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1,000 muddled words on the Big Society

We’re a new (non-partisan) social enterprise trying to find our way in what seems like a very Big Society. Here’s some thoughts on our experience:

Outlook

The Big Society separates the third sector ‘moaners’ from the third sector optimists. It’s divided those who look back fondly on higher spending of the Labour government (who can’t quite come to terms with what’s happening), from those who are looking forward, getting on it with, and making the most of the opportunities the Big Society presents.

To be fair, I could be being a bit naive here.

If I was working for an organisation facing substantial cuts, I’d obviously see it differently. And from our position as a new and small organisation, this big new idea, introduced by a new government, means the playing field is a bit more level for us to get involved. Although competition is high, we’re not trying to muscle into a policy or administration with years of well-developed third sector links.

Naive or not, and without sounding like a cheerleader, I think it’s important that the third sector looks forward to make the most of the policy landscape of the day.

Plain talking

Having seen some amazing new branding from a few charities, I think we’re beginning to see the new administration and Big Society freeing up the sector to talk in plain English. It’s refreshing to see organisations just saying what they do. Saves time when you’re trying to find out. The freedom of not having to align your key message to seven different policy initiatives is good, regardless of how worthy those initiatives are. I do wonder, however, if over time the Big Society might get filled out with new buzzwords which we all start gradually mentioning as time goes by.

A big problem with plain talking about what we do, giving young people an influence in their education, is that I don’t really think the Conservatives will think it fits as part of their traditional approach to education.

That’s okay though, the Big Society doesn’t mean that we’re going to change what we believe in.

Disclaimer: I’m not sure if this is a Big Society thing. The freedom from buzzwords could happen when any new Government comes in. I’m not sure, I’ve only known Labour.

Vague

I’ve lost count of the number of coalition ministers who I’ve seen thrown by the simplest of questions; ‘what is the Big Society?’

No wonder the conference hall was strangely silent during this section of Cameron’s speech. It’s not very inspiring if the ‘salesmen and women’ of the policy are so unclear on what the policy actually is. I think this lack of clarity leads to two things: people who are involved in social action and participation get annoyed because they think the Government are implying that these are new ideas; and those who aren’t involved just switch off.

I get the impression that people working in the sector have got a better idea of what the Big Society might be, than the Government themselves. That might be not such a bad thing.

On the positive side, this vagueness means that third sector organisations have an opportunity to use more plain English (see above).

And although there are headlines about the Big Society (somewhere), it seems like the details are very much up for grabs.
I heard Gove talk last night at a Teaching Leaders graduation event. I’d talked about this with a friend recently, and – whether you like him or not – – seeing him give his speech made me agree that he comes across as very ideological.

I feel the Government know what they want to do, but probably needs some help from us to get there. Frustrated civil servants agree, so I guess what I’m saying is that the lack of detail presents opportunities.

N.B. Despite this, from what we’ve seen I think there are questions about how vague the Big Society actually is. Take the National Citizen Service pilots, for instance. Innovation was encouraged, but only within a very restricitve and scheduled delivery model!

Talking

Big Society has led to more people from more organisations talking to one another. That’s definitely a good thing, because I think the third sector is often pretty bad at collaborating. It’s understandable in some ways; two private organisations come together to make money. It’s more complicated to get together to ‘make more good’, although a lot more important.

Being engaged with the National Citizen Service – in a very minor way – has been a useful experience, because it’s got us talking with a range of organisations who we’d like to work with in the future. This has happened because of tight deadlines and the need for consortium bids. It’s great for us to be getting the word out about our work. These links wouldn’t have been made without the Big Society.

On the other hand, tight deadlines sometimes lead to desperation. To some extent, you can see this happening with the National Citizen Service pilot deadlines. Ill-thought through partnerships, could easily lead to poor delivery. We’ll see.

And even if the Government can get the message across to people what the Big Society is, the speed at which they’re trying to prove it’s a good idea could undermine everything.

Motives

We need to cut UK spending – most of us are agreed on that . Obviously the rate at which we do it is up for debate, but it needs to happen.

This confuses the idea of the Big Society for many because they think it’s designed to save money. I think that’s a very big part of it, but also part of the Conservatives natural desire for a smaller state. What is worrying is when the first bit of that sentence is used to sneak in the second: cuts being used as a reason to do things that the Conservatives really want to do anyway.

The Government’s response to the Browne Review exemplifies this: it’s not just about creating more money for universities, it’s about fundamentally changing who pays for higher education in the UK. Somehow, they’ve got the Lib Dem’s fooled.

The Conservatives should be honest about their intentions, and this helps to undermine the idea of the Big Society for me.

Greg Sanderson

PS. Love to hear your thoughts using the comments below..

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Newsletter 5: Citizenship under threat

Hello from involver: newsletter number 5!

