GALLERIES CREATING LEARNING

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GALLERIES CREATING LEARNING THE PUBLIC POLICY
CONTEXT

• Keith Nichol
• engage international conference
• Tate Modern
• 17 November 2004

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Public Expenditure Priorities

• Evidence-based policy making
• Pros and cons of measurement
• Efficiency Review
• Focus on frontline delivery

• Defence and Security
• Education
• Health
• Crime
• Transport

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Vision for learning in museums and galleries

• We want to unlock the full potential of museums
  and galleries to support education and learning
  in schools, as well as in the FE/HE sector, and
  in life-long learning

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What DCMS and DfESneed to do

• Provide leadership for the cultural sector
• Ensure our policy and delivery is soundly based
  on experience of practitioners and users
• Inform museums and galleries sector about all
  DCMS and wider Government/Lottery activities in
  the educational arena
• Ensure schools are properly informed about
  opportunities provided by the cultural sector

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Effective policy

• Is based on evidence and sound analysis
• Is holistic
• Is sophisticated about complexity
• Is grounded in an understanding of how the world
  works
• Is robust over long time periods

• Is communicated compellingly
• Is sophisticated about managing risk
• Takes into account organisational capacity and
  rates of behavioural change
• Takes into account deliverability
• Includes all key decision makers

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Our target groups

• Schools
• Early Years
• Further and Higher Education
• Adult Basic Skills literacy, numeracy, ICT,
  ESOL
• Lifelong Learning

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Free admission to our sponsored museums and
galleries since 2000/01 has given many more
people the opportunity to learn and enjoy
Nearly 30 more C2DE visits in the last two
years 50 increase in visits from children
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Definition of learning

• Learning is a process of active engagement
  with experience.   It is what people do when they
  want to make sense of the world.  It may involve
  the development or deepening of skills, knowledge
  understanding, awareness, values, ideas and
  feelings, or an increase in the capacity to
  reflect.   Effective learning leads to change,
  development and the desire to learn more.
• The Campaign for Learning

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Towards a Cultural Entitlement
To ensure that every young person of school age
has the opportunity to experience or work with
cultural and creative professionals and
organisations to develop their learning across
and beyond the curriculum.
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What will an Entitlement deliver ?

• first access to culture
• contribution to delivery of the National
  Curriculum
• out of school activity        
• gifted and talented support
• CPD for teachers and gallery staff

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Why we want to do this

• Evidence suggests that creative and cultural
  learning experiences can help
• - improve academic attainment
• build self-esteem and confidence
• improve attendance and behaviour
• develop language skills
• support different learning styles
• provide potential career paths
• change teaching and learning practice
• motivate teachers
• stimulate whole school change

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Inspiring Learning for All

• A framework which enables us to measure the
  impact of our programmes on peoples learning
• Based on five Generic Learning Outcomes
• Knowledge and understanding
• Skills
• Values and attitudes
• Creativity, inspiration and enjoyment
• Activity, behaviour and progression

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Where we are now?

• Many excellent education projects going on around
  the country, but most with no established
  baseline of activity, or agreement on
  desired/actual outcomes
• Success of projects down to individual
  teachers/curators, and relevance to the national
  curriculum varies widely
• Projects have frequently been created to secure
  funding, not in pursuit of agreed goals/targets,
  or any wider strategy
• Short-termism is commonplace
• In consequence we are unable to demonstrate the
  collective impact of public funding, and have a
  weak case for future funding

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Fragmented funding picture

• Local authority funding
• Arts Council
• Creative Partnerships
• Renaissance in the Regions
• NMG grant-in-aid
• Heritage Lottery Fund
• Big Lottery Fund
• Sure Start
• Learning and Skills Councils
• Connexions

• Culture Online
• Curriculum Online
• other ICT initiatives
• Arts and Humanities Research Board
• Regional Development Agencies
• Charitable Foundations
• Corporate support
• EU funding
• Strategic Commissioning

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Funding in 2004/05

• Department for Education and Skills 28 billion
• Schools in England 9.8 billion
• Learning and Skills Council 8.7 billion
• Sure Start 990 million
• Connexions service 533 million
• DCMS 1.47 billion
• Arts Council of England 365 million
• Tate 30 million
• Creative Partnerships 25 million
• National Gallery 21 million
• Renaissance in the Regions 20 million

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Public Service Agreement

• Current PSA targets actually about access, not
  educational attainment
• There is no agreed measure of the quality of
  experience or educational value
• However, current targets must be achieved (by
  2006)
• To increase the number of Creative Partnerships
  areas to 36
• To increase the number of contacts between
  children and hub museums by 25
• To increase the number of contacts between
  children and national museums galleries by 15

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Priority areas for action

• Overall funding
• Advocacy and information
• Removing barriers for schools
• Building links between galleries and schools
• Building capacity in the sector
• Continuous professional development

• Improving the gallery environment
• Supporting lifelong learning
• Setting standards
• Making better use of ICT
• Working in partnership

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Obstacles to success - 1

• Core funding levels
• Lack of capacity in the sector
• Lack of trained gallery educators
• Mismatch between supply and demand
• Perception of short-termism by Government
• We talk to ourselves (poor sectoral advocacy)
• Becoming diverted from our core purpose
• Project funding not sustainable
• Galleries paying lip service to learning
• (not seen as a core function)

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Obstacles to success - 2

• Time constraints faced by schools
• Cost constraints faced by schools
• Transport for schools groups
• Views of Head Teachers
• Perceived tension between schools education and
  life-long learning
• Continued fragmentation and failure to identify
  measurable outcomes

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Renaissance in the Regions

• EVIDENCE OF EARLY IMPACT
• 28 increase in the number of school children
  visiting Phase One Hubs
• 45 of the teachers visiting those Phase One Hubs
  are doing so for the first time
• 94 of teachers attending a museum activity see
  it directly linking to the National Curriculum.
• 46 of the visits were made by schools located in
  wards which fell into the 20 most deprived wards
  in England

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Tate

• Strategic Commissioning - partnership with
  regional galleries
• New Art Gallery Walsall
• Norfolk Museums Archaeology Service
• Abbot Hall Arts Gallery, Kendal
• Sheffield Galleries and Museums Trust
• Laing Art Gallery, Tyne Wear
• Manchester City Art Gallery
• Birmingham Museum and Art Gallery

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