Introduction

1. Leeds Education 2000, was launched in October 1990. It is a charity that is affiliated to both Education 2000 nationally and the 21st Century Learning Initiative internationally.

2. It serves the inner city multi-ethnic areas of Chapeltown, Harehills and Burmantofts in Leeds and has established partnerships with: the City Council, twelve local schools (primary and high), businesses, community groups, employee volunteering groups, local residents, the West Yorkshire Playhouse, the Yorkshire Evening Post, the Trinity School of Music, the Leeds General Infirmary, the local FE colleges, and many other private groups and individuals.

3. The project is working to gain a greater understanding of what would be involved in the development and support of a learning community: a community which uses all its resources formal and informal; in schools and outside of school, within an agenda that recognises every individual's potential to grow and be involved with others.

4. Since its inception it has explored issues around: the importance of the information and communication technologies for learning, the involvement of families in learning; the importance of the wider community being involved in the learning that happens within it, schools working as partners to maximise resources, the importance of the first 3 years of a child's life and the overriding issue of what is involved in making learning exciting and relevant to people such that see connections between learning and social and economic regeneration.

5. As an inner city project working in a disadvantaged area of Leeds we believe that individual and community learning needs to be valued as a powerful force for change. There are clear parallels between learning and social regeneration.

6. Taken together the critical mass of projects attached are important indicators of our steps towards a "learning community". - anybody who would like to join us in this process please contact Judith Robinson: Telephone: 44 113 2806662. (Email 106417.3172@compuserve.com).

A Partnership of People and Local Enterprise (APPLE)

Theory

"A proper appreciation of human learning will reshape the nature of family life and schools and revitalise communities. The Initiative defines 'learning communities' as 'communities that use all their resources physical and intellectual, formal and informal; in school and outside of school, within an agenda that recognises every individual's potential to grow and be involved with others." The 21st Century Learning Initiative (1996).

Practice

APPLE brings together all the Leeds Education 2000 projects to work towards a critical mass of activity within a defined geographical area of Leeds: Burmantofts. The starting point is local volunteers supporting other local people with whatever learning feels relevant to them and their lives. Then we need to explore the critical connections between learning and community social regeneration. APPLE, launched in March 1995 has had in excess of 200 participants - some have moved on to other forms of learning, others have gained paid employment, part-time and full-time, others have joined the Local Authority Job Placement Scheme, some are entering mainstream education in September 1997.

Voices

"It gives me great satisfaction to be involved and get others involved. It's a good feeling when you achieve something no matter how small and as for me personally, it's even better to see somebody else achieve too." Susan Denton, APPLE volunteer.

"I am a very active member of my community now which is good for me as I get to meet people, learn new skills, build up my knowledge and confidence and my children benefit because I know more about schools and learning so I can help them more." Helen Boxall, APPLE volunteer.

"I have noticed lots of changes in me as a result of being with APPLE... I feel I have a purpose in life instead of being a drop out. This is because I joined APPLE. This is how I feel." Debbie Carr, APPLE volunteer.

Information and Communication Technology

Theory

"We are on the brink of radical developments in technologies of information and communication which are so fundamental that they hold the power to alter, not merely our educational systems but also our work and culture - the essence of the integrated, universal, multimedia digital network is discovery." The 21st Century Learning Initiative (1996).

"Information and communication technology can enhance human learning because we form our own understandings through a multiplicity of interactions, and draw continuously upon the thinking of countless earlier generations. Such learning arrangements as offered by information and communication technology are highly compatible with the natural functioning of the brain, with what we know about human aspirations, and in particular what is now known about the adolescent's need to feel involved and of value." John Abbott, Technos (Vol 6 No 2 Summer 1997).

Practice

Over 300 computer systems, Desk Top Publishing stations, a business office, a multi-media suite and an ongoing rolling programme of training and support were introduced into inner city schools to enhance the ability of children, teachers and community members to see information and communication technology as a tool for learning.

Voices

"I have six children and they all know how to use a computer; so do I now!" Bridget Archer, Parent at Ebor Gardens Primary School.

"I joined word-processing because I like working on computers. I think this will help me learn more about computers and to help me get ahead in education... I really enjoyed doing this course." Craig, aged 13, at the After School Club

The Home Early Learning Partnership

Theory

"A very large part of children's learning takes place before they start school - particularly in their first three years. Parents, then really are their child's first educators." Dr. Gillian Pugh, Early Childhood Unit National Children's Bureau.

"Babies are born into third world with their brain primed to learn. But they cannot do it alone." Newsweek. (Summer 1997).

"In past generations, as now, it seemed that human babies were born with an innate ability to learn language (any language) through 'immersion' in the first four or five years of life." The 21st Century Learning Initiative Synthesis (1996).

"If we are serious about raising school attainment we cannot afford to wait until children start school." Family Involvement in Literacy (1996).

"Early years schooling matters enormously, so does a generous provision of learning resources." The 21st Century Learning Initiative Synthesis (1996).

