LONDONS ARCHIVES, LIBRARIES AND MUSEUMS PROVIDING INSPIRING LEARNING FOR ALL.

A STRATEGY TO SUPPORT ADULT LEARNERS IN LONDON 2005-2010.

Contents Part 1
Introduction Our vision Who is this strategy for? Why we need a regional adult learning strategy Adult learning defined

Page

3 4 4 4

Part 2
The context for ALM Londons adult learning strategy National Regional 8 5

Adult learning across the domains: The situation at present Archives Libraries Museums Domain specific learning priorities

11

Part 3
About the adult learning strategy ALM Londons adult learning strategy Strategic aims of the adult learning strategy Our seven strategic aims and proposed actions Appendices: Appendix 1: Summary of learning and skills objectives from ALM Londons business plan 2005-6 Appendix 2: Summary of ALM Londons learning and skills key outcomes and achievements 2004/5 Appendix 3: Summary of parallels between Inspiring Learning For All (ILFA) Generic Learning Outcomes (GLOs) the Common Inspection Framework (CIF) and Recognising and Recording Progress and Achievement in non-accredited learning 12 13 13 14

19 21 22

(RARPA).

Part 1 Introduction
ALM London is the strategic development agency for archives, libraries and museums in London. Established in 2004 as the successor to LMAL, ALM London is one of the nine Regional Agencies funded by the Museums, Libraries and Archives Council (MLA). From April 2006 ALM London will operate as part of the revised MLA Partnership. This will consist of MLA and its nine regional agencies. ALM Londons activities will be guided by the MLA Partnership's strategic framework, which will generate a new shared corporate plan (2007-10). This adult learning strategy will ensure that the specific learning and skills development needs of adult Londoners are addressed within the new corporate plan as well as by ALM London's annual business plans. One of the first things ALM London did after being established was to launch the MLA framework for learning and organisational development to be used by archives, libraries and museums. The framework in question, Inspiring Learning for All, (ILFA) seeks to place learning at the centre of the function of archives, libraries and museums. Outside the sector ILFA may be described as a hybrid of the Common Inspection Framework and Recognising and Recording Progression and Achievement in non-accredited learning (RARPA). As the strategic development agency for the region, ALM London recognises the importance of placing learning at the centre of the work undertaken by archives, libraries and museums. There is much in the way of formal and informal learning already taking place in the sector. This strategy seeks to recognise that these learning opportunities already serve the interests of many in the capital, such as families, children, older learners, learners from disadvantaged communities and learners with disabilities. This strategy further recognises that many adult learners use the informal and relaxed learning opportunities available in archives, libraries and museums as their gateway to more formal, accredited programmes. In producing an adult learning strategy, ALM London wishes to: Strategically support archives, libraries and museums to develop their user services to maximise the delivery of formal and informal learning for the benefit of all Londoners1. Develop and implement a regional learning strategy for adult learners which supports the sector to deliver on national and regional priorities.

Our vision ALM London shares the MLAs belief that: Archives, libraries and museums connect people to knowledge and information, creativity and inspiration. ALM London is working towards the vision that: By 2010 Londons archives, libraries and museums will be: Sustainably embedded in Londons community life, and regarded as playing a key part in the capitals social, cultural and economic agenda. Recognised as national leaders in delivering inclusive and accessible services for diverse audiences. Centres of excellence for formal and informal learning, knowledge and creativity in London in essence this is the objective that underpins this strategy. Demonstrating sustained high standards of collection care, with repositories that reflect Londons diverse histories, experiences and interests.
1

The term Londoners is used in its widest sense to include all those who live in London, work in London or visit London.

Who is this strategy for?

This strategy is for ALM London, to provide a clear framework to deliver key policy objectives and an action plan to drive forward our performance on adult learning. This strategy is to signal our objectives to ALM Londons regional and national partners, stakeholders and funders. This strategy is for all those working in archives, libraries and museums in London paid staff, volunteers, and governing bodies. Also, as the ultimate beneficiaries of the changes ALM London hopes to bring about, this strategy is for all current and potential users of Londons archives, libraries and museums.

Why we need a regional adult learning strategy

We need to develop and implement a regional adult learning strategy in order to support the sector to deliver on the following key priorities: PRIORITY Skills for Life Strategy Londoners Need to Read research report ACTION REQUIRED We need to support adult learners with literacy, numeracy and language needs (ESOL) We need to implement the consultancy recommendations, identifying funding needs for the sector to innovate We also need to expand and quality assure the sectors Skills for Life role We need to develop the sectors role in supporting personal skills development and addressing regional employment skills gaps We need to review the scope for coordinated content We need to demonstrate a coherent and integrated vision for family learning

Skills Strategy and Learning Communities [21st Century Skills: Realising Our Potential] E-learning Every Child Matters

Adult learning defined

In the context of this strategy, adult learning refers to all opportunities that help adults achieve personal fulfilment, enterprise, enjoyment, employability and adaptability, citizenship and social cohesion. The focus is primarily on those aged 19 and over although family learning programmes, such as Keeping up with the children and SHARE are included in this strategy. Adult learning embraces different degrees and types of engagement: formal, informal and work-based. We have interpreted the term learning in the same way that the Inspiring Learning for All framework does, as a: [] process of active engagement with experience. It is what people do when they want to make sense of the world. It may involve the development or deepening of skills, knowledge, understanding, awareness, values, ideas and feelings, or an increase in the capacity to reflect. Effective learning leads to change, development and the desire to learn more.'2
2

Inspiring Learning for All (ILFA) definition of learning, adapted from the Campaign for Learning (2003) www.inspiringlearningforall.gov.uk.

