Online for Better Lives

Online for Better Lives

Interim Project Evaluation Report

December 2011

Produced for NOVA, New Opportunities

by

John Philip Regan


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Contents

Introduction

1. Background to the project 3

2. The communities 4

Stable Way Residents Association

Al Hasaniya

3. The partners 5

NOVA, New Opportunities

Westway Development Trust

Royal Borough of Kensington and Chelsea

4. Delivering the project 6

Methodology

5. Background to the evaluation 7

Participatory Action Research

6. Research Tools 7

Examination of Documents

Case Study

Participant Observation

Findings

7. Sample of participants 11

8. Promoting the activity 15

9. Attendance 15

10. Softer indirect outcomes 17

Bibliography

APPENDIX 1

Lesson Plans for next year‟s SWRA activity

APPENDIX 2

Data captured though not used as part of this evaluation

APPENDIX 3

Flyer for the SWRA Digital Cooking Sessions

APPENDIX 4

Job Description for SWRA Support Worker


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Introduction

1. Background to the project

1.1. This digital inclusion project unites three community organisations, the local authority and a

social enterprise to work collaboratively for the first time to bring digital learning to two of the

most marginalised communities in North Kensington – people from the Irish Traveller

community and Moroccan women. The project builds on the substantial experience of

partners, with a flexible participant-led curriculum to maximise engagement and create

strong pathways to wider community involvement, volunteering, employment and formal

learning.

1.2. The primary aims of this project are threefold:

Members of the Traveller community at Stable Way site and Al-Hasaniya Moroccan and Arabic Speaking Women‟s Group develop digital literacy

Participants progress from informal learning to formal learning

Participants develop greater social and economic independence

1.3. This project sits well within a „Big Society‟ specifically encouraging people to take an active

role in their communities, giving communities more powers and supporting co-ops, mutuals,

charities and social enterprises.

Building on two years of groundwork, partners will combine their substantial specialist

knowledge to engage digitally and socially excluded participants. Developing from

grassroots those participating will work with trusted people and set their own agenda for their

learning journey.

The project encourages participants to embrace digital media, and become empowered as

they start to view things like the Internet as a powerful tool through which to achieve things

for themselves, their families and their communities. It engenders a positive can-do attitude

whereby participants gain the confidence, skills and understanding to access information

readily available on the Internet that can make an immediate, direct and positive impact on

their lives in areas of stated need and interest.

1.4. Online for Better Lives is to be delivered in two distinct phases.

- Phases one. Outreach sessions designed around the communities need. Teaching will

be through experiential learning, dividing learning into bite size chunks to maximise

success and build confidence through successful achievement of goals, making use of

digital media (cameras, mobiles, laptops) to inspire a give a taste for further learning.

- Phase two. Delivered in-house at NOVA and bringing participants into a mixed-

community environment. Supported by the same tutors and volunteers with whom they

have built up a relationship participants will be able to integrate at their own pace and

take up other opportunities from the wide range available as their confidence and skills

grow.


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2. The communities

Stable Way Residents Association (SWRA)

2.1. Made an official local authority site in 1976, Stable Way (formerly the Westway Travellers

site) has for centuries been a traditional stopping place for Gypsies and Irish Travellers

(Griffin, 2008). With 19 bays and a community Hut, it is now home to Irish Traveller families

comprising approximately 100 people.

2.2. Meeting informally as a group since autumn 2008, the Stable Way residents constituted

themselves as a Residents Association in August 2010. In its first year the Association has

has a bank account, public liability

insurance, safeguarding policies and

secured in partnership, a number of

small grants towards funding cultural,

sporting and learning activities.

2.3. Gypsy and Traveller communities are

among the UK„s most marginalised

groups (Cemlyn et al, 2009) with

children/young people and adults

experiencing the very worst in

educational opportunities. Successive

research, policy and guidance

materials have recognised the

difficulties faced by Traveller people

both in accessing education and in

achieving in line with others (DCSF,

2009). A recent Interim report by the

Westway Development Trust (Regan

and Ahmed, 2011), into the Learning

Needs and Opportunities for Irish

Traveller families on Stable Way,

showed how less than 20% of adults have any formal qualifications. Digital inclusion was

identified in the report as a key area in tackling Irish Traveller exclusion from education.

Al Hasaniya

2.4. Al-Hasaniya Moroccan Women's Centre has served the needs of Moroccan and Arabic-

speaking women and their families in London and the UK for more than 25 years.

2.5. The aim of the organisation is to provide support in all matters concerning the health,

welfare, education and cultural needs of Moroccan and Arabic-speaking women and their

families. It seeks to encourage and help client‟s access mainstream services and to promote

positive citizenship and greater understanding amongst communities.

2.6. The Moroccan women users of Al-Hasaniya experience poverty, disadvantage and

inequality. Many of the women are victims of domestic violence, which is highly prevalent in

the Arabic-speaking community and often considered to be an acceptable phenomenon. The

women find it difficult to access mainstream services and ask for the help they need. Al-

Stable Way Residents Association Aims & Objectives

To promote the interests of all residents on Our Site, and to

assist in maintaining good relations between all members of

the community.

To promote all residents rights in the maintenance and

improvement of Our Site conditions, amenities and the

environment.

To promote good site management

To ensure residents on Our Site are fully consulted as part of

any site development and that any such development does

not further isolate or marginalise resident families.

To ensure that the Hut is properly positioned on Our Site and

provides learning opportunities for all members of the

community.

To promote fun and creative, social activities for all members

in the community.

To represent decisions of the Stable Way Residents

Association to various agencies / bodies delivering services

in the area.


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Hasaniya's work seeks to encourage and enable the women to integrate and participate fully

in their communities outside the centre, with the long-term objective of helping to prevent

current problems from perpetuating themselves in future generations.

2.7. Al Hasinaya have worked with NOVA in the past delivering ESOL and IT sessions. However

one of the barriers for this project to overcome is developing sustained relationship with the

clients to ensure regular attendance and completion of courses.

