NO HOLDING BACK: Models of learning for the “pushed out” learners.

Facework NO HOLDING BACK: Models of learning for the “pushed out” learners. Maggie Kalnins CEO Inclusion Trust & Stephen Carrick-Davies M

OUT ED PUSH LEARNER Marginalised Problems Vulnerable Unteachable Trouble Disruptive Special Needs M

Low self-confidence. Identity seen to be part of ‘outsiders’ More unsupervised time, fewer structures and boundaries NO SIMPLE ANSWERS Influences of alcohol, drugs and gang culture. Risk takers and at risk Lack of supportive adults in their lives Experience abusive relationships or environments including anger Fluid learning environment and gaps in education and induction S

NO SIMPLE ANSWERS TECHNOLOGY S

My Skills (inc transferable skills) My Qualities (inc endorsements) My Achievements (inc non-academic) My talents (inc video) My inspirations My positive digital footprint My responsibilities POSITIVE ‘STICKY’ WAYS OF PRESENTING THIS INFORMATION WHICH IS MOTIVATING AND AIDS PERSONAL REFLECTION AND LEARNING AND GIVES USER’S POSITIVE TOOLS WHICH THEY CAN THEN USE S

BUT ALSO .... My Skills (inc transferable skills) My Qualities (inc endorsements) My Achievements (inc non-academic) My talents (inc video) My inspirations My responsibilities My positive digital footprint MENTORS A CLOSED SYSTEM GIVES AN ORGANISATION A SAFE PLATFORM TO THEN LINK YP WITH MENTORS TO PROVIDE ONGOING ONLINE SUPPORT & COACHING. S

Digital tools - comparison chart What Is missing for POLs ? • Where is the real opportunity for community? • Where is the real opportunity for their content? • Suitable for localised training and employment context and mapping the availability of employers • How accessible multi-media (literacy needs ?) M

But technology ‘solutions’ which don’t bring about social innovation are hollow. FROM NOMINET TRUST • The successful application of new ideas generated at the intersection of insight and invention, which leads to the creation of social or economic value • Insight understanding the context, histories and work of others • Invention finding and developing the best ideas • Application putting ideas into practice • Value capturing outcomes, impact and learning M

What were these stairs/barriers ? M

Our assumptions • If Marginalised Young People have an insight and understanding of how skills relate to the actual work place, they will be motivated to engage and take responsibility for learning new skills. • If Marginalised Young People are involved in co-designingWork Related Learning activities, the online community and digital CVs, they will learn and develop new skills. • If Marginalised Young People have Digital CVs they will be better equipped to demonstrate their skills and talents to employers – in comparison to using conventional CVs. • If Marginalised Young People have access to an online network of peers, adults and resources, they will have more successful transitions from school-to-work. S

So our non-technical journey so far … Unlocking & identifying Skills Recognising workplace Skills What makes us unique? Creating a digital CV What questions help me identify my skills ? What new media can help us show we are special ? Where and from whom do we find this info ? Recruiting a Mentor Who do I know who could be my mentor ? What employers want ? Tailoring ourCVs Interviews and securing a job How do I go about finding a job ? What would we do if we were employing someone ? How do I get confidence at selling myself ? What is the most effective way of finding out what jobs are out there ? S

Reflections CONVERSATIONS WHAT EMPLOYERS WANT – STEPS CHALLENGING ASSUMPTIONS S

Co-designing innovative careers education resources based on STEPS S

Employers need right skills Literature review, survey and findings Career Aspirations Mismatch Proliferation of careers websites Accessible for all E-portfolio Collaborative space Professional vs Craftsmanship Citizens Thinkers Leaders Engagement with relevant and local employers Mentoring Employer Advice Time Auction to offer experience Functional, social and emotional skills Mastery and Pride Entrepreneurialism

Everet Roger’s Innovation Diffusion model We need it to work We need evidence We need to see change We need a kick up the backside ! We need to question S

What does this chasm feel like ? • Living with this ambiguity • Living with teacher’s insecurity • Living with the challenge of YP’s chaos • Living with the ‘window’ closing (before people say you are wrong!) S

How did Ben get on last week ? PLAY FILM S

How do you identify your skills? Student replies “What makes you sparkle like a diamond?” Bad experiences help polish the diamond #neettweets How do you answer ‘Have I ever been in trouble with the law?’ in an interview? Reply from student “Ask the interviewer” #mybad Got a student who loves working on cars. He’s got dirty hands but a good heart. Need a garage willing to give him a trial? #needabreak Student told me the guy interviewing him was more scared than he was, is that a good thing? #waitingforfeedback. CAPTURE AND SUMMARIZING WHAT WE ARE LEARNING ! NEET TWEETS S

GENERAL ASSUMPTIONS WHICH ARE WRONG ! PUSHED OUT LEARNERS ARE “TROUBLE” BECAUSE THEY CAN’T LEARN  THE FUNCTION OF SCHOOLS IS TO OFFER A BROAD EDUCATION, PREPARE STUDENTS FOR EXAMINATIONS, UNIVERSITY AND PROFESSIONAL CAREERS WE KNOW WHAT TEENAGERS NEED, BECAUSE WE WERE YOUNG ONCE. THE MASSIVE COMMERCIAL INVESTMENT MUST BE MAKING IT MORE EFFECTIVE THE NEW DRIVE TO IMPROVE CAREERS EDUCATION WITHIN SCHOOLS AND NEW ONLINE TOOLS WILL MAKE A REAL DIFFERENCE See handout M

What is the opposite of PUSHED OUT? HELD • Addressing the fundamental issue of helping yp who face the greatest challenges get a foothold in the world of work. • Working with passionate group of practitioners • Collaborating and taking risks • Testing new innovative approaches LEARNERS M

QUESTIONS/REFLECTION ? Maggie Kalnins CEO Inclusion Trust & Stephen Carrick-Davies See www.inclusiontrust.org.uk Contact Maggie.Kalnins@inclusiontrust.org M

NO HOLDING BACK: Models of learning for the “pushed out” learners.