benefiting those who need to access their services Last year, over 28 providers came together to host an Information Exchange Event for members of the public. Different organisations also used their expertise to develop courses which combine a variety of elements – from computer skills, to softer skills such as personal development or study skills. • Collaboration is resulting in greater community cohesion and contributing towards the social infrastructure of the area In East Clare, a FÁS funded Workplace Learning programme involved a number of stakeholders – from the local Seedsavers Association, to a Family Learning Project, as well as members of the community who gave access to land and donated plants for the project. By developing approaches such as this providers become serious about working together, are open to the ideas and expertise of others and find ways of using them to enhance their work. This requires all of them focusing on their roles and strengths and respecting and trusting those of others. Working together we can build a strong platform for the sector which will lobby for what we rightly deserve, a coherent well resourced working system. Berni Brady, Director, AONTAS. October 2009. |
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