3. The partners

NOVA – New Opportunities (NOVA)

3.1. NOVA is a registered charity whose mission is to help committed and motivated individuals

to develop and fulfil their skills, confidence and employment potential; bringing about real

and lasting change in people‟s lives by addressing each and every person as an individual

and seeking out ways to best support that person to reach their goals.

Westway Development Trust (WDT)

3.2. The Westway Development Trust was formed in the 1970s, to take on the challenge of

regenerating and managing the land under the newly constructed A40 motorway as it cut

through North Kensington. Nearly forty years on much of the land has been regenerated, but

there is still plenty to do.

The community programme that we deliver has become the major focus for the charitable

community in North Kensington, and the continuation of this programme is reliant on the

Trust maintaining its enterprise.

As well as being a pioneer of community ownership for major public assets (although many

saw the land as a liability) the Trust was created to be a pioneer of social enterprise; to use

its initiative to generate income in order to deliver a programme of community benefits to the

residents of the Royal Borough of Kensington and Chelsea.

Royal Borough of Kensington and Chelsea

3.3. Following a strategic review of services for Gypsies and Travellers in the Royal Borough,

conducted by Supporting People, a post of Development Manager for Gypsy, Roma,

Traveller communities was created. I have been postholder since August 2008. It is widely

acknowledged that Irish Travellers experience some of the worst outcomes in health,

education, training and employment and are over represented in the prison population in the

UK. Working in partnership with both statutory and voluntary agencies to support and

promote opportunities for the Irish Travellers living on Stable Way (formerly known as

Westway Travellers‟ site) has been a key element of the work of the postholder.

Westway Development Trust (WDT) and more recently Nova, New Opportunities have been

providing services to the Traveller community. Following the establishment of the Stable

Way Residents Association, in which WDT outreach played a significant part, the community

has been able to apply for charity grant funding. The first two successful applications

enabled every household to have access to a computer and a broadband connection. This

in itself improved the access to learning materials of families with children but it was

recognised that many of the adults were hampered by poor literacy and lack of basic IT


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knowledge. The successful application for the “on line” project has extended the horizons of

the large group of adults and young adults who have taken part in the initial activities. The

group is going from strength to strength and individual members are, in turn, able to take

their learning back to their families and extended families

4. Delivering the project

4.1. The initial application to ACLF in July, 2011 was unsuccessful however towards the end of

August, 2011 NOVA, New Opportunities received a surprising email from the ACLF

informing them that in the light of the overwhelming response, the quality of many of the

unsuccessful bids and the important contribution of the Fund in developing and reforming

Informal Adult and Community Learning over the coming year, the Skills Funding Agency

has agreed to fund a small number of additional projects, one of which was the proposal by

NOVA. While greatly welcomed this late notice meant that partners in the bid had to

hurriedly prepare for a September launch of the project.

4.2. In early September partners met with the two community organisations to agree the

identified needs and articulate what opportunities this project provided to meet those needs.

From that conversation it was decided that a programme of very informal digital awareness

should commence with both community organisations from late September – early October.

4.3. With Al Hasinaya an in-house,10 week programme of Informal ICT Learning and celebration

commenced on the 3rd October 2011. The programme was tailored to respond directly to

the participants needs with intensive support provided by NOVA and AL Hasinaya staff.

Keyboard skills, uploading and manipulating pictures, Skype, email and online searching

were all areas that could be covered as part of these informal ICT sessions.

4.4. With the SWRA community the approach was slightly different. The community had

identified that the type of provision they needed was things that would have an immediate

real life impact and two areas of interest were identified – Driving Theory and Cooking. It

was clear that during the initial engagement stage of the project, digital literacy would be

delivered more by stealth, than direct teaching and learning. A 10 week Driving Theory

programme commenced on the 17th September at NOVA. Participants practiced their

Driving Theory online, developing their digital skills in keyboard and mouse use and online

searching. In the event the Driving Theory sessions were cancelled after 6 weeks, due

largely to the non-attendance of participants for 3 consecutive weeks.

A digital cooking programme of activity started on the 2nd November 2011 at the Latymer

Christian Centre (a community venue in close proximity to Stable Way). While Cooking was

the hook, the sessions had a digital literacy element to them. Laptops and digital cameras

were brought into the cooking sessions and participants encouraged in setting up email

accounts to send one another recipes; take, upload and manipulate pictures of the cooking;

and search the web for new and exciting recipes. NOVA and WDT provided intense support

to participants throughout this programme.


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Methodology

5. Background to the evaluation

5.1. In May 2011, the Westway Development Trust delivered an Interim Report into the Learning

Needs and Opportunities of Irish Traveller families on Stable Way (Regan and Ahmed,

2011). That report helped inform partners understanding of the challenges faced in

engaging Irish Travellers in education and influenced this subsequent NIACE funding

application. Given that the WDT‟s research is ongoing it was seen as appropriate to bring

evaluation of this project within that remit.

5.2. The WDTs has a Participatory Action Research methodology. This approach has its roots in

the educationalist work of Paulo Freire (1970). Developing a theoretical framework that

shared the basic premise of adult education, that adults have control over the content and

form of their education, this dialogical approach to adult education engaged individuals in

critical analysis and organised action to improve their situations. In these

dialogues,”educators” and “students” move toward a critical consciousness of the forces of

oppression and the possibilities for liberation.‟ (Pant, undated p.95).

5.3. In accepting the premise that Participatory Action Research is a way of “improving and

informing social, economic and cultural practice” (McTaggart, 1997, p.26), the role of

participants is central, otherwise an outside, often „expert„ view can prevail creating further

cycles of dependence. Based on the principle that those people best able to research,

understand, explain and address any issue are those that experience it every day, the

evaluation aims to build on the critical awareness and action of the participants themselves.

5.4. With Al Hasaniya members and Stable Way residents you have two of the most marginalised

communities and research without actual change would have a much reduced value. The

research adopts the premise that alternative theories of education need to be more

praxelogical, adopting concrete practices that challenge the traditional. The task for

alternative education is thus not merely to advocate for an alternative paradigm, but to show

its possibility and practicality.

