Openings for Progression

1. Openings for Progression Dr Lindsay Hewitt

2. Background • Openings in partnership in the community • what OU can do and what it is not best placed to do • Supporting transition to further learning • the creation of ‘learner identities’ • Openings for the future @ Bridges • Openings via the Women’s Empowerment Course

3. Women learning : women’s learning “As an asylum seeker l knew l had to integrate into a new society, but with all the cultural differences, not to mention the language and various accents, it was very challenging. This coupled with the lack of confidence and self esteem … complicated things further. I tried the local college courses, but it was only when l discovered the Bridges Programmes in 2007 and pursued their Women’s Empowerment Course that things improved. This gave me the courage to complete other short courses and I developed sufficient confidence in my ability to branch out into Open University study. Initially I completed Y165 Learning to change and Y156 Understanding children, from the OU Openings programme. With support, I continued to build up my self-confidence and belief that, as a mature student with no academic background, I could develop the ability to continue studying to a degree level. Now having refugee status, I have just enrolled in a degree course in Health and Social Care through the OU, in which I will specialise in children and adults with special needs”. Tshengi feels that the opportunities presented by studying has helped her “integrate in a new society, and assisted me in becoming more confident about my abilities and what l can offer Scotland”.Sitshengisiwe Nyoni, 2009

4. Context: Bridges Programmes • Ethos • Women clients: addressing a need • Women’s Empowerment Course • starting from where the women are

5. Women’s Empowerment Course • Metaphorical journey • Goals • Personal Action Plan • Referral to OU project worker for educational information, advice and guidance

6. Women Learning: Women’s Learning • Knowing the learner • where I am • where I want to be • what I need to do to reach my goals • what is my next step? • Investigating the transition process • development of ‘learner identities’ • movement from isolation to engagement

7. Hybridity and concepts of ‘third space’ • ‘Hybridity is a fraught, anxious and ambivalent condition. It is about how you survive, how you try to produce a sense of agency or identity in situations in which you are continually having to deal with the symbols of power or authority.’ Bhabha, 1994

8. Theoretical framework: Bhabha (1994) Gutierrez et al (1999) An ethnographic approach The data pre-course interviews digital recordings of course activities video diaries end-of course questionnaire Women Learning: Women’s Learning

9. Women Learning: Women’s Learning • The Findings • ‘third space’ as a conceptual tool • from isolation to engagement: impact of the Women’s Empowerment Course

10. Jane • ‘before I started the course I couldn’t speak in front of people – I felt nervous or scared to talk. But today I just found myself [saying] a word because everyone was saying something – it just came out. I had the confidence to speak. I couldn’t believe that just happened.’

11. Outcomes • 6 women began studies in Social Care • 2 enrolled for courses in Health Care and nursing • 2 began studies in IT and • 5 signed up or continued courses in ESOL • Some took up work in retail placements or voluntary work in charity shops. • Several students began studying courses concurrently, particularly with respect to ESOL and IT classes.

12. Beatrice Born in Ethiopia,Beatrice attended school there until she was sixteen. Her favourite subject was geography, but she also studied some English. At eight years old, while still at school, Beatrice began helping her brother with the running of a fashion clothes store. At twelve she began work as a salesperson. In 2004, Beatrice came to Britain with her husband and two young children. She joined the Bridges youth project and took part in the Lifeskills course run jointly by Bridges and the British Red Cross. She also took part in Bridges’ literacy programme before joining Bridges’ Women’s Empowerment Course. At the Women’s Empowerment Course, Beatrice was clear that learning English needed to be her first step towards finding full employment: “I want to improve my English because you won't have any chances to do anything if you don't speak good English.” Beatrice is now studying ‘ESOL for Citizenship’ at Glasgow Metropolitan College.

13. Elaine Elaine had a lot of work experience in her home country, Congo, before she came to Britain six years ago. She qualified as a nurse from Kinshasa University, and worked as a mental nurse for young people with special needs. After her arrival in the UK, Elaine studied several courses in social care and did voluntary work at the Day Care Centre in Maryhill. Hoping to find full time employment in this field, she completed the Anniesland College course ‘Getting a job with the NHS’. Since Elaine’s main second language is French, she attended ESOL classes but she found that the courses she studied in English also strengthened her language skills. The Bridges Women’s Empowerment Course gave her practice in spoken English too. During the course, she found working as part of a team was of particular benefit: “when you are a team-player, you gain confidence.” Elaine is now studying full time for a Higher National Certificate in Social Care at Reid Kerr College. She was finally granted Leave to Remain in 2010 after waiting 7 years.

14. Reflections and recommendations • What we’ve learned • importance of hybrid (safe) space, and process-based learning • importance of ‘the group’ in confirming goals and motivating action • impact of self-reflective element of WL:WL action research • importance of community-based partners in the creation of ‘learner-identities’ and facilitating transition to further learning • Recommendations • ‘benchmarking’ Women’s Empowerment Course in relation to Scottish Courses and Qualification Framework (SCQF) • cascading this model of process-based learning to other community partners • further research to develop WEC model to include self-reflective learning and engagement with online resources.

15. Contact • Elizabeth Halleh2969@tutor.open.ac.ukLindsay HewittOU in Scotland, Learning Development TeamR11-learning-development@open.ac.uk0131 226 3851For more information about Openings courses, click www.open.ac.uk/openingsFor more information about Bridges Programmes, clickwww.bridgesprogrammes.org.uk