Part 2
The context for ALM Londons adult learning strategy National
Skills for Life Strategy (DfES 2001) Every Child Matters (DfES 2003) Skills Strategy white paper (DfES 2003 and 2005)

The Government launched the Skills for Life Strategy in 2001 following the Moser Report, which revealed the extent of low levels of basic skills in the UK. It focuses on raising skills in literacy, numeracy and English for speakers of other languages (ESOL) for priority groups with the greatest need. The Skills for Life strategy - focus on delivery to 2007 provides an update on the progress of the Skills for Life strategy and gives the national targets up to 2007. It contains more detail on the composition of the Government's priority groups, including cohorts of hard-to-reach learners such as homeless people, refugees and asylum seekers, lone parents and jobseekers. The aims of Skills for Life are to: Raise standards in literacy, numeracy, and ESOL programmes Increase learner achievement Boost demand for literacy, numeracy and ESOL programmes Ensure capacity of provision Every Child Matters is a government green paper that was formulated in response to the death of Victoria Climbie. Every Child Matters should not solely be the focus of Children and Young Peoples strategic planning. There is a great deal of cross-over with Adult strategic planning, particularly in terms of learning opportunities. Both parents and children are involved in family learning activities, for example. The imminent merger of the Adult Learning Inspectorate (ALI) with Ofsted, the childrens social care remit of the Commission for Social Care Inspection (CSCI), and other organisations concerned with child protection, alludes to even greater assimilation in the Children and Young People agenda and the Adult agenda. The new inspectorate will be formed through legislation expected in 2006. The provisional name that has been given to the new inspectorate is the Office for Standards in Education, Childrens Services and Skills. The aims of Every Child Matters are to: Be healthy Stay safe Enjoy and achieve through learning Make a positive contribution to society Achieve economic well-being The Skills Strategy white paper is concerned with ensuring that the UK economy is supported by an increasingly skilled and competent workforce. To achieve this, it recognises that non-learners and disengaged learners need to be drawn into the culture of learning and skills. Initiatives such as the introduction of an adult learning entitlement, increased 'first rung' learning opportunities and safeguarding adult and community learning in accessible neighbourhood locations are expressed in relation to priority groups of learners. The Governments vision for a learning society is one in which everyone has an opportunity to succeed and upgrade skills throughout their lives. This is central to ALM Londons adult learning strategy and archives, libraries and museums have an important social role in stimulating and supporting learning and creating this learning society. Through addressing the above national contexts ALM London can support the sector to achieve its full potential in terms of family and adult learning as shown in the following table. 5

= Every Child Matters+Skills for Life+Skills Strategy Addressing

Potential for archives, libraries and museums to: Increase participation in family and adult learning programmes Increase learning abilities Increase skills levels Increase employability and enterprise in communities Support the priorities of the Learning and Skills Councils in the region Add value to community cohesion Add value to economic regeneration Add value to other initiatives highlighted in ALM Londons operational plan Improve attainment levels in the family and adult learning sector Act as an inspiring source of creative energy and innovation

Regional
GLA Culture Strategy (Cultural Capital 2004) Framework for Regional Employment and Skills Action (FRESA) London Skills Commission Learning and Skills Councils (London North, South, East, West and Central) Local Learning Partnerships Londoners Need to Read (ALM London, 2004) ALM Londons suite of domain specific and cross-domain strategies for: Archives - Libraries Museums - Cultural Diversity - Economy and Regeneration Children and Young Peoples Learning - Collections

The Mayor published his Culture Strategy in 2004 and established the London Cultural Consortium (LCC) in early 2005. ALM London is a member of the LCC and this will provide an important strategic focus to the development of culture in the capital. The GLA Culture Strategy sets out the objectives for making London a world class city. In particular the strategy recognises that: The informal learning sector plays an important role in providing opportunities to develop skills and expertise in culture but outside of the formal education system. The key learning and skills aims of the strategy are to: Promote training and continual professional development for the sector 6

 Support the role of lifelong learning in providing routes to employment by supporting higher and further education initiatives to work with the informal education sector Ensure that all Londoners have access to culture in the city

The Londoners Need to Read research project was jointly funded by the Department for Culture, Media and Sports (DCMS) and the Department for Education and Science (DfES). The project involved collating baseline data and case studies to illustrate the current and potential future role of archives, libraries and museums in supporting adult learners basic skills needs. The resulting report was published in July 2004 and contained several key messages. One of the main recommendations made by the Londoners Need to Read research project was that ALM London should use its position as a strategic development body to establish and implement Skills for Life standards for the sector. Producing Skills for Life standards for the sector is an important development as with a growing population of over 7 million people, London is the largest city in Western Europe. It is also one of the world's most culturally diverse cities. Over 300 languages are spoken in Greater London and almost half of Britain's black and minority ethnic residents live here. More than a third of Londoners belong to an ethnic minority community. London is a young city - over 20% of its population is under 18, and also has a younger adult population than the rest of the UK: 41% of Londoners are aged 20-44. But it also has nearly a million people (930,000) over 65 and close to half a million (440,000) over 75. After decades of decline, London's population is growing again with more people moving to the city, especially young people. London is responsible for nearly 20% of the UK's GDP and 25-29 billion is generated annually by the cultural and creative industries in the capital - a third of the total UK revenues from the sector. Last year over 25 million people visited the city. However, the capital also has 3 of the 5 most deprived boroughs in England and 25% of all unemployed people in Britain live in London. The unemployment rate in some of the poorest London boroughs is more than ten times as high as that in the best. 52% of Britain's homeless people also live in London. Through addressing some of the regional priorities previously identified, the potential for Londons archives, libraries and museums to positively impact the lives of Londoners is enormous - as shown in the table below. Addressing Potential for archives, libraries and museums to:

Continue providing important learning opportunities for adults with literacy, numeracy and ESOL needs. Continue widening adult participation in learning and re-engaging learners (particularly those from hard-to-reach communities). Build on strengthening progression opportunities for adult learners Build on the perceived natural synergy between the sector and learning. Broker more local learning partnerships with mainstream providers Continue to provide complementary services to support accredited learning, such as information, advice and guidance (IAG) Promote training and continuous professional development for all in the sector to include paid staff, volunteers and trustees Support the role of lifelong learning in providing routes to employment Support higher and further education initiatives to work with the informal education sector Ensure that all Londoners have access to culture in the city Promote coordinated work and action between the domains

Adult learning across the domains: The situation at present

The Londoners Need to Read research project carried out by ALM London to examine how archives, libraries and museums support basic skills learning demonstrated that libraries successfully reengage learners. 39% of learners interviewed in libraries had dropped out of college courses. The research also shows that they are successful at retaining learners and supporting progression. 88% of learners said that they had increased their confidence; 56% increased their skills and 23% increased their motivation to learn.

