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SPEKE PRACTICE - helping young women access education
Paula Pope of Liverpool John Moores University describes how an innovative project in Speke, South Liverpool has been helping young women to overcome the barriers that had previously barred them from education
Removing barriers and transforming aspirations need to take place not only
at a project level, but also within the local
economy
Accessing quality learning is a serious problem for many young women. Earlier this year, Cathy Street1 highlighted some of the difficulties school-age girls were experiencing and suggested ways in which their needs could be better addressed. One organisation that has been at the forefront in responding to young women's training and employment needs is Speke Young Women's Opportunities Project in South Liverpool.
The project has worked with young and adult women over several years, taking referrals from the local job and employment centre, schools or other youth and community networks. It offers educational classes leading to NVQ in business administration and childcare, RSA computer certificates and other awards, provides an onsite crèche and manages work experience placements.
Initially, the project worked with those who had left school without qualifications, but its success led it to branch out. The project now targets both male and female pupils from age 13 who are at risk of being excluded from mainstream education. The intention is to promote social inclusion through early intervention. Pupils are identified by learning mentors through antisocial behaviour or poor attendance and referred to the project's school links officer for the alternative curriculum.
A recent evaluation of the project2 used questionnaires, friendship pair interviews (where young people take it in turn to interview a peer and complete a simple questionnaire) and focus groups to gather views on its work and ways forward. As part of the study, several young women described some of the difficult personal circumstances that had interfered with their own schooling and the ways in which the project had helped them.
Problems
The initial trigger was often a crisis within the home or family network, such as an accident or bereavement, or alcoholism within the family. Karen, aged 16, describes what happened to her: 'When my Nan died two years last August, I slowly started losing weight. I went from 8 stone to just over 6 stone, because I just wasn't happy with myself and I was under a lot of pressure?I've been through a lot most of my life. I've had to live with my mum who had a drink problem.'
Another young woman, Marie (15), explains: 'I was playing truant, messing about in class, being aggressive with teachers and not achieving anything. After I went into foster care, I went down hill. I didn't have a care in the world.' For Joan (15): 'I came on this course because I wasn't doing very well in school with my attendance. I was going into school late all the time and I thought I couldn't cope with my exams coming up.'
In all, 35 project users, staff and outside agencies contributed to the study. They identified several factors that were significant to the success of the project. These include a 'customised one to one approach', that draws on professional youth work skills; positive action on barriers that prevent participation; and working in partnership with local agencies and service providers.
Overcoming barriers
The barriers young people face may be something as basic as hunger or not having the right clothes. Or it can be a lack of confidence or the presence of few alternative positive role models in the family or community. Losing confidence is not, of course, uncommon among adolescents, but the project's tailored one-to-one approach has been particularly successful in rebuilding the young women's confidence and self-esteem.
One of the biggest hurdles that the project addressed at an early stage was the need for childcare provision. Without the onsite cr“che, some young women simply would not have been able to undertake the educational classes that were their route to gaining the qualifications that could open other doors. As one participant, Jackie, put it: 'There's no way I could have come and trained without that'.
Now aged 28, Jackie reflects on the difference the project has made to her prospects. At 24, she had found herself '?ed up with being just another mother of two sat at home looking after my children'. She joined the classes and studied while receiving 'a much needed rest from my children'. Jackie now works part-time and has just completed an access course to higher education.
Double benefit
The presence of the cr“che within the project means the way is eased for young mums to rejoin classes and continue with their education . But the cr“che serves more than one purpose. It operates a quality service for those wishing to attend classes, but also doubles as a training and assessment placement for NVQ in childcare and education. It has offered respite for stressed parents and also acted as an enterprise in its own right, delivering an outreach childcare service elsewhere in the community.
The project's ethos ran counter to the traditional local culture, which one respondent in the study described as 'male-dominated and male-led'. The importance of the careful attention paid to putting in place the basic building blocks that enable girls and young women to progress cannot be overstated. The project is equipping young and adult women with the skills and confidence to become economically active in a community that is characterised by high long-term unemployment and significant disadvantage.
Breaking the mould
The project is also depicting a positive alternative, with examples of those who are helping to break the mould. Some former project users are the first members of their families in three generations to have gained full-time employment. One of them, Sally (30), has now gained employment with Sure Start and has become one of the project's main advocates: 'I'm always telling everyone how I got my job. It's never too late. I've got a lot of my friends in training now. It's given everyone a bit of hope me getting this.'
A learning culture is generated at each level of the project. Indeed, most staff members are now engaged in training beyond their initial qualifications, undertaking courses in health and safety, child protection, first aid and training. This trend emerged in response to the evolving nature of the project and the need to be able to assess students in-house.
One-to-one approach
At the heart of the project's success is the time and attention given to establishing effective one-to-one relationships that are tailored and responsive to the needs of each individual. It is a way of working that treats every person with respect. The young women report that 'They use manners here' and 'They make you feel welcome'. The staff are empathic ('They're always there for you') and there is a genuine interest in the lives of young people and adults within the project.
Staff invest considerable time in building a relationship with each young person. This 'youth work' or 'people skills' approach begins at the point of first contact, where there is an individual discussion with each young person to negotiate her or his entry into the project.
As the young women's needs are identified, the service responds as flexibly as possible. Some young people arrive without having had any breakfast, so the initial activity is to let them have something to eat and drink. 'They're reasonable, we're allowed to make a cup of tea,' commented one young woman. The initial step of attending to such basics as hunger is essential in order for progress to be made in other areas.
This perception and experience of the staff as friendly and understanding leads the young people to respond positively. They become enthusiastic about the classes and the work experience opportunities, which is perhaps best exemplified by the high attendance rates. Most project users achieved one hundred per cent attendance. This achievement is acknowledged by the giving of an attendance certificate. For the recipients, it is often the first positive recognition that they have received within education.
The success is also measurable. For example, over a nine-month period, 29 project users gained 72 certificates across twelve categories of qualification. The participants are proud of their achievements and are encouraged to continue.
This encouragement and attention to detail is sustained throughout the users' involvement with the project. In the words of one staff member: 'It's not all about training them for qualifications. We sit down and get them to understand exactly why we're doing things, the timescale, keep them informed every step of the way. It's important we keep them motivated.'
Project staff pay attention to areas of difficulty that may arise. This is evident in the care that is given to making the initial arrangements for work experience placements. In some cases, the trainee is bought suitable clothes to work in an office setting. This practical step addresses a disadvantage that can prevent young women from being treated equitably in the work place. There are follow up visits to monitor individual progress.
Local partnerships
Removing barriers and transforming aspirations need to take place not only at a personal and project level, however, but also politically within the local economy. And there is evidence that not all local employers immediately recognise the part they have to play in opening up opportunities for young people.
When they approached one company for possible tourism and leisure employment opportunities, project staff found an expectation that these local young people would be best suited to cleaning and catering vacancies. Such stereotypes can reinforce the low expectations that young people have of themselves. They will feel they have accurately weighed up the realities of what is and is not open to them locally. Faced with such attitudes, it is hardly surprising that many vote with their feet and alienate themselves from education and employment.
But perhaps we should leave the last word to Jackie, who is not only continuing her studies, but finds she now provides a role model within her family in ways that she had not anticipated: 'I also feel that my studying is having a knock on effect with my children as they see me working and they don't mind doing their home work.'
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