5.5. It is accepted that because the evaluation is based within wider research into the learning

needs and opportunities of Stable Way residents, it has a deeper understanding of the

issues faced by Irish Travellers. This evaluation should be guarded against being skewed in

favour of that community and look to provide a balanced evaluation of both the Al Hasinya

and SWRA communities‟ participation.

6. Research Tools

6.1. Action Research is more of a holistic approach to problem-solving, rather than a single method

for collecting and analysing data. Thus, it allows for several different research tools to be used as

the project is conducted. Tools utilised for this study include:

Examination of documents

6.2. An examination of documents was undertaken. This included NOVA registration forms,

attendance registers and Al Hasinaya and SWRA literature and web site. The examination


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was particularly concerned with a wide picture of the community organisations while

investigating the levels of participation and impact of the project on SWRA and Al Hasinaya

communities.

Case Studies

6.3. The term can refer to an event, an activity or even an individual. It is an empirical inquiry that

investigates something „within its real life context using multiple sources of evidence.‟

(Yin, 1989)

6.4. The evaluation has interviewed and followed some of the participants on their learning

journey and presented them here as case studies to further understand the impact that this

project has had on their lives.

Case Study: Aicha Bendayhia

Aicha, a single parent Moroccan woman, first came to the UK in 2007. Extraordinarily articulate she speaks four languages – French, Moroccan, Arabic and English.

In the past she has done sessions with NOVA – New Opportunities, attending an „Introduction to ICT‟ at Homefield House, Early Years Centre and then progressed onto start a literacy course, „although when [she] became pregnant had to give up the course.‟

Al Hasinaya contacted her about these NOVA sessions, explaining that people are at different levels in their learning. Being advanced in ICT and multi-lingual, Aicha is able to expertly support the other women in the group. Since re-entering learning her confidence has grown and she is looking to start volunteering with NOVA on this NIACE project from January. As she explains, „I am volunteering to gain experience because I want to work..[The volunteering] gets me experience and understanding, learning patience that everyone is different while at the same time refreshing my own learning.‟

Aicha describes how important childcare is to be able to develop her learning and gain employment. It is only because her child

attends the crèche provided by the project at Al Hasinaya that she is able to attend these sessions. “When NOVA goes to somewhere

with a crèche there are a lot of people going, though without a crèche it is difficult. The lack of childcare provision is a barrier to

employment. Aicha explains that she is “hoping to get work, though at the moment [has] a child and the part-time nursery hours don‟t

allow enough time to do things outside of childcare”

Case Study: Lena Moussa

When Lena started the NOVA programme she readily admits that her digital literacy was limited. Although she had started to study

Business and Computing, this had stopped when she got married and had a son. When her son was 3 months old she was diagnosed

with Multiple Sclerosis and has battled to get that properly treated in the UK. Indeed she had to return home to Lebanon to get

diagnosed. Lena has been living with MS for 13 years.

Lena heard about the NOVA provision from Mona (one of the support workers at Al Hasinaya) whilst attending the centre for benefits

support. The main reason for attending the sessions was to see if she was able to study, given the symptoms of MS - partially sighted

and unable to walk unaided.

She has attended the NOVA programme every week and learnt to use Facebook (which helps with keeping in touch with my friends

and family), emailing and keyboard skills. She readily acknowledges that whilst she had some basic computer skills she has not

practiced these since being diagnosed with MS. The time on the NOVA sessions has helped refresh these, giving her the confidence

to continue learning. “During my time with NOVA I have developed the skills and confidence in myself to use computers. I maybe

needed someone to push me and give me some advice.” Adiyam, the NOVA tutor has been hugely influential and helped with the

transition back into learning, with for example, supporting Lena in making computing more accessible, showing her how to make the

screen bigger so she can read from it.

Lena is proud that she is “doing something with this life. I wanted to write a book that documents my experiences – though fictional. If I

learn how to use a computer to write it down then I can do this by myself.” Though here longer term aspiration is to write a book that

documents her experiences from a child, the NOVA programme has given her a taste for learning. After Christmas, Al Hasinaya is

delivering workshops around embroidery and Arabic Class (writing Arabic) and Lena is looking to be part of this. She is also interested

in clothes design and jewellery design and will be hoping to do some of this in the New Year.

She explains that the “most important thing for me is feeling more comfortable and keeping busy. In my mind I have something to do

on a Monday. “


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Participant and Observer

6.5. To help inform the evaluation two of the ten sessions were observed at Al Hasinaya, and all

the Cooking and Driving Theory sessions participated in with SWRA. This has helped

provide a deep understanding of the learning journeys of SWRA community and a broad

understanding of those at Al Hasinaya. During the second term of sessions (Jan – Mar

2012) the aim will be to participate in the sessions at Al Hasinaya and take a more

observational role with the sessions for the SWRA community.

6.6. The two sessions observed with Al Hasinaya took place on the 7th November and 5th

December, 2012. The observations revealed some barriers to learning and at the same time

provide a model of practice that has resulted in participants already looking to develop their

learning beyond this project.

Al Hasinaya Observation: 7th

November 2011

Entering Al Hasinaya for the first time I was struck by how welcoming the space was - the room was peaceful, well conditioned and

well resourced. Eight laptops with internet connection were set up and two tutors from NOVA were on hand to provide support.

On this day 3 women attended, though as I listened and spoke with the participants and tutors I was informed that it was the day

after Ede and many of the usual attendees perhaps were absent due to the previous days celebration.

The delivery of the session was very informal with the women independently taking forward their learning. There were no taught

elements with learning taking place on a one to one basis and in response to what the participants were interested in exploring. It

was clear that differentiated learning was taking place – one person setting up emails, another uploading pictures and another

developing their keyboard skills. Learners are encouraged to engage with the project at their pace and around their specific needs.

Each learner has an Individual Learning Plan that is updated weekly. Updates include learning taken place (learner achievement)

and homework. The tutor encourages learners to rehearse learning from the sessions at home. One session a week does not

necessarily allow individuals to rehearse enough and if no homework has been done then the learning can be forgotten.

A crèche facility paid for by the NIACE project was available and on the day attending 1 child was making use of this facility. In

speaking with the 3 women attending it was clear that for at least one of them, the crèche was key in enabling her to attend the

sessions.