Adult learning in archives: The situation at present

Research for the London Regional Archive Strategy (2001) identified a total of 366 archives and archive-holding institutions in London comprising 29% of all British archives. This represents a wealth of professional expertise, diverse collections and a wide range of services. The key characteristic that these 366 repositories share is that they allow some form of public access, but they are owned or managed by a variety of different parent organisations including local authorities, Rothschilds, the NSPCC, St Bartholomews Hospital and the Natural History Museum. 8

GLA Culture Strategy+Framework for Regional Employment & Skills Action+London Skills Commission+Learning and Skills Councils+Central Local Learning = Partnerships+Londoners Need to Read research report+ALM Londons suite of domain specific and cross-domain strategies

The London region differs from the other English regions in that a substantial element of the archive domain falls outside the direct control and remit of government and public policy. Almost half of all business archives in Britain are located in London. London also houses the National Archive, the national archive of England, Wales and the UK, which holds and makes accessible the records of central government and the courts. Archives have found it difficult to link with expertise outside the domain [for example, with museum learning experts]. This is partly due to lack of capacity within archives which leads to a lack of time and confidence to seek out relevant experts and to build working relationships. Where archives are part of a larger organisation, it has often been difficult for them to participate in the organisation's established learning programmes as archives are sometimes seen as not relevant or pertinent to the target learning audience. The development and implementation of learning strategies is seen as increasingly important by funders of cataloguing and archive development projects, for example the Heritage Lottery Fund. Archives themselves do not always see learning as central to their role or even recognise that they are already supporting learning through their services. Although many staff members have a lot of experience working with members of the public, very few of them have specific training in supporting learning. While only 3 archives in London have education officers, a number of University archivists actively contribute to in-house teaching through participation in methodology courses, specific mastered doctoral supervisions, occasional lectures and hosting visits for subject interest groups. University archives also provide one-to-one research guidance to individuals. There is generally a growing pressure for archives to be more outward looking, to make their records more accessible and to work in partnership with other providers. In the case of university libraries there is a growing emphasis on universities recognising the needs of the local communities in which they are based. Most of this energy is presently directed towards AIM Higher projects which exist to increase participation in higher education from pupils with no family experience of higher education. ALM Londons archive development strategy identifies that current social inclusion activity is generally not mainstreamed within archives and there are few examples of archive staff with specific responsibility for access, inclusion or outreach. These lacks of capacity notwithstanding, some archive services have developed innovative partnership projects. The City of Westminster archives centre is one case in point. Although the archive has only one officer the centre has managed to create two core projects that have been able to secure significant external funds. Needless to say this has been achieved through extensive partnership working. Archives have the potential to significantly strengthen progression. The informal learning opportunities they offer raises learners confidence and aspirations, improves their attitude to learning, develops their skills, and encourages them to either progress to courses or gain qualifications. The synergy between archives and learning may not always be as explicit as that of libraries and learning but it is this very issue that is their key strength in terms of delivering adult learning opportunities particularly literacy. Collections and resources at archives can do a great deal to support the needs of adult learners as well as enrich their wider learning experience.

Adult learning in libraries: The situation at present

London houses nearly 400 public libraries, some 200 academic libraries for further and higher education students and researchers, workplace and business libraries, and is home to the British Library the national library of the UK. There are 130 academic libraries within 39 higher education institutions in London, with over 280,000 registered users. Increasingly their resources are being made available to all those with a real need to use them, beyond the student and academic community. Last year higher education libraries recorded over 15 million visits and loaned over 15 million items. Academic libraries engagement with initiatives such as Inspire and WiLL has developed and implemented publicly accessible single user interfaces that provide search facilities from any Peoples Network Terminal in any public library. London is also home to a proliferation of business and workplace libraries, as well as numerous health and medical libraries. These libraries have a key role in supporting adult learning through their interface with adults as both workers and learners. These libraries provide a huge potential for growth in the area of workforce development activities. The role of public libraries in lifelong learning and as centres for community engagement is well known. Libraries have an increasingly significant and proactive role in supporting learning through a 9

range of services to underpin key initiatives such as E-government, Skills for Life, and Neighbourhood Renewal. The introduction of The People's Network has transformed the profile of library users in some parts of the London region. Social inclusion is increasingly being mainstreamed and is the responsibility of all library managers. The MLA commissioned 2 reports recently looking into adult learning in public libraries. The reports by Liverpool John Moore University and Customer Interpreter set out the current situation nationally and in the case of the latter report, put what libraries are attempting to do within the context of learners needs. Returning to the London regional case, the key findings of the Londoners Need to Read research report are that: There is strong evidence that libraries are already providing important learning opportunities for adults with basic skills needs, offering real choices about learning, complementing mainstream provision and supporting the Governments key targets regarding learning and skills development. Libraries are successful at widening adult participation in learning, having recruited and re-engaged adult learners, particularly those from Londons hard-to-reach communities. This has often been achieved through outreach programmes, although existing library users who have not previously considered returning to learning have also been recruited to courses. Libraries have the potential to significantly strengthen progression. The threshold basic and essential skills courses they provide, as well as the informal learning opportunities they offer, raise learners confidence and aspirations, improve their attitude to learning, develop their skills, and encourage them to either progress to other courses or gain qualifications. Learners see a natural synergy between libraries and learning. They value the informal learning environment and respond well to the knowledge, support, helpfulness and encouragement of staff. Resources, collections and services across the sector are seen to fully support learners needs as well as enrich their wider learning experience. Libraries are involved in local learning partnerships with mainstream providers, which secure funding to develop their services for adults with basic skills needs. Some services are beginning to explore their potential as complementary providers of accredited learning. There is a need to develop this work pan-London to ensure that there is a consistent and sustainable offer for learners. In addition to the adult learning activities presently occurring in libraries, they offer Information and Advice to learners signposting progression opportunities. The work of the Strategic Policy Advisory Group (SPAG) has been instrumental in developing the recommendations made in the Londoners Need to Read research report. A Skills for Life compact has been produced. This has been rolled out to libraries in all 33 of Londons boroughs and there are plans to develop an archive and museums strand of the compact.