As I’m sure is the case for many of you, the start of the new school year has meant we’ve been so busy we’ve missed September. That’s why your September edition of this newsletter is arriving in mid-October, I know this will have thrown so many of you who base your working life around the publication date of this email :)

The attachment – our very magenta flyer

News: Citizenship education – is it for the chop?

There are rumours that the Coalition Government’s plans for a slimmer curriculum will involve getting rid of Citizenship. We believe this would undermine widespread engagement with the ‘Big Society’ and remove a key, active element of young people’s democratic education. We’ve joined Democratic Life to put the case for strong Citizenship teaching in every school. You should too.
http://www.democraticlife.org.uk

Resource: School council rep’s toolkit

This free guide is for new and prospective reps, whether they’re class reps, year reps or members of a local youth council. Its got tips and ideas on what makes a good rep, how to run meetings and manage projects. You can even download the original files to customise with your own school or LA logos and advice:
http://involver.org.uk/2010/10/school-council-reps-tookit/

Blog: Does a youth council have to look like a council?

Why do we assume that a formal meeting is the only/best way to run things? Most of us find meetings boring, yet we put young people through the same process. I’ve been working with a group of 15 year-olds to design something a bit different:
http://involver.org.uk/2010/09/does-a-youth-council-have-to-look-like-a-council/

Competition: Make a cool film and win equipment and a workshop with a top UK film director

Cut Films is a competition to get young people making films with, and for, each other about not-smoking. They have just launched this year’s competition with a deadline of 31 January 2011. For more information please see:
http://www.cutfilms.org

Training: New session on collecting information

I wrote and ran this session for Preston Manor High School in Brent about the benefits and problems with different ways of collecting views from your peers. They seemed to really enjoy it. Why don’t you give it a go and tell us if it works for you:
http://involver.org.uk/2010/10/school-council-training-collecting-information/

Resource: Help trial our Student Voice-o-meter

Building on our Simple Student Voice Audit Tool, we’ve built a more sophisticated way to see how loud the student voice is in schools. It’s student-led and is simple and quick enough it can be run in form time. We need a few schools to try it out for us though before we unleash it on the world. Let us know if you’re interested in getting this sneak peek:
info@involver.org.uk

Video: Pupil voice videos from across the web

We keep seeing great videos related to pupil voice, democratic education and school councils around the web, but couldn’t find a place where they’re all together, so we’ve created one. They’re great for CPD and to inspire your school council (or staff). Let us know if you’ve seen things we should add:
http://www.involver.org.uk/resources/videos/

Blog: Learner Voice: why bother?

Greg’s been asked to write a ‘thinkpiece’ for LSN’s magazine. He focussed on why learner voice (as it’s known in the 14-19 sector) is so important. Do you have anything to add?
http://involver.org.uk/2010/09/involver-thinkpiece-for-lsn-learnings-magazine-learner-voice-why-bother/

Resource: Find school council resources more easily

We’ve redesigned our resources pages so it’s now quicker and easier to find school council and student voice resources to download. Have a look and let us know what you think:
http://www.involver.org.uk/resources/
Hope to hear from you all soon,

Greg and Asher @ involver

P.S. If you think other people might find what we do useful and you’ve got a network, conference or event where you could give away copies of the attached flyers we’d really appreciate it. Just let us know how many you need and we’ll put them in the post. Thanks!

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involver blog Resources

School council training: collecting information

Picture of whole school assemblyTo be effective school councils have to be expert communicators. Often a lot of emphasis is put on public speaking, and out-going communication, but communication is a two way process and arguably how a school council collects information is even more important.

To help a secondary school in Brent think about how they canvass the views of their whole school I wrote this short, simple session.  They seemed to enjoy it and it helped them come up with some really useful ideas. Why don’t you give it a try and see if it works for you?

Download the session and resources: [download id=”222″]

Aims:

  • For participants to experience a few different ways of collecting information.
  • For participants to explore what those methods might be good for and what drawbacks they might have.

Age range: 11-18

Group size: 12-30

Time: 20-30 mins

Resources:

  • Notepad
  • Whiteboard/flipchart
  • Tables
  • Chairs
  • Pens
  • Marker pens
  • Paper stuck to wall
  • Room big enough for people to move around in.
  • Collecting ideas instructions sheets
  • Face-to-face survey sheets (x5)
  • Written survey sheets (x5)

Method:

  1. Before the session starts (I did this during the previous session), select 5 people who will be your ‘researchers’.
  2. Explain to each of them what they will be doing (give each of them an instruction sheet).
  3. Send each of your researchers to the area they’ll be working in.
  4. Split the rest of the class up and send them to
    • 1/3 to meeting
    • 1/3 to written survey
    • 1/3 to opinion wall
    • N.B. None to informal chat or face-to-face survey
  5. Tell them they’ve got 10 minutes to discuss/fill out surveys, etc.
  6. After 10 minutes bring them all back into one group.
  7. Ask each of the researchers to feed back their findings in turn.
  8. Also ask them how they found using that method.
  9. After each one ask the group to think about what situations it might be good to use that research method for.
  10. Write these up.