The session lasted roughly 2 hours and finished with lunch and an opportunity for tutors and participants to socialise together –

strengthening their relationship.

Al Hasinaya Observation: 5th

December 2011

Returning to Al Hasinaya for this observation, I was greeted by the same welcoming atmosphere.

On this day again only 3 women attended, though whilst speaking with participants it was explained that this was part of 2 days

fasting in the Islam Calendar and people were unlikely to come because of this. It struck me that perhaps in planning these

sessions more attention should be paid to the religious calendar and conflict with specific holy events avoided.

The delivery of the session maintained the informality I had witnessed on my previous visit with one of the participants supporting

the other two women with emailing and picture transfer from mobile to PC, alongside the NOVA tutor. In talking with tutor about

this, she explained to me that language was sometimes a barrier and that the student who was helping the other two women was

both ICT competent and multi-lingual. Indeed the student had enquired about volunteering opportunities as part of the project and

would be looking to start in that role with NOVA in the New Year.

The crèche facility again was only attended by 1 child. I asked the tutor about how much value for money this was and she

explained that they had explored moving the crèche to NOVA so that other users cvould make use of the resource this term though

this had not been possible, largely because of Insurance restrictions of AL HAsaniya which required the facility to be on their site.

The session lasted 2 hours and again finished with lunch.


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6.7. In discussing with SWRA about their learning needs it was clear that digital literacy could

best be delivered whilst hooked onto something that served the communities practical

needs. Driving theory and cooking were areas identified as needed by the SWRA

community.

SWRA Participation ‘Driving Theory’: 17th

September – 14th

November, 2011

SWRA had been delivering Driving Theory sessions though they had come to an end over the Summer, 2011. In discussing this

project it was suggested that re-starting these would be a good opportunity to introduce SWRA community to the NIACE project.

In the lead up to these sessions there was discussion with the SWRA community about where best to deliver these sessions.

Initially the feeling was to deliver on site at Stable Way however when the residents saw the NOVA facilities, the decision was

made to deliver them there.

The sessions were delivered by a professional driving instructor, who was funded through the WDT and supported by staff from

NOVA and WDT. The sessions were delivered through a Driving Theory DVDs purchased through the project. In accessing the

DVDs participants developed their digital literacy and IT skills in, for example, turning on and navigating the computer, loading the

DVD, keyboard use and searching the internet to, for example, identify the nearest testing centre to them. Participants also set

up email accounts themselves in order for them to book their Driving theory test.

In the event 12 people participated in these driving theory sessions and 3 people passed their driving theory test. After 3 weeks

of no attendance by any participants the Chair of Stable Way Residents Association, took the decision to halt the sessions after

only 6 weeks.

SWRA Participation ‘Digital Cooking’: 2nd

November – 5th

December, 2011

In responding to an identified need around cooking the project looked to take a creative and innovative approach in delivering

digital literacy through cooking. Sessions were delivered by WDT/NOVA and RBKC and held at the Latymer Christian Centre,

close to Stable Way.

Each session involved demonstrating and cooking a new recipe and sharing a meal together at the end. The digital element of

the project was delivered through a mobile suite of computers provided by NOVA and digital still and moving cameras.

Participants were encouraged to take pictures and upload and manipulate these on the laptops. Additionally most participants set

up an email account to share images and recipes.

In the event 27 members of the SWRA community attended the sessions (this included 6 young people and 21 adults). The

sessions were hugely vibrant, fun and informative however some of the learning was that with such large groups (at one session

there were 17 people) it was difficult to support people‟s individual learning.

The women involved decided that they would like to continue with the cooking theme nextyear and design and produce a

cookery book (lesson plans for this attached in Appendix 1)


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Findings

7. The sample of participants

7.1. In total 42 people have been directly impacted by this project so far – 12 from Al Hasinaya

and 30 from SWRA. Indirect impact has been more difficult to measure though it is clearly

the case that the Online for Better Lives has had an impact outside of just those participating

at the sessions and this will be discussed later in this section.

7.2. Of these 42 people, 27 have completed a NOVA registration form – 10 from Al Hasinaya and

17 from Stable Way. It is worth noting that some of the registration forms contained only part

information. Reasons for this include; participant‟s low levels of literacy, English as a second

language and a genuine suspicion about how the data will be used. Particularly amongst the

SWRA participants there was a voiced concern that the data required was intrusive and why

would data on for example, „sexual orientation‟ be needed.

7.3. The findings presented here are based largely on those 27 people completing the NOVA

registration forms. However, were possible other forms of evaluation – attendance registers,

feedback from tutors, conversations with participants – will be used to support this

information and provide as full a picture of participation as possible.

7.4. The sample has almost unanimously been made up of women - more than 95% of

participants were female. In many ways this is to be expected. The community at Al

Hasinaya is a Moroccan or Arabic speaking Women‟s Group and with the SWRA community,

from the experience of partners, it is highly usual for the women in the community to initially

become involved in activity.

TABLE 1: Breakdown of participants by gender

Male/Female Number of

responses

Al Hasinaya Completed Registration

Female 10

Al Hasinaya Not completed

registration

Female 2

SWRA Completed Registration

Female 15

Male 2

SWRA Not completed

registration

Female 13


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7.5. The age demographic of participants was spread although there was a marked difference

between the two community cohorts, with a much younger demographic participating from

SWRA. With Al Hasinaya at least 40% of participants were above age 46, whereas with the

SWRA participants at least 87% of participants were aged 45 or younger. In recognising

that some of the SWRA sessions were based around completing their Driving Theory, it is

perhaps understandable that those participating will be generally younger.

TABLE 2: Breakdown of participants by age range

Age range Number of

responses

Al Hasinaya 16-25 1

26-35 1

46-55 1

56-65 3

No data 4

SWRA 16-25 10

26-35 2

36-45 2

No data 3

7.6. The sample‟s ethnicity very much reflected the target audience of this project. The majority

of participants being either Moroccan (70%) of the Al Hasinaya cohort or of Irish Traveller

heritage (88% of the SWRA cohort).