Adult learning in museums: The situation at present

London houses c250 museums and galleries, including world famous national museums and galleries, local authority services, museums owned by university, military and other specialist interests, and a wide range of independent museums with charitable status. Over 20% of the countrys designated museum collections are in London. This includes, for example, the Horniman Museums fascinating range of musical instruments and ethnographic material, and the Courtauld Gallerys comprehensive art collections. At the heart of the Renaissance vision are hubs comprised of leading museum services in each region, whose role is to provide the regional lead in delivering vastly improved services to a wider audience than ever before. The London Museums Hub is composed of the Museum of London, Horniman Museum, London Transport Museum and the Geffrye Museum. The hubs were established to serve as centres of excellence for innovation and change in the museum sector, support capacity building within the museum domain, and disseminate best practice to the wider museum community. The London Museum Hub was established in 2003. 10

Local authority museum services are provided by 26 London boroughs covering 46 venues and are generally small to medium sized. They provide local museum provision, tending to concentrate on the interpretation of local and social history collections. Londons local authority museums often have excellent links with and services for local community groups and schools. Many of these services rise above their capacity limitations and are recognised nationally for their work in the areas of access, social inclusion and audience diversification. This expertise in working with local communities and delivering services appropriate to Londons multi-cultural population must be recognised as a major strength. Many of the capitals university museums house specialist collections with an academic slant. Important examples include the Brooking Architectural collection at Greenwich University, Percival David Foundation of Chinese Art and UCLs Petrie Museum of Egyptology. In recent years there has been a shift towards attracting new audiences beyond academic users - for example, the Museum of Domestic Architecture at Middlesex University runs holiday activities for children as well as a series of conferences and one-day workshops for adults. London also has a number of historic houses and properties including those owned by English Heritage and the National Trust, for example, English Heritages Kenwood House and its art collections. Sutton House, a National Trust property, reflects the changing condition of Hackney from the 16th century to the present day when a 2m restoration programme rescued it from dereliction to become a cultural and social centre.

There is a range of educational activity already happening in Londons museums. Museums are already providing important learning opportunities for adults with basic skills needs. Museum users who have not previously considered returning to learning have also been recruited to courses and there is potential for museums to significantly strengthen progression. Adult learners themselves see a natural synergy between museums and learning, viewing collections and services as supportive to their needs as well as enriching their wider learning experience. Some museums are involved in local learning partnerships with mainstream providers. Although there is a lot of learning activity presently happening in Londons museums, the contribution that museums make to adult learning is sometimes difficult to articulate and the extent to which they work with other partners to develop and deliver programmes that meet a wide range of learning and access needs varies. Many museum education services started as schools services - some still concentrate on this market and some museums have yet to develop fully their learning role in relation to adults and the wider community. Consultation on developing ALM Londons museum development strategy has shown that small independent and volunteer run museums in particular need support to create even basic programmes for family and adult learning groups and to develop their potential as local community learning centres. The strategy has also highlighted that all museums could benefit from establishing closer partnerships with local authorities to advocate their contribution and to ensure that the learning opportunities they provide reflect the needs of family and adult learners. To meet regional and local priorities there is an increasing demand for museums to undertake more social inclusion work. There are several innovative projects of model value in the region. As demand for this work increases, museums will be expected to work more closely in partnership with other providers. This has implications for how services prioritise their work, and for the skills that staff need to develop in new areas.

Domain-specific learning priorities:

11

The strategic document for the archives domain, Listening to the Past, Speaking to the Future3 seeks to: Release the potential of archives to enrich and enhance teaching and learning and contribute to raising standards in education The strategic document for the museums domain, Renaissance in the Regions, states key learning priorities as being: Reaching a wider community Improving access to knowledge and information Reaching and exceeding existing standards Operating effectively and efficiently to deliver high quality services to users

The strategic document for the libraries domain, Framework for the Future4, states public libraries key learning priorities as being: Complementing and reinforcing formal learning (para 4.11) Supporting the Skills for Life strategy (para 4.24) The MLA action plan 2004 -2006 for delivering the objectives of Framework for the Future5, wishes to: Ensure libraries play a full part in integrated strategies to improve access to adult learning support and resources Develop offers to support adults with basic skills needs Implement best practice models to improve customer access to resources in academic and public libraries

Part 3
About the adult learning strategy
ALM Londons adult learning strategy was developed by a process of literature review, research and consultation. A steering group was established to represent each of the domains. Representation was also provided by other stakeholders, such as the Museums, Libraries and Archives Council, the Learning and Skills Council, the National Institute for Adult Continuing Education and the Department for Culture, Media and Sport. The steering group met twice, once in June 2005 and once in September 2005. The intervening periods were spent revising the strategy and seeking wider stakeholder responses to the first draft. This second and final draft of the adult learning strategy has in addition been approved by ALM Londons Board of trustees.
33

Listening to the past, Speaking to the Future: The Report of the Archives Task Force was published by MLA in 2004. The full text of this report is available online at www.mla.gov.uk/action/archives/atf.asp 4 Framework for the Future: Libraries, Learning and Information in the Next Decade was published by DCMS in 2003. The full text of this report is available online at www.culture.gov.uk/global/publications/archive_2003/framework_future.htm 5 Framework for the Future action plan 2004-2006: was published by MLA. The full text of this report is available online at http://www.mla.gov.uk/documents/fff_ap2004.doc

