Background to the Research

• The BSU was established in EGSA in 1999 in order to promote and develop quality adult basic skills. In the same year the BSU was asked by DENI to manage the Innovation Fund; the aim of which was to promote community-based adult basic skills provision.
• In total, 17 projects received funding.
• The author was commissioned by EGSA to carry out an evaluation of these projects.
  

Research Approach

• Project staff, partner organisations and learners involved in the 17 projects housed within 12 organisations were interviewed.
• Qualitative and quantitative data correlated by the projects for the BSU monitoring process were analysed.
• A group evaluation meeting, involving the majority of projects, was also held.
  

Main Findings

• A total of 94 learners were involved in innovative projects, alongside 15 learners who were involved with resource development projects.
• Of those involved in innovative projects, 59% were male and 41% were female.
• Seventy-two percent were classified as unemployed, 18% were from an ethnic minority grouping and people with disabilities accounted for 11% of the total number of learners.
• Seventy-nine percent of learners completed their courses and of these 52% achieved accreditation. Seventy-eight per cent progressed onto another accredited programme and a further 9% progressed onto other non-accredited programmes.
• Fourteen percent of tutors had the City & Guilds 9285 teaching qualification, 62% had the City & Guilds 9281 certificate and 10% were qualified to degree level.
• Sixty percent of learners took part in information, advice and guidance activities.
• Community projects were generally successful in meeting the goals of the BSIF, the number of male learners, learners from farming and Travelling communities and the high number of unemployed learners verifies this.
• The high retention, progress and accreditation rates reinforce the usefulness of tailor made basic skills programmes.
• Projects were most successful where strong relationships already existed between the community group's personnel and local people; these were enhanced through partnership agencies.
• Recruitment proved problematic - with word of mouth and personal contact being the most successful methods - these took time and effort.
• The community approach attracted a wide range of learners and eased the path to inclusion.
• Community groups were highly creative in their responses to learners needs; however the further development of innovative methods were restricted by the short-term nature of funding.
• The resources developed are imaginative and Northern Ireland specific, and have the potential to be enjoyed by learners beyond those directly involved in their production.