WEA North West
Annual Report 2011 - 2012
WORKERS’ EDUCATIONAL ASSOCIATION NORTH WEST
Annual Report 2011-2012
WHO ARE WE?
We are the Workers’ Educational Association, also known as the WEA, and we're the UK’s largest voluntarysector provider of adult education. We were founded in 1903, in order to support the educational needs of working men and women who could not afford to access further or higher education. Today we provide courses for all kinds of adults but we maintain our special mission to provide educational opportunities to adults facing social and economic disadvantage. Over the past year, we have worked with a range of partner organisations and have received 15,659 student enrolments on 1,435 courses.
WEA is committed to creating “a better world - equal, democratic and just; through adult education the WEA challenges and inspires individuals, communities and society.”
WEA North West
Annual Report 2011 - 2012
LIVERPOOL OFFICE:
MANCHESTER OFFICE:
CUMBRIA OFFICE:
WEBSITE:
Workers' Educational Association
Workers' Educational Association
Workers' Educational Association
http://nw.wea.org.uk
North West Region Regional Office
4th Floor Crawford House
Trades Hall
Suite 405, Cotton Exchange
Booth Street East
39 Brow Top
Old Hall Street
Manchester
Workington
Liverpool
M13 9GH
CA14 2DP
Tel: +44 (0)151 243 5340
Tel: +44(0)161 277 5400
Tel: +44(0)1900 871 688
Fax: +44 (0)151 243 5359
Fax: +44(0)161 274 4948
Fax:+44(0)1900 871 688
L3 9JR
WEA North West
Annual Report 2011 - 2012
“THE NORTH WEST REGION ONCE AGAIN DELIVERED A STRONG FINANCIAL PERFORMANCE, IN EXCESS OF EXPECTATIONS.” Adrian Hussey, Regional Accountant NW
Our WEA Year 2011 – 2012 The 2011-2012 academic year has been an exciting year for us. We have managed a massive change process and have still managed to meet our core targets with our main funder, the Skills Funding Agency (SFA). This has resulted in a continuation of funding at a time of hardship that enables us to continue to build on work with existing and new people looking to improve their lives and their communities. Through increased partnership working and successful funding bids, we have improved our WEA offer across the region to provide a whole range of stimulating, critical education courses and events that change lives and communities.
The work we have been involved in has had a major impact not just on students with WEA, but also within our own organisation, and the Workers’ Educational Association has now agreed a new Vision, Mission and Values statement designed to underpin all of our work and drive us forward in continuing to make a real difference to the lives of those individuals, communities and organisations we work with. Our ‘education’ programme will focus on four key themes:
- all with a distinct ‘WEA’ approach and style! At our best, courses have demonstrated some of the most innovative approaches - combining our students’ passion for their subjects, with critical enquiry that stretches them beyond the confines of the classroom to the impact on communities and the world beyond. Our projects have identified some niche areas for learning around employability, the arts, museums and disability that have helped to inspire these approaches.
• Community Engagement
Our passion for that ‘distinct WEA approach’ is helping to generate a vibrant debate about a whole range of issues and appears to be taking WEA back to our future – modern methods building on our proud past.
• Health and wellbeing • Employability • Culture
We have ambitious plans for taking WEA forward as a ‘Voluntary Education Movement’ for social purpose, that creates a better world – more equal, just and fair through the education we provide and the impact it stimulates. I hope you will enjoy reading about some of the work we have done over the last year and hope you will join us during this next year in taking WEA learning out to more communities. Greg Coyne, Education Director for WEA North West Region
WEA North West
Annual Report 2011 - 2012
In the ethos of the Big Society, WEA’s tutors and courses aim to: “...treat adults like adults and give them more responsibility over their lives.”
WORKING WITH CULTURAL PARTNERS
Over the past few years, mostly through our project work, we have cultivated wonderful new partnerships with museums, theatres and art galleries in the region. These partnerships are mutually beneficial; we bring a more diverse audience to their collections and exhibitions, and in turn, our students experience the best of contemporary culture in vibrant towns and cities. “These spaces, the cultural spaces we have in Manchester are safe places. They have good facilities, restaurants, cafes, a bit expensive, but easy access.” Yvonne Johnson, from the Booth Centre, gets to grips with film processing in the pop up dark room at Manchester Art Gallery.
“I’VE NEVER TRIED THIS BEFORE, IT’S FAB!”
Ray Meredith, student
WEA North West
Annual Report 2011 - 2012
Peripheral Vision contributed towards Manchester City’s Cultural Strategy to: “Provide a wide range of opportunities for creative expression and active participation thereby spreading the benefit of the city’s cultural facilities.”
PERIPHERAL VISION Peripheral Vision was a project aimed at those on the edge of society. Through the innovative use of new digital media and visits to cultural venues in Greater Manchester, students produced films, art, photography and creative textiles. Culminating in a film festival and a magazine launch, the project encouraged those on the periphery to challenge others’ vision of society today.