12

The steering group members were: Beer, Simon - Development Officer (National Institute for Adult Continuing Education) Cross, Helen - Regional Head for Literacy and Numeracy (Learning & Skills Council, London Region) DeMontmorency, Philip - Skills and Employment Manager (London Development Agency) Douglas, Jonathan Head of Learning and Access (Museums, Libraries and Archives Council) Gardam, Steve Learning and Outreach Officer (British Postal Museums and Archives) Innocent, Natasha Informal Learning Adviser (Museums, Libraries and Archives Council) Jones, David - Head of Libraries (Camden Libraries) Kings, Pip Regional Head for ESOL (Learning & Skills Council, London Region) McNab, Iain Education and Skills Coordinator (Government Office for London) Nichol, Keith - Head of Museum Education (Department for Culture, Media and Sport) CHAIR Olsen, Adrian Head of Libraries (Southwark Library) Pimblett, Jan Principal Interpretation Officer (London Metropolitan Archive) Swift, Frazer Deputy Head of Access and Learning (Museum of London) Whooley, Finbarr - Assistant Director (Horniman Museum)

The following individuals and organisations provided their comments during the wider consultation process: Allen Clarke Cross Douglas Doyle Hannan O'Brien Smith Wilkie Jane Genevieve Helen Jonathan Rosemary Laura Fiona Peter Sarah Association of London Chief Librarians Vital Link Learning & Skills Council, London Region Museums, Libraries and Archives Council (MLA) Association of London Chief Librarians Westminster City Council London Libraries Development Agency Skills for Life Quality Initiative Consultant Museums, Libraries and Archives Council (MLA)

ALM Londons adult learning strategy

The adult learning strategy supports the mission, vision and shared outcomes that ALM London shares with MLA and its regional partners. The strategy responds to the domain, sector, regional and national priorities previously identified in this paper. In addition, the strategy responds to the potential for Londons archives, libraries and museums in relation to these priorities. Inspiring Learning for All, (ILFA) the cultural sector framework for good practice in learning and organisational development, underpins the development of this strategy as it was felt that the framework would satisfy all the domain, sector, national and regional priorities already identified in 13

this document. These priorities also directly support the LGA shared public service delivery priorities6 for local and central government which encourage government, councils and other bodies to work together to deliver tangible improvements in the areas of improving quality of life for all and developing stronger, healthier and safer communities and environments. This strategy describes ALM Londons priorities to support the delivery of adult learning opportunities in archives libraries and museums for the period 2005 2010. This strategy sets out the ways in which ALM London will achieve this by working with archives, libraries, museums and other stakeholders to demonstrate the significant contribution that the sector makes to providing inspiring learning for all. It is an overarching strategy that is interwoven with the delivery of ALM Londons other cross-domain strategies as well as the domain specific strategies for archives, libraries and museums.

Strategic aims of the adult learning strategy

ALM London has set out the following overarching aim:

To challenge and support archives, libraries and museums to embrace Inspiring Learning for All and place learning at the centre of their activities

In addition ALM London has set seven strategic aims to help us achieve this vision by 2010. These are to: 1 Support archives, libraries and museums to develop their services to meet the priority learning needs of adult Londoners, for example, literacy, numeracy, ESOL, skills gaps, information, advice and guidance Promote the use of collections and resources in new and improved ways to encourage use by more adult learners Promote the creation of accessible and inspiring places and virtual environments that increase user diversity, encouraging more adult learners to use them Support archives, libraries and museums to develop an organisational learning and evaluation culture to benefit all learners Increase aspirations of staff and volunteers in order to empower them to develop their skills and impact as learning champions Raise awareness across the sector of new agendas and initiatives in adult learning, diversity and social policy, and support and broker partnership working in these areas Collect evidence of impact on end users and advocate the contribution of archives, libraries and museums in terms of adult learning, social cohesion, regeneration, and diversity

2 3 4 5 6 7

Our seven strategic aims and proposed actions

Strategic Aim for adult learning Support archives, libraries and museums to develop their services to meet the priority learning needs of adult Londoners; for example, literacy, numeracy, ESOL, skills gaps, information, advice and guidance Proposed Action by ALM London Launch and roll out the Skills for Life compact as recommended by the Londoners Need to Read research project Performance indicator List of partners

All libraries achieving standard level by 2006, medium level by 2008 and 1 library in each borough achieving advanced level by 2010

66

Support library borough

3x briefing sessions held for library borough

ALM London Development Manager for Adult Learning with the support of other Development Managers, Development Officers, the CEO, the MLA and a number of external agencies, including the following:

Partnership in Action Local Government Association 2002

14

coordinators to implement the Skills for Life compact

coordinators by 2006 30 Skills for Life compact facilitation days rolled out by 2006 Skills for Life forum established to include Skills for Life compact coordinators at all 33 London boroughs by 2006 Forum expanded to include RaW coordinators by 2006 Forum further expanded to include 40 practitioners from adult learning sector by 2007 External funding attracted to appoint SfL development coordinators and manager by 2006 Museums and archives strand of the Skills for Life compact produced by 2006 Museum and archives strand of the Skills for Life compact rolled out and implemented 2006 - 2010 Links established with FE colleges, voluntary sector providers, primary care trusts and other stakeholders concerned with adult learning such as the 5 local learning partnerships Adult learning strategy rolled out and implemented at archives, libraries and museums 2005 2010 9 X learning policy development training events hosted by 2010 Links strengthened with stakeholders concerned with standards work in the area of adult literacy, numeracy and language such as the London Strategic Unit, Basic Skills Agency, The Reading Agency, the Learning and Skills Council, the DfES. Through projects such as Community Links and the Diversity Network, ALM London will continue to Basic Skills Agency NIACE Workers Educational Association Learning and Skills Council Voluntary sector training providers London Development Agency Big Lottery Fund Further Education colleges Central London Learning Partnership South London Learning Partnership East London Learning Partnership North London Learning Partnership West London Learning Partnership Framework for Regional Employment and Skills Action Association of London Chief Librarians London Libraries Development Agency Museums Development Agency SKEIN Vital Link