TABLE 3: Breakdown of participants by ethnicity

Ethnicity Number of

responses

Al Hasinaya

Any Other, Moroccan 7

Black or Black British -

African

2

Any Other, Arab 1

SWRA

Irish Traveller 15

Irish 1

British 1


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7.7. Amongst the total sample of participants, 22% indicated that they had a disability. 30% of

the Al Hasinaya cohort indicated that they had a disability. With the SWRA cohort just more

than 17% indicated they had a disability or disabilities that included Mental Health

Difficulties, Learning Difficulties, Disabilities or Differences and Long Term Health

Conditions.

TABLE 4: Breakdown of participants with a disability

Disability yn Number of

responses

Description of disability Note that participants may have

indicated more than one disability

Number of

responses

Al Hasinaya Yes 3 Mental Health Difficulties 2

No 7

SWRA Yes 3 Mental Health Difficulties 1

No 10 Learning Difficulties,

Disabilities or Differences

1

Long Term Health Conditions 1

No data 4 Other – prefer not to say 2

7.8. In total 51% of all respondents indicated that they were lone/single parents. With the Al

Hasinaya cohort 60% and with the SWRA cohort 47%, identified themselves as being

lone/single parents. Given that the UK national average is in the region of 21% (Eurostat,

2011) of households headed by a single parent, these figures help indicate the extreme

marginalisation and risk of poverty of the groups engaged in this project.

TABLE 5: Are you a lone parent?

Lone parent yn Number of

responses

Al Hasinaya Yes 6

No 4

SWRA Yes 8

No 8

No data 1


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7.9. More than half the participants (51%) indicated that their sexual orientation was heterosexual or

straight. There was a high incidence of no response to this question with 40% of respondents

providing no data or preferring not to state their sexual orientation. There were remarks that this

question was intrusive with one respondent asking to „why the data was needed when this was

about computer skills?‟

7.10. There was a very high incidence of unemployment amongst participants. Nearly 65% of the

SWRA cohort indicated that they were NEET or Unemployed. When considering that nationally

in the UK the Unemployment rate stands at roughly 8.3% (ONS, Oct 2011) this is a stark

reminder of the extreme marginalisation of this community.

TABLE 6: How would you describe your sexual

orientation?

Sexual

orientation

Number of

responses

Al Hasinaya Other 1

Prefer not to say 1

Heterosexual or

Straight

2

No data 6

SWRA Heterosexual or

Straight

12

No data 4

Other 1

TABLE 7: What is your employment status?

Employment status Number of responses

Al Hasinaya No data 10

SWRA Not in Employment,

Education or Training

10

No data 4

Unemployed 1

Self-employed 1

Other - housewife 1


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8. Promoting the activity

8.1. The activity was promoted in a number of ways. With the SWRA this included regular

updates at the Resident Association monthly meetings, both WDT and RBKC promoting the

activity as part of their site visits and a flyer being produced that went into every families

home on Stable Way (see Appendix 2). The vast majority of particpants reported leanring

about the programme through „word of mouth‟

At Al Hasinaya clients were individually telephoned and informed about the activity, while

others were informed by staff as they added the centre. This was clearly shown through the

response by participants when asked about how they came to know about the project. At

least 70% indicated that learnt about the programme through Al Hasinaya.

9. Attendance

9.1. Attendance has varied across the different programmes offered as part of this project. There

are a number of reason for this, including people being absent through sickness, the

sessions clashing with religious dates, family/community issues away from the sessions and

conflict between attendees.

9.2. In total 12 participants attended the NOVA 10 week Informal ICT programme from Al

Hasinaya. Participant‟s attendance varied from attending one session (16% of participants)

to all sessions (8% of participants). On average Al Hasinaya participants attended nearly

50% of all sessions.

TABLE 8: How did you hear about the project

How did you hear Number of

responses

Al Hasinaya Other – Al

Hasinaya

7

No data 3

SWRA Word of mouth 10

No data 6

Other - WDT 1


16

9.3. In total 12 participants attended the planned 10 week Driving Theory programme from

SWRA community. At the time of writing a weekly register was not available for this

programme and this will be something that is captured as part of the full evaluation in March

2012. Participation in the sessions dropped off after week three, so much so that by week

six, and with 3 weeks of no participants, the Chair of the SWRA decided to cancel the

sessions. Reasons for the non attendance include participants gaining their Driving Theory

and so no longer needing the provision (3 participants) and difficulties with childcare.

9.4. In total 27 participants attended the 10 week Digital Cooking Programme from SWRA

community. Participant‟s attendance varied from attending one session (18% of participants)

to attending nine of the ten sessions (7% of participants). On average participants attended

40% of all sessions.

*NOTE THAT ADDITIONAL DATA CAPTURED THOUGH NOT USED FOR THIS INTERIM

EVALUATION IS CONTAINED IN APPENDIX 2


17

10. Softer (indirect) outcomes

10.1. It is clear that engaging with such marginalised communities provides additional challenges,

though also provides unanticipated outcomes.

10.2. The strong partnership between Al Hasinaya and NOVA has helped re-engage women into

learning in a way that, even staff from Al Hasinaya are surprised with. In an interview with Al

Hasinaya it was put that in the past, the challenge has not been the initial engagement but

sustaining that participation to complete and progress onto other learning. With this

programme it has been different, with Al Hasinaya staff taking requests from participants for

additional IT sessions, CV preparation and ESOL classes.

A remarkable outcome is that 4 of the 12 women (33% of participants) are to enrol on an Al

Hasinaya ESOL class in the New Year.

Further unanticipated outcomes include at least 2 of the Al Hasinaya participants having

expressed desire to become volunteers with this and other projects in the New Year.

10.3. With the SWRA community the initial request for the community to identify their learning

needs provided some things that were simply outside the scope of this work, however in

partnership the project has been able to respond. 3 men on Stable Way identified that they

wanted to pass their HGV license to help with securing employment. RBKC Supporting

People took these requests and has subsequently identified a course through their Children

and Family Services to respond to the request.

Further, 7 of the men within the SWRA community identified Health and Safety on Building

Sites training, again to help with gaining work. While the project was not able to directly

provide this training, NOVA purchased Health and Safety CDs that the men can study

independently at home in their own time.