Guests at the Peripheral Vision celebratory event at the Cornerhouse, read the Peripheral Vision magazine.
CELEBRATE SUCCESS!
The project was very successful in attracting non-traditional students. In particular, 53% of participants were not in employment or training, 38% were male, 22% were from Black, Asian and Minority Ethnic communities, 61% were over 50 with a further 10% being over 75. Furthermore, 42% declared they had a disability. Elaine Hutchings, Project Manager
WEA North West
Annual Report 2011 - 2012
“GET INVOLVED IN AN ISSUE THAT YOU'RE PASSIONATE ABOUT. IT ALMOST DOESN'T MATTER WHAT IT IS ... WE GIVE TOO MUCH OF OUR POWER AWAY, TO THE PROFESSIONAL POLITICIANS, TO THE LOBBYISTS, TO CYNICISM. AND OUR DEMOCRACY SUFFERS AS A RESULT.” Barack Obama
GET INVOLVED
Did you know that Barack Obama started his political career as someone who cared about injustice, who became a Community Organiser – knocking on doors and trying to drag people to meetings with ‘decision makers’? Inspirational isn’t it? Over the last year, as part of our continuing ‘Community Involvement’ programme, we worked with tutors to design resources that can be used in classes to get students talking about issues that are important to them. But our programme isn’t just about ‘talking’ we’re also keen to get students thinking and planning about what
they can do to start making a difference. Tutors came up with some great ideas and created lots of new teaching and learning materials designed to provoke thought, talk and action. Citizenship materials were used in the following ways: art, drama, craft and cookery classes; getting to know your local area and people living there; critical review writing about a subject; using art for a social purpose; using agitprop theatre as a way of promoting discussion about issues such as bullying or the banking crisis; coming up with a recipe for an ideal community; using photography to get people thinking about how communities have changed and
whether change has been a positive or negative thing; looking at the history and cultural links with foods - ‘the purpose of a pasty’ turned into quite a lively topic! Even more amazing was what happened as a result of students getting involved in these activities; some took part in campaigns and protests about cuts to local services. Some wrote letters and contacted MPs, while others attended and spoke at public
meetings. One student now attends planning meetings! Students asked to see policies and raised questions about practice. One group was invited to the Mayor’s parlour to talk about traffic problems with the result that a student decided to stand as a local councillor. Watch your back Barack! Julie Ballantyne, Regional Education Manager
WEA North West
Annual Report 2011 - 2012
By campaigning over issues such as funding for Day Centres and Blue Badge parking awareness, students feel that they are making a difference.
CONVERSATION KITS
When a group of students with disabilities got out and about in Cumbria as part of a WEA photography course, they encountered a range of access issues in their local towns. They also noticed that a few people seemed to think they had a right to park in places reserved for people with disabilities! As well as contacting local shops and cafes to offer suggestions as to how they could accommodate people with disabilities, they then decided to make their own ‘conversation kit’ which could be used to raise awareness around the ‘Blue Badge’ parking scheme.
“...through the Parent Carer Network [we] discuss very important issues to feed back to people who decide how government funding is spent.”
JULIE HANCOCK, STUDENT
This ‘conversation kit’ has now been used with several groups of students and there have been some interesting discussions as a result. The group is now looking at developing a conversation kit around ‘disability awareness’ more generally and we’re really looking forward to the next set of cards they produce as part of the kit. Sarah Edwards, Cumbria
WEA North West
Annual Report 2011 - 2012
“They’ve got all sorts of plans of what they’d like to do next. They’d like to learn more about film-making and get back into education.” Amanda Croome Manager, Booth Centre for the homeless
WEA EXCELLENCE AWARDS
This last academic year saw the launch of the first WEA Excellence Awards, aimed at celebrating the students, tutors, volunteers and staff who contribute to our mission by: • Raising educational aspirations • Bringing great teaching and learning to local communities • Ensuring there is always an opportunity for adults to return to learn • Developing educational opportunities for the most disadvantaged • Involving students and supporters as members to build an education movement for social purpose • Inspiring students, teachers and members to become active citizens
Ali Muhammed, from the Booth Centre, receives his prize at the Cornerhouse: “I FEEL SO PROUD AND HAPPY.”
WEA North West
Annual Report 2011 - 2012
Planting flowers: A seed is planted in my mind which I nurture with water and sun in the faith that it will sprout and grow.” My metaphor for learning by Wajihah, student on the ‘Being Me’ course
COMMUNITY AND CULTURAL PARTNERSHIPS (SOME OF THEM)
“I can’t wait for the exhibition at the Cornerhouse to see the work displayed in a gallery setting.”