Seek funding to establish sub-regional development support to assist the sector to develop its basic skills provision

Strengthen existing and broker new partnerships with training providers, voluntary sector organisations and others to meet the learning and skills needs of adults

Support archives, libraries and museums in their learning and skills policy-planning for adult Londoners

Support improvements to adult literacy, numeracy and language skills work

Promote the use of collections and resources in new and improved ways to encourage use by more

Support archive, library and museum staff and volunteers to work with community groups in

ALM London Development Manager for Adult Learning with the support of other

15

adult learners

order to make their collections more accessible to ethnically and culturally diverse user groups

broker partnerships to attract more and different adult learners to access collections and resources

Development Managers, Development Officers, the CEO, the MLA and a number of external agencies, including the following:

Resources produced and disseminated to map ALM provision to Adult ESOL citizenship curriculum by 2007 Through workforce development activity support archives, libraries and museums to apply for capital funding 8 sponsorship / funding sessions hosted as part of workforce development programme of training activities by 2010

Association of London Government Museums Development Agency London Libraries Development Agency Society of Archivists Community Links group Arts and Business Vital Link

Use ILFA to review and develop more rounded forward plans and Accreditation applications overall, and as a means through which the sector can supply supporting evidence on user services Collate and disseminate case studies demonstrating the use of collections in widening participation

ILFA mapped to accreditation framework by 2006

The Reading Agency Creative Partnerships Arts Council England Central London Learning Partnership South London Learning Partnership East London Learning Partnership West London Learning Partnership North London Learning Partnership Basic Skills Agency London Strategic Unit

Online publication of case studies 2005 -2010 Host 4 workforce development events that share good practice in attracting new and different adult learners 2006-2010 New e-learning and personalised learning pilot project developed 2008-10 Diversity network established with representatives from all constituent bodies. Meetings held at least 3 times a year to inform sector practice. Conference hosted on archive, library and museum learning spaces for the 21st century in partnership with RIBA and other building design specialists 2X diversity action planning training sessions hosted held per year as part of the workforce development

Promote the creation of accessible and inspiring places and virtual environments that increase user diversity, encouraging more adult learners to use them

Develop projects to demonstrate effective elearning Work with strategic partners to develop models for more welcoming visitor services

ALM London Development Manager for Adult Learning with the support of other Development Managers, Development Officers, the CEO, the MLA and a number of external agencies, including the following:

Support archives, libraries and museums in their diversity action planning

Government Office London RIBA CABE Centre for Accessible Environments Royal National Institute of the Blind Diversity Network Museums Development Agency

Support archives, libraries and museums to offer learning opportunities to all users

16

through direct engagement with collections

programme. Good practice disseminated through website Advocacy document produced to the sector on outreach work to new and diverse audiences including community centres, schools, hospitals, detention centres and prisons

Society of Archivists London Libraries Development Agency Association of London Chief Librarians London Grid for Learning NIACE

Support archives, libraries and museums to develop an organisational learning and evaluation culture to benefit all learners

Evaluate the Generic Learning Outcomes7 of all projects funded, supported or organised by ALM London

All funded projects evaluated through the ILFA GLOs All new funding projects stipulate the use of the ILFA GLOs as an evaluation method 6 ALM organisations recruited and mentored by 2006. Case studies produced and disseminated. Project evaluated. A further 6 ALM organisations recruited and mentored by 2007. Case studies produced and disseminated.

Create ILFA development project to mentor ALMs through implementation of the ILFA framework

ALM London Development Manager for Adult Learning with the support of other Development Managers, Development Officers, the CEO, the MLA and a number of external agencies, including the following:

Workers Educational Association National Institute for Adult Continuing Education London South Bank University (LLU+)

Continue to work with MLA to promote the use of ILFA as a tool for organisation change

ILFA as organisational change advocacy document produced and disseminated through the workforce development programme and other means 2005 2010 Database produced and populated with examples of good practice 2006 - 2010

Create a database demonstrating good practice in adult learning policy development through the use of ILFA Deliver an Inspiring Learning for All advocates programme to develop a core group of champions who will promote understanding of ILFA and its use across the region Broker relationships between ALMs and initial teacher training organisations to enthuse trainees about the sector Work with London Hub

Increase aspirations of staff and volunteers in order to empower them to develop their skills and impact as learning champions

ILFA advocates programme launched by 2006. Develop the number of ILFA champions by 20 per year to 2010

Links and teaching placements made with the Institute of Education, Greenwich University and other ITT providers 2005 2010

ALM London Development Manager for Adult Learning with the support of other Development Managers, Development Officers, the CEO, the MLA and a number of external agencies, including the following:

Creative and Cultural Skills Lifelong Learning UK Chartered Institute for

Generic Learning Outcomes is a system for measuring soft learning outcomes - describing and analysing what people say about their learning in museums, archives and libraries to deepen understanding of our value and impact (see www.inspiringlearningforall.gov.uk)

17

museums to enable them to use their experience and learning from ILFA to mentor others

ILFA advocates programme that harnesses the experience of the London Hub museums established 2006-2010

Library and Information Practitioners London Voluntary Sector Council London Voluntary Services Training Council Teacher Training Agency Millennium Volunteers Project Government OfficeLondon NIACE

Support the development of culture sector apprenticeships for adults aged 19+ in partnership with the London Learning and Skills Councils, the Sector Skills Councils, LEAs and other stakeholders. Support an increase in the provision of adult volunteering opportunities via the archive, library and museum sector

Apprenticeships developed in partnership, introducing new and different adults to work in the cultural sector 2006 - 2010

National quality assurance framework used to support archives, libraries and museums to achieve Investing in Volunteers status 2007 - 2010

Vital Link London Strategic Unit

Raise awareness across the sector of new agendas and initiatives in adult learning, diversity and social policy, and support and broker partnership working in these areas

Strengthen existing and broker new partnerships with key education providers to raise awareness and recognition of the role of archives, libraries and museums in this area

