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Developing policy guidance for services to ethnic minorities

Developing policy guidance for services to ethnic minorities



Presentation for the workshop on mid Wales ethnic service provision

Presentation for the workshop on mid Wales ethnic service provision



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    Developing policy guidance for services to ethnic minorities Developing policy guidance for services to ethnic minorities Presentation Transcript

    • Developing policy guidance for services to ethnic minorities Christine Urquhart, for Mid Wales partnership
    • Introduction
      • Guidance based on report (available via CADAIR)
      • Research involved:
        • Literature review of evaluations of projects
        • Comparison of library service websites
        • Empirical research – questionnaire and interview survey of ethnic minorities in Mid Wales, and service providers, policymakers
    • Policy guidance
      • ILFA framework outcomes
        • Learning outcomes for users
        • Outcomes for the service
      • ILFA process indicators
        • Process indicators (people, places, partnerships, policy/performance)
      • Generalisations from the evidence (what works, what does not seem to work)
      • Development scenarios
      • Performance indicators
    • Learning outcomes for user
      • ILFA
      • People enjoy themselves and are enriched and inspired by the experience
      • People use the services and facilities to develop their knowledge and understanding
      • People develop skills as a result of using museums, archive and libraries
      • People become more self-confident, questioning, motivated and open to others’ perspectives
      • People decide to do something different in their lives
      • Report recommendations
      • People have easy access to the Internet to keep in contact with home and family news as well as UK official government services
      • People have access to library services that suit the needs of their families for enjoyment and education
      • People have access to library services that suit their needs for residency plans – a small proportion of new migrants may wish to become British citizens
    • Outcomes for the library service
      • ILFA
      • A broader range of people use the museum, archive or library
      • New learning opportunities are created as a result of partnerships
      • Staff, volunteers and members of governing bodies are effective advocates for learning
      • People who work in and for the organisation are continuously learning and developing their practice.
      • Report recommendations
      • A wider range of people using the library services (but remembering that usage of public libraries will be focused on use of Internet), with more emphasis on ensuring the people are using the appropriate library service
      • More opportunities for ethnic minority service users to volunteer or contribute to projects with museums, libraries and archives
      • Effective working partnerships between FE college librarians and ESOL tutors, and between ESOL tutors and schools library services (e.g. on graded readers)
    • Process indicator - People
      • ILFA People – providing more learning opportunities
      • Engages and consults with a broad range of people to develop learning opportunities
      • Provides opportunities for people to learn
      • Broadens the range of learning opportunities to engage with new and diverse users
      • Stimulates discovery and research
      • Evaluates learning outcomes of services, programmes and activities.
      • Report recommendation
      • Set up book review blog – on the grader reader collection
      • Rationale
        • Encourages ESOL readers in a sense of community with other ESOL students
        • Encourages FE college library joint working with ESOL tutors, and possibly also with school library services
        • Helps ESOL students who cannot attend classes regularly .
    • Process indicator - place
      • ILFA
      • Create environments that are conducive to learning
      • Develop staff to provide support for learners
      • Promote themselves as a place for learning, and inspiration
      • Report recommendations
      • Objective: Hold events, or theme weeks to celebrate the history and culture of the countries represented by ethnic minorities
      • Rationale:
        • Should develop the interests of staff in the countries represented
        • Encourage collection development and sharing among libraries
        • Provide opportunities for volunteers to come forward to help – to contribute in a meaningful way, and perhaps to widen their own circle of acquaintances, and for other library users to learn more about the countries from which some of their new neighbours come.
    • Process indicators - partnerships
      • ILFA
      • Identify potential partners and evaluate the benefits of working in partnership to support learning
      • Work with these partners to plan and develop learning opportunities
      • Invite people from outside the museum, archive or library to bring new perspectives and broaden the range and appeal of learning opportunities
      • Report recommendations
      • Objectives:
      • FE college libraries to work more closely with public libraries and with ESOL tutors in FE, and their colleagues in HE, to identify the range of learning materials – to develop a list of recommended readers and other materials for English language learning.
      • FE college libraries and public libraries and HE libraries to collaborate to open up special foreign language collections
    • Process indicators – performance, policy etc.
      • ILFA
      • Identify and seek to influence national, regional and local initiatives
      • Reflect national, regional and local developments in plans and priorities
      • Demonstrate that the museum, archive or library is a learning organisation through staff development and evaluation processes.
      • Report recommendations
      • Objective: Libraries to encourage volunteers from ethnic minorities to work on special projects or as members of advisory groups drawn from the library and voluntary sector organisations.
    • Generalisations from the evidence - what works?
      • Internet access (most agreement)
      • Bookstock (evidence less strong)
        • Graded reader provision
        • Multilingual collections (e.g. Bright Books)
        • English language learning collections (school collections of dual language learning materials?)
    • Generalisations from the evidence – what might work?
      • Newspapers (very mixed findings)
      • Cultural events and activities (not enough evidence of effectiveness, theoretically should work!)
    • Generalisations from the evidence – some indications (only)
      • Volunteering (with pathway to professional development?)
      • Support group involvement (but interests of older established ethnic minority groups may differ from those of new migrants)
      • Language learning classes in library
      • Multilingual leaflets (follow-through??)
    • Development scenario
      • Migration may increase or decrease….
      • What happens to investment in
        • Bookstock
          • graded readers
          • multilingual collections
        • Demand for IT access?
      • DISCUSS!
    • Performance indicators (scenario increased migration) – input/output
      • Input /output
      • Usage of graded reader, English language collections
      • Provision of specialised multilingual collections
      • Provision of IT access
      • Notes and queries
      • Per registered ESOL learner?
      • Should decline in usage be success?
      • By user group segment?
    • Performance indicators (scenario one) – process and outcome
      • Joint projects
      • Outcomes (e.g. results of English language tests) – generally require gathering data across the sectors
    • Performance indicators (scenario two – decreased migration)
      • Input/output indicators
        • Usage of graded reader, English language collections. Gross lending statistics are easy to collect, but a better assessment might be the usage divided by the number of registered pupils in ESOL classes.
      • Outcome indicators
        • The results of English language tests and the number of successful certifications for adult learners is an indication of successful outcomes.
    • Conclusions
      • Evidence from existing reports not strong
      • Some interpolation possible
      • Initiatives need to consider different scenarios (increased or decreased migration)
      • WAG policies for integration to be considered as well