DAWN HAWORTH, TUTOR
ADAB Centre, Bury; Action for Children, Cumbria; Burnley Football Club; Manchester Chinese Centre; Social Adventures, Salford; Whitworth Art Gallery; Tate Liverpool; St John’s Centre, Trafford; Booth Centre, Manchester; C i t y S o u t h M a n c h e s t e r H o u s i n g Tr u s t ; Lancashire Cultural Services; Cornerhouse; Job Centre Plus, Accrington; Tameside Libraries Service; NHS Blackburn with Darwen; Bolton at Home; Linkbridge Community Centre; Living Well Trust; COSC, Maryport; UNISON; Pakistan Association Liverpool; Everton FC; Gorton Community Centre; Liverpool FC; Greater Manchester Fire & Rescue Service; MOSI; Irish Community Care, Manchester; Heybrook Primary School, Rochdale; Sefton PCT; Arch Inititaives, St Helens; Newton-Le-Willows Community Centre; Barnado’s; Oakfield Day Centre, Liverpool; People’s History Museum; Mencap West Lancs; Whitehaven Community Trust; CAB; Toxteth TV...
WEA North West
Annual Report 2011 - 2012
“ART MATTERS AND ART IS SO IMPORTANT BECAUSE IT’S A GREAT STARTING POINT. IT’S A GREAT LEVELER FOR DIFFERENT GROUPS SO EVERYONE CAN HAVE AN OPINION ON ART AND IT STARTS DISCUSSIONS AND EXPLORATIONS FROM A REALLY GOOD PLACE.” Ed Watts, Adult Programme Coordinator, Whitworth Art Gallery
ART IN TAMESIDE
The WEA has had a thriving programme of art courses in Tameside for a number of years. During the past few years these courses have embedded research skills and incorporated social and citizenship themes so that in addition to learning a range of practical painting and drawing skills, students engage in discussions about, and create collaborative works relating to, a range of thought provoking social awareness and citizenship themes. This year learners created art works around the themes of child development and child poverty, wealth and poverty, environmental regeneration and war, and even the riots that took
place across many of our cities, including Manchester. The classes are usually supported by a volunteer who makes sure the centres are open and organises refreshments. Almost 100 learners took part in the art classes in Tameside during the academic year 2011/2012. As well as increasing students’ proficiency in a range of practical art skills, through structured discussion about contemporary social issues, students also get the opportunity to express their feelings through their art work. Four of the courses collaboratively organise an exhibition of their work
each year, which is open to the public. As well as students receiving a confidence boost from seeing their art works admired and discussed during the exhibition, they can also extend discussion about some controversial issues outside of the classroom. All of this has very much helped to develop students’ confidence and contributes greatly towards their wellbeing. Catherine Kay, Manchester
“The delightful thing about unleashing people’s creativity is just how different everyone’s work is. The scale, compositions and media that each learner’s attracted to are so varied. They surprise me, as the tutor, each other and most of all themselves.” Dani Gaines, tutor
WEA North West
Annual Report 2011 - 2012
“Whilst we travel, Josef sings a beautiful song in his native Czech language. We all talk with different tongues but there is beauty when we sing as one.” Rachael Field, tutor
A CLASS IN THE LIFE OF A WEA TUTOR
I noticed, as the course tutor, that my students were quite shy and lacking in self-belief and confidence. They were very quiet and reluctant to participate in any group work during the first few sessions of the course. The prospect of taking a national test at the end of the course was quite a scary thing for most of my students and they kept saying that they would never be able to do the course and pass the exam. However, as the course progressed they seemed to grow in confidence and I was impressed with their ability to work independently in small groups and participate fully in the activities. They were soon taking
part in discussions and debates and openly speaking out to the whole group. The students became more involved in the sessions, thus taking more ownership and responsibility for their learning. They made requests to have a traditional spelling test at the beginning of the session and then a quick test towards the end of the class to check understanding. This became a routine each week and the students enjoyed it very much. They were given tasks to complete at home to test out the ‘theories’ they studied on the course and to conduct research which they then discussed with their peers in the following session.
This group has travelled such a long way since their learning journey began in September 2011. They started with very low confidence levels and poor grammar and spelling skills and almost no selfbelief. They coped with a change of venue when it wasn’t possible to continue studying at the Blackburn Women’s Centre and were proactive in helping to find a new venue at the Central Library rather than risk losing their course. Their hard work and commitment to their learning has resulted in their passing the National Test Level 1 exam in February 2012. They are currently studying on a writing course with a view to taking Level 2 accreditation in the next academic year.
Some of the students have encouraged their husbands and mothers to join the course. This again demonstrates the learners’ enthusiasm and appreciation of lifelong learning opportunities in the community. I feel very privileged as a tutor to be able to get involved with students in this way and see at ‘first hand’ what a difference learning can make. Kailash Parekh, tutor
WEA North West
Annual Report 2011 - 2012
Our latest project, Gardens of Delight, will be exhibited as part of the East Meets West celebration event in Liverpool next year. We are also creating material that will be included in the museum’s ‘collections and loans boxes’ initiative.