Add-on: Put participants into pairs, get each pair to decide on a question and a research method they will use in the next week.

Obviously you can add in other research methods, making sure you stick to the principle that they’re using the method to find out whether or not it’s a good method.

Download the session and resources: [download id=”222″]

Download the session outline and resources as Word documents (all of these are included as one download above):

  • [download id=”223″]
  • [download id=”224″]
  • [download id=”225″]
  • [download id=”226″]
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involver ‘thinkpiece’ for LSN’s magazine. Learner voice: why bother?

Here’s a recent thinkpiece (fancy way of saying essay) for LSN’s Post-16 Magazine. They’re a great organisation that focus on post-16 education, that we plan to work with in the future.

I’ve mentioned bits and bobs of this in blog posts before, so if any of it feels familiar, that’s why.

Learner voice: why bother?

College councils. Student voice. School councils. Learner voice. Giving young people a say in how their school or college is run. Sounds like effort, doesn’t it? Students are there to be educated, not to take part in it, right?

So why do so many schools bother with it? Because the Government says you have to listen to pupils? Because Ofsted might come and chat to your school or college council? Because some kids had a couple of good ideas and you might as well give it a go? Because some kids want to practice being politicians, and you need to give them a way to do that?

Let’s be clear : schools and colleges present a unique opportunity for young people to learn about democracy.

And let’s be double – clear: this opportunity is being missed by too many.

Student voice and school or college councils are often tokenistic. Young people are told that they have influence (but only the cleverest or most confident are allowed to use it), that they are listened to (as long as they give the right answer), and that they are free to talk about what they want (but can’t actually do anything to make things better).

As a social enterprise, our approach is to help educational institutions to make the most of this opportunity, challenge tokenism, and help get more young people involved.

Very simply, we want young people to understand how their ideas can turn into actions which can turn into improvements for themselves and others. Learning democracy by ‘doing democracy’. Less sitting back and moaning about things, and more action!

I was working in Islamia Primary School in Brent recently, helping their new student voice team to plan for next year. One of the big ideas that came up was trying to get mirrors in the girls’ toilets. The girls’ headscarves were coming loose during the school day, and they had no mirrors to check if they were on properly. During their first term after their summer break, the team plan to get going on this idea. They are six years old.

Now this might just be a few mirrors, but if young people can see how they can influence their lives and surroundings from a young age this plants important seeds. As they become secondary age students they will believe that they can take action and change things, and then university students will too.

Young people will find it more difficult to have the desire or to understand how they can change things in adult life if they’ve had no practice! Or if they’ve been kept in a simulated democratic world where they are ‘listened to’ but never have the experience of negotiating, collaborating and struggling to achieve their own, shared aims.

And this should never be just about training the next generation of politicians – if you know how to ‘plan’, ‘do’ and ‘reflect’ a project with a group of people, that is useful whatever you choose to do in life. That’s part of what we do: not just training the politicians of tomorrow, but the citizens of today.

It’s also very important that students connect learning about the same concepts. We’re all agreed that democracy and empowerment are important concepts, right?

So let’s use every opportunity we can to connect what we can learn about in the news, in the curriculum, with what we do in student voice. It’s about connecting what others do, with what we do.

Let’s reflect on MPs expenses, by talking about school councillor expenses; let’s discuss the coalition government by talking about how easy it is to decide things by committee; let’s think about the civil rights movement and suffragettes when planning a student voice election. We grasp things best when we understand them from different angles.

Not seeing these links can undermine everything. You might be less inspired about by Barack Obama’s democratic journey if your ‘democratic’ college council is just the ten brightest pupils, picked by the head teacher or college director!

So let’s be clear: a healthy democracy needs curious, active people. A healthy democracy needs healthy democratic education, and schools and colleges are central to that.

Let’s not be complacent.

Greg Sanderson

________

Greg Sanderson is co-founder of involver,  a social enterprise that help young people to ‘do democracy’ in schools and colleges. We challenge tokenism in leaner voice, make school or college councils smart and active, and support young people to co-construct their education. For free resources and advice, training and tools to support this, then come and visit us at www.involver.org.uk.

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involver blog

School council success: improvement or representation?

How do you talk about the success of your school council?

When people visit your school do you tell them:

(a) About how this great group has redesigned the uniform, carried out an in-depth study into learning styles, raised thousands of pounds and reduced the school’s carbon footprint to zero?

(b) How it has enabled students from across the school to work together, been a channel for frustrated students to be heard and made staff think about things differently?