Finally in order to help with ensuring involvement from the SWRA community, one man was

engaged on a fixed term contract by WDT as a community development support worker (See

Job Description and Person Specification in APPENDIX 3). He is receiving intensive support

and mentoring from WDT and RBKC to help with this role and already has had a huge

impact in helping with attendance at the Digital cooking Sessions. He has also attended ICT

training with NOVAand this is ongoing.


18

References

Cemlyn, S, Greenfields, M, Whitwell, C and Matthews, Z, (2009), Inequalities experienced by Gypsy and Traveller communities: a review. (Research Report no. 12), London: Equality and Human Rights Commission, Available at: http://www.equalityhumanrights.com/uploaded_files/research/12inequalities_experienced_by_gypsy_and_traveller_communities_a_review.pdf [28 Nov, 2011]

Department for Children, Schools and Families, (DCSF) (2009) Improving Educational Outcomes for Gypsy, Roma and Traveller Pupils - What works? Contextual Influences and Constructive Conditions that may Influence Pupil Achievement, London: HMSO. Available at: http://www.education.gov.uk/publications/eOrderingDownload/DCSF-RR170.pdf [20 Nov, 2011]

Eurostat (2011), News Release, Available at: http://epp.eurostat.ec.europa.eu/cache/ITY_PUBLIC/3-27102011-AP/EN/3-27102011-AP-EN.PDF [20 Dec 2011]

Freire, P (1970) Pedagogy of the oppressed, New York: Herder and Herder

Griffin, C (2008), Nomads Under the Westway - Irish travellers, Gypsies and other traders in West London, Univ of Hertfordshire Press

McTaggart, R (Eds.), (1997) Participatory Action Research – International Contexts and Consequences, New York: Albany

Office for National Statistics (2011), Key Figures, Available at: http://www.ons.gov.uk/ons/key-figures/index.html [9 Dec 2011]

Regan, P and Ahmed, A (2011), A Way to Inclusion? A study into the learning Needs and Opportunities of Irish Traveller families on Stable Way [Interim Report], Westway Development Trust

Pant, M (undated), Participatory training methodology and materials, Available at: www.unesco.org/education/aladin/paldin/pdf/course01/unit_12.pdf [11 Dec 2011]

Yin, R (1989), Case Study Research, California: Sage, pp. 22-26.

http://www.equalityhumanrights.com/uploaded_files/research/12inequalities_experienced_by_gypsy_and_traveller_communities_a_review.pdf

http://www.equalityhumanrights.com/uploaded_files/research/12inequalities_experienced_by_gypsy_and_traveller_communities_a_review.pdf

http://www.education.gov.uk/publications/eOrderingDownload/DCSF-RR170.pdf

http://epp.eurostat.ec.europa.eu/cache/ITY_PUBLIC/3-27102011-AP/EN/3-27102011-AP-EN.PDF

http://www.ons.gov.uk/ons/key-figures/index.html

http://www.ons.gov.uk/ons/key-figures/index.html

http://www.unesco.org/education/aladin/paldin/pdf/course01/unit_12.pdf

Appendix 1: Lesson Plans for Cooking Book activity with SWRA

LESSON PLAN1

Course Details:

Cookery/ICT for Stableway

Tutor:

Phil Regan/Lizzie Buckley

Code(s): Date: Monday

Time: 5-7pm

Aims: Widening access to digital and other important skills,

connecting non-formal learning opportunities with formal learning,

creating and enabling opportunities for individuals and

communities to develop social and economic independence.

Encourage confidence in individuals and the group by using

technology to support this sharing, and demonstrate how it can be

an accessible, reliable and useful tool in everyday life.

Objectives:

Create an environment where the female residents are able to spend

time together. Encourage individual and group participation through

sharing ideas and recipes. Build confidence by using existing

technologies (laptops, camera phones) as well as by introducing new

(Nova PC‟s, cameras, flip cameras).

Overall Objective: Create a Recipe Book

Time Task Task Details / Rationale Resources

5pm –

5.30pm

Open a new document

Locate the start button, word, new document. Idea is to show how

each participant can create a digital page and how to write up

recipies digitally. Each student to write up a recipe of their choice

from the recipes cooked at the Latymer Centre Session.

Flip chart with hand drawn

diagrams of the start button,

and start button window. PC or

laptop for each student.

Handout with written recipes

for each student.


20

Tutor, classroom assistant,

students

5.30-

6pm

Keyboard and typing

skills

Identify the qwerty keyboard, understand the space bar, shift key,

caps lock, back space, delete, return. Encourage the students to

practice recording digitally what they know already, ie the huge

variety of dishes they will already know how to cook, as well as be

able to take note of new recipes that they enjoy.

Dismantled querty keyboard.

Recipe handouts

PC/Laptops

Tutor

Classroom assistant

Students

6pm –

6.15pm

break

6.15pm

–

6.45pm

Styling Text Encourage the students to be creative with the look and

appearance of their work, introducing tabs, font, bold, italic and

underline. Students will use the mouse to highlight text and then

select different text styles to mirror how they would like their recipe

page to appear

Recipe handouts

Recipe books

Worksheet prepared showing

how different styles of text are

used to write up different types

of recipe


students

6.45pm-

7pm

Send

Students to send their recipes to a friend and the tutor. Encourage

the students to communicate digitally, as well as store information

using emails, thinking about the difference between talking about a

PC/Laptop


students


21

recipe, writing it down, and cooking from memory. Email addresses

Homework:

Send and receive emails from Tutor

Differentiation options:

Extra items covered (e.g. vocabulary):

File, (digital) Window, Desktop, Application, Junk Mail

Evaluation/comments:

*Please note: Tutors, classroom assistants and the students are always considered to be resources


22

LESSON PLAN2

Course Details:


Tutor:



Time: 5-7pm



opportunities for individuals and communities to develop social

and economic independence. Encourage confidence in

individuals and the group by using technology to support this

sharing, and demonstrate how it can be an accessible, reliable

and useful tool in everyday life.