TIES TO THE PAST
The Ties to the Past project involved a creative textiles partnership with Lancashire Museums to produce gorgeous, colourful textiles that captured memories of the past for those who worked in the textiles industries. Ruth Spellman, WEA’s Chief Executive, wrote a letter praising the project: “Your i n vo l v e m e n t w i t h t h e WE A reflects the Association’s vision and mission to create a better world through adult education. In particular the collaboration with Lancashire County Council Cultural Services and the diversity of the student groups you worked with demonstrated immediate impact in one of the Association’s key themes.”
“My future plans are really a direct result of what I have been learning. I want to become a tutor so I can have an opportunity Elaine Bennet, Lancashire to help others develop, as my tutors have helped me.” SHANELA, STUDENT
WEA North West
Annual Report 2011 - 2012
“Good to see some more work on the site. Making a contribution adds to the list of things you could learn from this course.” Carmen Walton, tutor, on the WEA Creative Words site
FRODSHAM LITERATURE FESTIVAL
The WEA’s involvement in the f i r s t e v e r We a v e r Wo r d s Frodsham Literature Festival in September 2012, was a big success. With the aim of raising our profile in Frodsham and beyond, the WEA agreed to sponsor an event featuring novelist, Jenn Ashworth, and run a workshop literature event. The Festival also involved the Poet Laureate, Carol Ann Duffy, whose work is a subject of the Frodsham Liverpool University and WEA joint literature class in 2012/13. In addition to this exciting initiative, the region has set up its own Words website to showcase the creative writing of our students and tutors. I really enjoyed meeting up with the group, and the discussions were fab, really interesting thought probing subjects! The analysis of the book as a group really helped me get more out of the experience too, and I would love to do it again! LAUREN POWTER, STUDENT
Andy Jurgis, Cheshire
WEA North West
Annual Report 2011 - 2012
“The course has changed my life: It has made me realise that: I do have a right to express myself; I do have a vivid imagination; I do have a place in society; I do have a reason to get up in the morning; I do deserve to be seen and heard.” Christine Crook, student
STORYCATCHER
A few months ago, I ran some training for WEA volunteers about catching each other's stories. I wanted to give some initial training to volunteers about setting up a story circle. They asked lots of questions - what's the difference between being a storycatcher or storyteller? Why would anyone come to a session called ‘Storycatching' in the first place? How would you deal with confidential issues which may come out through telling a story? I don’t have any quick and easy answers. In fact, one of the characteristics of becoming a storycatcher is to be more interested in the questions than
answers - just as well then! You also need to be a good listener and I like that, listening to peopleʼs stories and, telling mine… Story circles can be a great way to get together and share stories – some serious, some fun – whatever you like really. Itʼs just a good way to meet with people who have something to say and who like to listen. Storytelling is an art and a skill – and we can all do it! We all have stories to tell and what a wonderful way to be able to meet new people and get to share ideas.
When we set up our group it was they who decided what to do, guided in the first instance by our volunteer.
‘Voice of Hope’ is an example of a WEA course designed around storytelling:
We're only at the beginning of our journey and we'll see where we get to. Itʼs a real pleasure to work with openminded and curious people. Weʼre all still telling our stories and theyʼre fascinating - that's why people join storytelling circles.
This course was for medics at Hope Hospital in Salford, who also happened to be refugee and asylum seekers. Students listened to a professional story-teller, then told some intriguing stories of their own. In this way, we hoped everyone would be able to find their own voice to speak up and be heard.
At least, I hope so! Bernie Kennedy, Merseyside
“After nourishment, shelter and companionship, stories are the thing we need most in the world.” Philip Pullman
WEA North West
Annual Report 2011 - 2012
“I would spend my ideal day by getting out and about, doing voluntary work, helping people and hopefully making things better.” David Dennehy, Volunteer of the Year 2011-2012
VOLUNTEERING AND M E M B E R S H I P ACTIVITY
We’d love to hear from people about any ideas you may have... SO PLEASE GET IN TOUCH!
Over the past year our number of volunteers has rocketed; we now have over 100 people who would like to support the WEA as volunteers. Following on from a number of events we ran in early 2012, we are now offering more opportunities for people to get together in order to discuss current political 'hot' topics such as: the role of newspapers, community learning, and social housing. We want to create a loud and vibrant voice for WEA students, members and volunteers, that enables people to express their views about things that matter to them to those who will listen. All of these discussions are free and open to everyone - members, volunteers, partners - together we can make a difference! Phil O’Brien
Registered Charity Number: 1112775 Company Number: 2806910