Benito Mussolini
How do we judge politicians? On whether they 'make the trains run on time', or how democratic they are*?

Almost every school I go to tells me the (a) type things – and the problems they talk about are similarly about their inability to make visible improvements to the school. But, if I ask them what their school council is they will say it’s,

a democratic body of students, there to give the students a voice in the running of the school.

They very rarely say it’s,

a group of keen and able students who help the staff.

But more and more frequently I meet teachers who tell me they’ve selected a few of the people on the council ‘to help it work better – because some of the ones who got elected might struggle’, or even that they’ve done away with elections completely to make the school council ‘more effective’.

More effective at what?

What are the success criteria for a democratic organisation?

I would suggest that the most important is how well it involves everyone, not how well it involves the ‘right’ people. If you need to change the system to make it more effective this should be to make it more inclusive, not more efficient.

But if you’re going to change the system (and I think most schools need to), why not do both? Getting the whole school involved in identifying issues, coming up with solutions and taking action will result in far more changes and and wider engagement. Focus on spreading discussion and action to class councils, rather than pulling it in to the school council.  Use whole school meetings, have online forums and noticeboards that the whole school can contribute to, set up action groups that anyone can be on, set up ‘social action time’ when the whole school is supported to work on their own projects.

* Fascist dictator of the 1920s and 30s, Benito Musolinni is often claimed to ‘have made the trains run on time’, it may well be that even this achievement is over-stated: http://www.snopes.com/history/govern/trains.asp

Comic about Mussolini making the trains run on thyme
Searching for images to illustrate this article I came across this comic. It made me smile, which then made me think that I am falling in to the 'dad' stereotype. Ho hum.
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involver blog Newsletters

Newsletter 3: Why bother, audit, training and fantasy football

Hello from involver: Newsletter number 3!

The summer break is almost upon us (or already here, depending on where in the UK you are), so we hope you’ve had a great year!

Here’s a round up of what we’ve been up to over the last month:

Blog: School councils and student voice: why bother?
Greg says, ‘I’m working from Scotland for most of this week, which meant a very long eight hour train journey! After a double espresso, I was feeling a bit reflective about some of the things that we’re doing with involver and why we’ve been doing them.’ Here are his thoughts:
http://involver.org.uk/2010/07/school-councils-and-student-voice-why-bother/

Training: Making your school council READY!
Lots of schools are thinking about how they can improve their school council or student voice next year – we can help you make it READY (yes, that’s an acronym, have a look here if you want to know what for):
http://involver.org.uk/2010/07/school-council-training-get-in-touch/

Resource: Great set of student voice resources from Australia
Asher came across this series of presentations and supporting resources, which was created by Nick Rate, a trainer from Australia. He’s recorded it all so the people he supports in far flung places down under can access them, but of course it means we all can, we love the internet:
http://www.jogtheweb.com/run/AlhYPd3PMcUd/Student-Voice

Video: Make Your Voice Heard: Discover Democratic Education
A great video from the States about why ‘doing democracy’ in schools is so important. It is included in the set above, but worth a special mention:
http://www.youtube.com/watch?v=S_LbZ3XcfK4

Project: Speaker’s School Council Awards 2011
After a hugely successful opening year, you can now register your interest in the Speakers School Council Awards 2011. It’s a great way to get your achievements recognised, so to get involved, hop over to:
http://www.speakersschoolcouncil.org

Evaluation: Student voice/school council progress this year?
How have you been getting on with student voice, this year? It’s not easy to get right, and it still takes work and support even when it’s a success. We’ve built a very short audit tool to help you reflect. Fill it out and we’ll even provide you with personalised feedback and ideas if you want us to:
http://involver.org.uk/participate/simple-student-voice-audit/

Network: A new Student Voice and School council Linkedin group
For those of you that use Linkedin (for those who don’t: it’s kind of like a professional Facebook), we’ve set up a group to connect and inform people about student voice and school councils. We’re still finding our way around LinkedIn, but our teacher friends tell us it’s very useful. So take a look, and join at: http://www.linkedin.com/groups?mostPopular=&gid=3089339

Networking-fun: Fantasy Democraball!
We’ve set up a fantasy football mini-league for our friends, colleagues and contacts, so please join and invite oithers.  You don’t need to know anything about football, just how to add up to £100,000,000. It’s a head-to-head league, so each game you’ll be playing against another person from the citizenship/student voice/youth democracy world (your skill in beating them will be a good ice-breaker topic for when you next meet them at a conference). It’s free to sign up. Once you’ve picked your team use this code to join the ‘Democraball!’ league: 116742-35727
http://fantasy.premierleague.com

So have a great summer!

And remember, if you want to get in touch about anything we’re up to, then please email us at info@involver.org.uk. We’re also always keen to hear about and share good practice, new resources or developments in student voice.

Greg and Asher @ involver