Practice

Parents and care-givers are encouraged to take advantage of their role as first and foremost educators of their children. With teacher support, learning resources (books and toys), home groups and training when needed, six primary schools are working closely with parents/care-givers to ensure that the first three years of a child's life really does set them up for a lifetime of learning. Recently Leeds Education 2000 have published the material from the pilot phase of the project: the HELP pack which comprises a video, a good practice guide and the summary of the evaluation by the Leeds Metropolitan University.

Voices

"Sean is going through the terrible two's...Barbara, the HELP worker, has given me confidence that all parents go through times like this. She's given me tips about how to be patient and ideas for calming Sean down when we have bedtime stories at night. The children are much easier at home now and Sean has fewer tantrums." Michelle Mason, Brownhill Primary School HELP group

"I have been coming to the HELP group for quite some time now. It has helped me to speak out in a group and also it has opened up my mind with ideas of activities to do with my two children at home. By coming to the HELP Group and English I found that I was interested in working with young children. So I went to see a Careers adviser and she told about a PPA (pre-school Playgroup Association) course and I went along and started the course. It's going well and I am enjoying it. I thought I could never go into a big college with a group of people. And it's all with the help and support I found from both groups." Donna Howley, Ebor Gardens Primary School. (Started as a Parent and now a Parent HELP Link Worker)

"Read It"

Theory

The whole community has to become a place of learning, not simply the classroom. Learning does not have to be bounded by the walls of an institution any longer. If young people are to develop the skills and attitudes they will need it is essential to view learning as a total community responsibility. It is not merely teachers who can teach, it is not just pupils who need to learn, and it is certainly not just the classroom that can be the major access point to a range of knowledge, information and skills." The 21st Century Learning Initiative Synthesis (1996).

"Perhaps the argument should be that schools have no business locking the members of the community out, or in any way preventing parents and their children from having the mutual benefits of a three way learning process from teacher to child to parent in which general community literacy or awareness ultimately becomes the beneficiary." Family Involvement in Literacy (1996).

Practice

Community groups, local community members, schools, libraries, employee volunteers, businesses, the West Yorkshire Playhouse, the Yorkshire Evening Post, book-stores and publishers working together to ensure that children start to see their whole Community as a place for learning and for developing an interest in literacy. In school, at home and in local Community venues children see people who care about their learning and who are willing to work together to support it. Over 3,500 children (5-13) are now members of 'Read It' and there are four community based 'Read It' sites where volunteers work alongside children to support their reading. Over 40 employee volunteers go into schools to do the same. Each year there is a week long 'Read It' event at which we have over 600 children attending. In 1996 this was "Read It Goes to the Circus."

Voices

"I always have a book in my hand and I've won enough prizes. Thank you very much for putting my future on the right track. My parents are very pleased with me joining 'Read It.'" Sophia Bi.

"I would like to thank you all for the things you have done for us. You have changed my life. I'm the same boy who hated to read and write. I was more interested in songs and TV programmes.... Now I just love reading and writing and sometimes I'm not interested in songs." Israr Ahmed. (Israr's family of 8 brothers and sisters have sent in over 200 letters, 'Read It' cards and Activity Books. They won a special prize for the most active family in 1996).

"A shot in the arm for reluctant readers." Sue Goodman, Primrose High School.

"It is almost unknown in business to find oneself spiritually uplifted, but "Read It' Goes to the Circus" had that effect." Martin Young, Waddington ptc.

Family and Adult Literacy

Theory

"Basic skills will have to be a cornerstone of lifetime learning .... we'll need more programmes that allow people to strengthen basic skills as part of economic and community regeneration; strengthening that will allow people to take more control of their lives and of the future. And we'll need programmes that build on the desire of every parent to make sure that their children get a good start in education." Education Today and Tomorrow. (Vol 48 no 3 Autumn 96). Author: Alan Wells OBF, Director - The Basic Skills Agency.

Practice

All Leeds Education 2000 programmes are underpinned by a belief in the importance of' literacy as a key component of lifelong learning. Family and adult literacy programmes are supported, in partnership with the local FE college, within a flexible and responsive model that starts from the needs of local people. Examples are family literacy models often involving multi-lingual families; drop in sessions for adults where they work on activities that are important to them and informal adult literacy session supported by local employees trained to help as volunteers in their local communities.

Voices

"Coming to the English class has helped me a lot, I feel more confident in myself and in my reading and writing... In the future I would like to get another qualification in English and do a bit of Maths." Anna at 'Brush up Your English.'

"I started the English class at Ebor Gardens Primary School in April. My daughter goes to the school and I saw a poster advertising the class. I went along and spoke to Trudie in the APPLE project. I also go in on a Tuesday. I have been learning how to use a Computer, it was hard to start with but now I really enjoy it...The English class has helped my reading and writing...These classes are local and easy to get to with childcare for my daughter." Annette.

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21st Century Learning Initiative

http://www.21learn.org

mail@21learn.org