Objectives:

Create an environment where the female residents are able to spend

time together. Encourage individual and group participation through

sharing ideas and recipes. Build confidence by using existing

technologies (laptops, camera phones) as well as by introducing new

(Nova PC‟s, cameras, flip cameras).



5pm-

5.30pm

Opening Attachments

Group to reconnect with ideas, recipes and discussion, think about

how they can store and retrieve information, and about what kind of

book could be created. Raise any concerns about finding the time

to access email when outside the session, or if accessing email at

home was a problem, eg finding time for themselves on a family

PC.

PC‟s/Laptops

Email accounts


students

5.30pm-

6pm

Discussion and typing Each student has at least one fully typed recipe sheet, and is able

to imagine and talk about how they would like their recipe to

appear in the recipe book. Discussion may focus on creating a look

that fits with the group, all the same or different? Ideas about the

purpose of the recipe book, to mark the end of the course, as a

Printouts of recipes

Dismantled querty keyboard

PC‟s/Laptops


23

possible gift for family, as a potential fundraiser?


students

6pm –

6.15pm

Break

6.15pm

–

6.45pm

Working with digital

photographs

Group to reconnect with images from cooking sessions at Latymer

Centre, by locating them in the pictures library at Nova or from a

disk. Each student to find a photograph that they would like to use

with their page of the recipe book. Discussion about finding

alternative ways to make interesting images, google image search,

drawings.

6.45 –

7pm

Projecting Images and

discussion

Group to come together and choose images they like the most,

tutor to project onto Smartboard. A good opportunity for the group

to talk about what kind of images they like, how images work for

them, and can speak to and for them. Looking ahead to the recipe

book, is it as much a visual diary of something that happened, or a

way of remembering ingredients, or of celebrating the new recipes.

Group to think about how the difference between the images on a

large scale and on screen, and how they will appear printed in a

recipe book.

PC‟s/Laptops

Tutor, classroom assistants

Students

Flip chart

Disks

Smartboard

Homework:

Find an image that you like bring to next weeks session.



24

Extra items covered (e.g. vocabulary): attachments, qwerty, image, appearance, projection




25

LESSON PLAN3

Course Details:


Tutor:



Time: 5-7pm








Objectives: Create an environment where the female residents are

able to spend time together. Encourage individual and group

participation through sharing ideas and recipes. Build confidence by

using existing technologies (laptops, camera phones) as well as by

introducing new (Nova PC‟s, cameras, flip cameras).

To Create a Recipe Book.


5pm –

5.30pm

Text and Image

Each student to add an image to their recipe page. Students to

locate the tab function in word, choose an image, scale to size and

add to typewritten recipe. Students to save their recipe page and

then send to everyone in the group/tutor. At this stage students

might like to explore who has different strengths, such as typing,

supporting in discussion, working with images, and how this might

be developed in other aspects of digital literacy/development.

PC/Laptops

Internet connection

Tutor, Classroom Assistant

Students

5.30-

Group Emails Each student to locate all the email addresses, create a group

email, learn about cc and bc, choose to cc or bc Tutor and

PC/Laptops


26

6pm

Classroom assistant. Internet connection


Students

6pm –

6.15pm

Break

6.15pm

–

6.45pm

Film Tutor to show edited flip camera recordings from Latymer Centre

cooking sessions.

PC/Laptops

Internet connection


Students

Flip Cameras

6.45pm

– 7pm

Discussion Feedback from group and tutor on Flip camera short tilm students

could progress to searching You Tube for similar short films and

videos. Informal discussion about filming during cooking, what is

important to the students, and what should or might be included in

filming a cooking session.

Smartboard/Overhead

Projector

Tutor, Classroom Assistants

Students

Homework:

Email the group/tutor with three comments about the idea of filming the session.



27


Edit, Fade, Forwarding, Crop, Rotate




28

LESSON PLAN 4

Course Details:


Tutor:



Time: 5-7pm















5pm –

5.30pm

Review

Students to open collated document, ie draft recipe book with all

the different recipies in one document. Students to think about

changes that they would still like to make.

Students to make those changes with help from tutor and

classroom assistant.

PC/Laptops


Students

5.30-

6pm

Table of Contents

Students to reconnect with exploring tab functions, this time looking

at References and adding a table of contents. Group to reconnect

with the importance of saving the document, and using email as a

mobile file server.

PC/Laptops


Students


29

6pm –

6.15pm

break

6.15pm

–

6.45pm

Index

Students to continue to use tab functions, this time using the index

function. The students could participate in a Tutor led discussion

about how reading the index might lead to new ideas, how and

when people use indexes, especially for cookery books, with cross

referencing and unusual recipies.

PC/Laptops


Students

6.45pm-

7pm

Ribbon Tutor to lead discussion and description about the ribbon in Word,

using overhead projector and mouse to explain and and show more

document formatting functions.

PC/Laptops


Students

Smartboard/Overhead

Projector

Homework:

Homework Free session!



Ribbon, Index, Table of Contents


30




31

LESSON PLAN 5

Course Details:


Tutor:



Time: 5-7pm















5pm –

5.30pm

Print

Students to return to individual recipe pages stored in email file.

Open document and locate print settings. Students to gather into

groups and choose a final document to be printed as the recipe

book. If consensus can‟t be agreed, find a way through group

discussion to choose the most appropriate book for

printing/publication.

PC/Laptops


Students

5.30-

6pm

Publish

Students to open the document in Print Preview, and then then

print 1 copy of the agreed recipe book. Students to locate printer

from drop down menu, check paper, and go ahead. Students will

be going in to Nova office space so negotiating a new work space,

making sure they pick up the Recipe Book as it is printed, and stay

PC/Laptops


Students


32

focused in a busy environment. Printed recipe book to be brought

back to Training Room 1 for discussion.

Printer

6pm –

6.15pm

break

6.15pm

–

6.45pm

Powerpoint

Two students to give informal power point presentation (prepared

by Tutor before the session) of the booklet, including anecdotes of

what was going on during the cookery sessions, tutors and

classroom assistants to encourage feedback and questions from

the group.