Key education providers involved in the workforce development programme both as training providers and the beneficiaries of training provided by ALM London to the cultural sector 2005 2010

ALM London Development Manager for Adult Learning with the support of other Development Managers, Development Officers, the CEO, the MLA and a number of external agencies, including the following:

Produce advocacy documents for the sector that illustrate these new agendas

Updates provided on ALM London website and notices sent to mailing groups to keep sector practitioners informed 3x briefings per year hosted on new and emerging policies and implications for archives, libraries and museums 2X joint conferences held with NIACE to promote the role of archives, libraries and museums in adult learning 2006 - 2010

Adult Learning Inspectorate Learning and Skills Council Central London Learning Partnerships National Institute of Adult Continuing Education Workers Educational Association London Development Agency Government Office London London Strategic Unit (IOE) Further Education Colleges Voluntary Sector Training Providers Primary Care Trusts

Stage policy briefings relevant to Londons priority learning needs as part of its workforce development offer to the sector Continue developing relationships with the Learning and Skills Councils and work with LDA and NIACE to advocate the role of archives, libraries and museums in learning

Collect evidence of impact on end users and advocate the contribution of archives, libraries and museums in

Build on our case study database which highlights the learning gained by both

Database maintained and populated with more case studies as they emerge 2005 -2010

ALM London Development Manager for Adult Learning with

18

terms of adult learning, social cohesion, regeneration, and diversity

organisations and users as an outcome of programmes and projects Develop reports and advocacy materials about the impact of archives, libraries and museums on learning, community cohesion, regeneration and diversity. Rollout and implementation of collections strategy, communities and diversity strategy, regeneration strategy, learning strategy for adults, learning strategy for children and young people 2005 2010 Development, pilot and rollout of Generic Social Outcomes (GSOs) using social capital model

the support of other Development Managers, Development Officers, the CEO, the MLA and a number of external agencies, including the following:

Association of London Government London Development Agency Framework for Regional Employment and Skills Action Government Office London NIACE

To achieve this we will embody Inspiring Learning for All in the way that we approach: Consultation by putting the needs of stakeholders at the centre of our work Collaboration by working inclusively with partners to achieve our aims, deepening strategic links with all London Learning and Skills Councils at regional and local level as part of the MLA Partnership advocacy activity to LSCs Innovation by initiating and being open to new ways of working Evaluation - by gathering evidence and learning from what we do; developing flexibly and responsively Communication by letting people know about the difference archives, libraries and museums make to adult learning Leading by example by piloting initiatives in learning, access and related workforce development with both strategic significance and local impact, which play to our strengths, and develop our skills, knowledge, profile and reputation.

Appendix 1: Summary of learning and skills objectives in ALM Londons business plan, 2005-6
Objective
4.1 To support archives, libraries and museums in London to embed

Target
Develop and deliver a targeted WFD strategy, information advice and guidance service and ILFA grant scheme to ensure that 10 archives, 20 library services and 50 museums adopt ILFA

Timetable
April 2005 Sept 2005

19

learning into every aspect of their work through increasing take up of ILFA

4.2 To strategically support archives, libraries and museums to develop their visitor services to maximise the delivery of formal and informal learning for the benefit of all Londoners

4.3 To develop and implement a regional action plan to deliver against the 4 key objectives of MLA s

framework by March 2006. To deliver one awareness-raising programme on ILFA for up to 30 senior managers in ALMs and develop and deliver a minimum of 3 domain-specific training events. Collate, publish and promote at least 15 regional cross domain case studies to illustrate the impact of ILFA as a tool for organisational change Advocate the benefits of the ILFA framework as an outcomes measure to key partners and stakeholders within the wider education sector. Develop and implement a learning strategy for children and young people that addresses the following national and regional priorities. Creative learning Cultural Entitlement Managing the implementation of Exploring Citizenship Strategic Commissioning Programme Scoping the potential of curriculum support and out-of-hours learning provision via archives, libraries and museums Vocational learning and the 14-19 education agenda Review the scope for co-ordinated elearning content Develop and implement a regional learning strategy for adults that support the sector to deliver on the following national and regional priorities: Skills for Life Strategy adult learners with literacy, language, ESOL, and numeracy needs To implement the Need 2 Read consultancy recommendations, identifying funding for the sector to innovate, expand and quality assure its Skills for Life role Skills Strategy and Learning Communities [21st Century Skills: Realising Our Potential] developing the sectors role to support skills development and address regional skills gaps Regional Skills Prospectus Review co-ordinated e-learning content Represent and advocate the sectors role through membership of regional learning and ICT forums and networks, including: The Mayors Children and Young Peoples Unit London Basic Skills Strategy Forum London Challenge London Connects Skills for Life strategy groups of the subregional London Learning Partnership Londons 33 LEAs To implement ALM Londons workforce development strategy by: Developing a workforce development programme to deliver at least 20 ALM London events

July 2005 June 2005

May 2005

June 2005

April 2005 Publish April 2005 & Sept 2005

20

Workforce Development Strategy

Providing web based training information service to encourage participation in external training programmes Advocating and brokering workforce development partnerships relevant to sector Work in partnership to support workforce development needs and skills gaps relating to leadership and management sector Manage London Apprenticeship programme

Update biannually November 2005

The full text of the ALM London Business Plan is available online at www.almlondon.org.uk

