The 21st Century Learning Initiative believes “nothing is more persuasive for many than successful demonstration projects that turn theory into practice.” Following is an overview of Leeds Education 2000 which has been working to turn theory into practice.

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.

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.

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