PC/Laptops


Students

Smartboard/Overhead

Projector

6.45pm-

7pm

Sharing and Discussion

Students and Tutor and Classroom Assistant to discuss outcomes,

think about the recipe book and power point presentations,

compare strengths and weaknesses of the two. Students to talk

about sharing their individual identities through making the

collaborative recipe book, and how they would like to be described

as authors.

PC/Laptops


Students

Homework:

Make a recipe page for your favourite meal



33


Print, Publish, Powerpoint, Presentations



Appendix 2 – Other statistical information (gained through the

Registration Form process) though not used as part of the Report

Asylum seeker

Asylum seeker yn Number of

responses

Al Hasinaya No 1

Not provided 6

SWRA Not applicable 17

Lived in EEA, EU or UK for less than 10 years

Lived in EEA, EU

or UK for less

than 10 years

Number of

responses

Al Hasinaya Yes 1

No data 6


Leave to remain/spouse visa

Leave to

remain/spouse

visa

Number of

responses

Al Hasinaya Yes 1

No data 6



35

Citizen of UK or EU or EEA country

Citizen of UK or

EU or EEA

country

Number of

responses

Al Hasinaya No 1

No data 6

SWRA Yes 17

Refugee

Refugee Number of

responses

Al Hasinaya Not Provided 6

No 1

SWRA Not Applicable 17

Migrant

Migrant Number of

responses

Al Hasinaya No 1

Yes 6

SWRA Not Applicable 17


36

Verification Type (for Registration Forms)

Verification Type Number of

responses

Al Hasinaya None Provided 5

No data 2

SWRA None Provided 3

No data 14

Languages Spoken

language Number of

responses

Al Hasinaya Somalian 1

Arabic & French 1

Arabic & Tgirima 1

Arabic 4

SWRA English 17


37

APPENDIX 3 – Job Description and Person Specification for SWRA

Support Worker

Job Title: Community Learning Development Worker

Salary: £400/month for 5 months

Reporting to: Phil Regan / Stable Way Residents Association

Location: Westway Development Trust

Hours: 1- 2 day per week

Evening and weekend work may be required occasionally.

Closing date:

21st October 2012

Please note: The duties will include but are not limited to those shown below. The post may require

undertaking additional duties for which the post holder will be adequately skilled and experienced.

Overview of Project

In partnership with Stable Way Residents Association and Al-Hasinaya Moroccan women‟s group,

NOVA New Opportunities have secured funding from NIACE, Adult and Community Learning Fund.

This digital inclusion project for the first time unites three community organisations, the local

authority and a social enterprise to work collaboratively to bring digital learning to people from the

Traveller community and Moroccan women.

The work builds on the substantial experience of partners, with a flexible participant-led curriculum

to maximise engagement and create strong pathways to wider community involvement, volunteering

and formal learning.

The project aims for:

Members of the Traveller community at Stable Way site and Al-Hasaniya Moroccan and

Arabic Speaking Women‟s Group develop their digital literacy

Participants progress from informal learning to formal learning

Participants develop greater social and economic independence


38

Overview of Post

The post holder will support individuals and families on Stable Way to identify and meet their digital

learning needs. Working with NOVA they will provide a programme of informal and accredited

digital learning events.

A mentor programme will help the post holder to develop all the skills they need to do this job. They

will shadow WDT staff and will be expected, with support, to develop and maintain a work plan. The

post holder will be expected to attend training that develops their skills and understanding to

undertake this work.

The post holder will work approximately 1-2 days each week and attend any courses relevant to the

work. Attending any courses will count as part of your time at work, and any travel expenses will be

covered.

After satisfactory completion of the programme you will have gained a reference for future

employment.

Possible examples of duties in the role

finding out about the community's needs, problems and barriers

making sure that local people have their say

enrolling individuals on courses

developing new opportunities and monitoring existing activity

helping to raise public awareness about community issues

encouraging local people to take action

building links with other groups and agencies

shadowing WDT team members

learning

doing any necessary administrative work

Duties:

To be self-serving and responsible for own administration

To attend regular mentor sessions and produce progress reports as requested

To have a flexible approach.

To comply with WDT policies and procedures including Equal Opportunities, Employment,

Health and Safety, Confidentiality, and Race Relations legislation which impact on this area

of work.

PERSON SPECIFICATION


39

Education/Qualification:

No formal qualification is necessary.

Experience/ knowledge:

Good knowledge and understanding of the different Gypsy Roma and Traveller communities

in Royal Borough of Kensington and Chelsea

Experience of working with Gypsies and Travellers either in a professional capacity or as

part of the travelling community

administrative and organisational skills

Good written and verbal communication skills and the ability to represent the issues faced by

Gypsy and Traveller communities to a wide range of stakeholders

Able to work independently

Able to work flexibly and travel within the London region, which may require some out of

hours work

Computer literate, preferably with experience of Word, Excel and PowerPoint

Good working knowledge of email, internet use and websites

Skills /Ability

An aspiration for positive social change

Be enthusiastic

Have lots of motivation

The ability to clearly communicate your needs and aspirations

The desire to learn and develop from experiences- successes as well as mistakes.

Enjoy team work

Open to knowledge and improvement and making the most of lots of great opportunities.


40

APPENDIX 4 – FLYER FOR THE SWRA COOKING SESSIONS

Develop your cooking skills and learn some new

recipes

When Monday (6-8pm) and Wednesday (5-7pm) evenings for 5 weeks

Starting Wednesday 2nd November

Where

Latymer Christian Centre AND

At NOVA On Wednesday 2nd November

and

Monday 5th December only

What

Learn some new cooking skills and tickle those taste buds with some exciting

recipes. Things planned to be cooked include Triple Chocolate Brownies,

Pizza, Curries and much more.

As part of these sessions you will also develop your digital literacy skills, such

as learning how to capture your cooking experience through pictures that you

will take and copy onto computer or email to friends.

There will be a celebration event at the Pavillion where families can

sample the foods cooked as part of this.

Online for Better Lives

Documents

digital learning

formal learning participants

digital inclusion project

project builds

informal learning

experiential learning

learning journey

evaluation appendix

Transcript of Online for Better Lives

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