21

Appendix 2: Summary of ALM Londons learning and skills key outcomes and achievements (2004/5)
Workforce development - Regional launch of the Inspiring Learning for All (ILFA) framework, attended by over 150 senior managers and stakeholders. Development and delivery of 6 ILFA training events attended by over 150 practitioners. Co-ordination of an annual workforce development programme for sector practitioners that included over 20 courses during 2004/5 covering themes such as equalities and diversity awareness, disability awareness, collections care and the Skills for Life strategy. Policy and innovation - Launch of the Londoners Need to Read (Skills for Life) research report, attended by over 120 stakeholders from archives, libraries, museums and the formal learning and skills sector. Since the launch a cross-sector regional policy advisory group has been established (involving the sub-regional LSCs) and ALM London is working on a pan-London public library compact to support learners with literacy, language and numeracy needs Creativity Provision of 40,000 funding to enable over 1000 children and young people from schools in 27 London boroughs to participate in the sectors cross-domain, visual literacy programme, Young Cultural Creators - working with famous childrens authors, librarians and museum/gallery educators on creative writing and illustration activities (see www.youngculturalcreators.com) Disability access - 15,000 grant awards to 10 archives, libraries and museums to improve physical, sensory and intellectual access to collections Pan-London policy Advising on the GLAs Disability and Culture Research project, the Mayors Commission on African and Asian Heritage and Londons Thames Gateway redevelopments Audiences Hosted a successful regional conference on Archives, Libraries and Museums working with refugees and asylum seekers; called Enriching Communities. Over 150 delegates attended Advocacy Ongoing work with London 2012 to raise awareness of the potential contribution of archives, libraries and museums to the Olympic bid and cultural festival Archives Regional management of the national Archives Awareness Campaign, targeting under -24s, students in HE and BME communities. During 2004 grants were distributed to 17 organisations to develop outreach events and activities, aimed at target audiences. PR agency appointed. This year, a quarter of all AAC events are taking place in the London region an increase of about 30% on events in London last year. Libraries Regional co-ordination of the Literature Matters project jointly funded by Arts Council England, MLA & DfES - to increase knowledge and use of libraries (particularly local authority Schools Library Services) and children's books in initial teacher training Museums Continued partnership work with the London Museum Hub to increase the number of visits to museums by schools and school-age children by 25% over 2 years through a series of demonstration projects, teacher placements, the appointment of two Cultural Entitlement Schools Liaison officers, advocacy initiatives, and the publication of learning resources to support National Curriculum programmes of study across all subject areas.

22

Appendix 3: Summary of parallels between Inspiring Learning For All (ILFA), Generic Learning Outcomes (GLOs) the Common Inspection Framework (CIF) and Recognising and Recording Progress and Achievement in non-accredited learning (RARPA).
Inspiring Learning for All (ILFA) is a framework for organisational development which includes a robust assessment method for the assessment of learning the generic learning outcomes (GLOs). ILFA is a framework that was developed specifically to meet the needs of the cultural sector but has many parallels with the wider adult education sector. Here, it is the Common Inspection Framework (CIF) that is the framework for organisational development. Within this, Recognising and Recording Progress and Achievement in non-accredited learning (RARPA) sits as an assessment method. The relationship is as shown below: FEATURES A quality framework A framework for organisational development Details the outcomes that learners might expect from an organisation Details processes and approaches which need to be in place in a learning organisation Places the learner at the centre of the organisations plans and policies Details the evidence an organisation needs to collect in order to demonstrate its effectiveness Calls for cyclical self assessment of the organisation Calls for cyclical development planning based on self assessment outcome Advocates consultation with learners and potential learners Advocates benchmarking learner attainment Details requirements for accessibility Focuses on soft outcomes e.g. behavioural / attitudinal change An assessment method for recognising learning Advocates partnership working Learning evaluated by what the learner perceives Safeguards the interests of non-traditional learners e.g. those at entry and pre-entry educational attainment levels and those who do not seek accreditation CIF RARPA ILFA GLOs

Inspiring Learning for All, (ILFA) the cultural sector framework for good practice in learning and organisational development, underpins the development of this strategy. ILFA is a ground breaking national framework for archives, libraries and museums. The ILFA GLOs enable the sector to measure users learning outcomes in the five key areas of knowledge and understanding, attitudes and values, skills, enjoyment, inspiration, creativity and progression. The ILFA framework has already been adopted by other cultural partners such as Arts Council England and the BBC. ILFA 23

encourages all archives, libraries and museums to increase the focus on learning in their vision and work, to extend the range of potential learners they are working with and to connect more closely with the wider priorities of their stakeholders and communities. ILFA enables organisations to review what they do now against a set of best practice principles, plan to improve what they do and find out more about the difference they make to peoples' learning and lives. As the table above demonstrates, ILFA adds value to both RARPA and CIF. RARPA was developed by the Learning and Skills Development Agency (LSDA) in partnership with the National Institute of Adult Continuing Education (NIACE). RARPA is already recognised by the Learning and Skills Council as providing a robust assessment method for non-accredited learning programmes. Like the Common Inspection Framework, ILFA draws on examples of best practice within the sector, describing what an accessible, inclusive organisation that stimulates and supports learning - might look like. Both the Common Inspection Framework and ILFA identify the: Outcomes users might expect from such an organisation Processes and approaches which need to be in place to deliver this vision Evidence an organisation would need to collect in order to demonstrate its effectiveness in delivering this vision.

As with the Common Inspection Framework, organisations can audit themselves using ILFA through a process of self-assessment and then plan improvements to their service. While archives, libraries and museums can adapt and use the ILFA framework to suit their own needs and priorities (some might even use the GLOs in isolation), ILFA proposes that organisations view learning as something that is holistic and, as such, something that is central to what they do in terms of: People Places Partnerships Policies, plans and performance

The ILFA GLOs have been developed to illustrate the breadth, depth and motivational impact of learning that results from cultural activities and experiences which are, themselves a form of nonaccredited learning. They also demonstrate that, in addition to complementing the type of learning that takes place in the formal sector, cultural learning also contributes to (and often places a greater emphasis on) the outcomes of learning that are more difficult to measure, such as the development of a persons sense of self, personal identity, interests and levels of motivation. In addition, the ILFA GLOs can be used to enable the identification, categorisation, discussion and evaluation of learning in archives, libraries and museums. This, in turn, allows individual organisations to assess their learning outputs over time, and compare them to the outputs of other organisations, both qualitatively and quantitatively: an exercise which is common to both the Common Inspection Framework and RARPA.

For case studies click here: http://www.almlondon.org.uk/sector/index.cfm?NavigationID=148

24