galleries creating learning – the public policy context keith nichol engage international...
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Department for Culture, Media and Sport
GALLERIES CREATING LEARNING – THE PUBLIC POLICY CONTEXT
Keith Nichol
engage international conference
Tate Modern
17 November 2004
Department for Culture, Media and Sport
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
Department for Culture, Media and Sport
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
Department for Culture, Media and Sport
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
Department for Culture, Media and Sport
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
Department for Culture, Media and Sport
Our target groups
• Schools
• Early Years
• Further and Higher Education
• Adult Basic Skills – literacy, numeracy, ICT, ESOL
• Lifelong Learning
Department for Culture, Media and Sport
Free admission to our sponsored museums and galleries since 2000/01 has given many more people the opportunity to learn and enjoy
Visits to sponsored museums and galleries (millions)
20
22
24
26
28
30
32
34
36
97/98 98/99 99/00 00/01 01/02 02/03 03/04
Nearly 30% more C2DE visits in the last two years
50% increase in visits from children
Department for Culture, Media and Sport
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
Department for Culture, Media and Sport
‘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.’
Towards a Cultural Entitlement
Department for Culture, Media and Sport
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
Department for Culture, Media and Sport
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
Department for Culture, Media and Sport
Inspiring Learning for All
A framework which enables us to measure the impact of our programmes on people’s learning
• Based on five Generic Learning Outcomes– Knowledge and understanding– Skills– Values and attitudes – Creativity, inspiration and enjoyment– Activity, behaviour and progression
Department for Culture, Media and Sport
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
Department for Culture, Media and Sport
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
Department for Culture, Media and Sport
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
Department for Culture, Media and Sport
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%
Department for Culture, Media and Sport
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
Department for Culture, Media and Sport
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)
Department for Culture, Media and Sport
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
Department for Culture, Media and Sport
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
Department for Culture, Media and Sport
Tate
Strategic Commissioning - partnership with regional galleries
New Art Gallery WalsallNorfolk Museums & Archaeology ServiceAbbot Hall Arts Gallery, KendalSheffield Galleries and Museums TrustLaing Art Gallery, Tyne & WearManchester City Art GalleryBirmingham Museum and Art Gallery
Department for Culture, Media and Sport