sent out in English and in the first language of the families. The women were invited to come along to a coffee morning at the host schools. Additionally, as a result of previous work in the community, good contacts existed with community members, some of whom were British-born Bangladeshis, who were easily able to bridge the gap and could carry the message into the heart of each of the communities targeted. Learning activities were divided into two


phases of 12 weeks. The activities were chosen by the women attending and included: IT skills and use of community laptops; role play; interactive quizzes; trips; and social meetings. One of the greatest benefits for the women was to meet socially and particularly to come together and share food made by one of the women during the break times. This helped to combat the isolation felt by many of them in their homes and communities and enabled them to share experiences and get to know each other. All of the activities embedded English language skills, reading, writing, speaking and listening and the use of basic IT skills. Cerlei describes the outcomes for the


women as a ‘woven tapestry’ of the following elements: heightened levels of trust; con- fidence; expression; integration; unity; under- standing of the local and macro environ- ments; belonging; knowledge acquisition; and application of skills on a personal level and for the family. The outcomes speak for themselves: 24


Asian women were engaged across three locations; two entered employment; two volunteer-run social networks were created between other mums in similar situations and their extended families; language skills and confidence improved; self-sustained comm- unity group work and events were set up; cultural diversity was promoted in schools; and cross-cultural integration and community cohesion was developed. The women’s comments testify to their own personal development:


The English courses have helped me a lot and I have improved my English. I am enjoying my life a lot more than before.


I was very scared and felt quite nervous before. Now I am not scared, not nervous. I can do everything more easily now than before. So much more different for me now.


The way I spoke before didn’t make much sense. I can understand my children a lot more when they speak English. When I go to the shops I understand what the cashier says a lot more.


Some of the key success factors in providing an appropriate and effective learning experience for these women were:


• A crèche facility run by members of the


Asian community. The use of bilingual skills meant that children were much happier and the women were able to focus on learning;


• The ability to identify very specific needs and create an environment that catered for the needs of every woman who participated;


• The ‘barefoot’ workers, one of the key elements to the success of the programme. They were able to carry the messages into the hub of the community.


• Strong and positive partnerships, from the tea lady to the head teachers.


Jobs, Education and Training, Derby Jobs, Education and Training (JET) is a charity and voluntary and community organisation based in Normanton, Derby. Established in 2002, its vision is to reduce social deprivation, deliver jobs, education and training, and improve economic prosperity throughout the community. Sixty per cent of local residents are from black and minority ethnic backgrounds. There are over 150 nationalities


services provided. The following quotes were taken in the learners’ first language:


Previously I was of the impression that you only borrowed books from the library and wasn’t aware of the other services that they provided.


The women were able to undertake job search and interview skills training at JET.


Although I have little English, the support from staff members made these sessions useful. When I didn’t understand something, it was translated for me.


The women were also presented with cert- ificates for their achievements:


Previously I was a proud mum and watched my daughter getting an award. It was really nice to see my daughter watching her mother getting an award and feeling proud.


The key success factors for all the pilots


“The way I spoke before didn’t make much sense. I can understand my children a lot more when they speak English. When I go to the shops I understand what the cashier says a lot more“


and 70 languages spoken. Recent arrivals have included a large number of Somalis, Afghanis and Iraqis. A large part of JET’s success in recruiting


learners stems from working with the local community and voluntary organisations. The local authority also signposts potential learners and the charity works in close partnership with the council’s library division. JET describes its aims as being to educate and unite the local community and bring the people and their cultures together to find similarities from differences. Working with volunteers and mentors has


been important for overcoming language barriers, with learners also participating in this by translating for other members of the class, using gestures and diagrams to put their ideas forward. JET was able to deliver two pilots for


NIACE. The first focused on a visit to the local library and the second on numeracy and IT, and financial awareness. On both occasions, the women chose the activities themselves. The visit to the library was, for most of the women, the first time they had stepped inside a library and they learned about the range of


taking part in A Woman’s Place have been: partnership work with voluntary and community organisations; the sharing of resources, such as venues and childcare facilities; the work of volunteers, learning champions and ‘barefoot’ workers who are already in the heart of the community and can communicate their passion about the benefits of learning for individuals; letting learners choose and shape the learning opportunities provided; providing opportunities for quick successes and the development of confidence; providing fun, engaging, practical, relevant and useful learning activities; providing learning at times that fit in with everyday responsibilities; and recognition and respect for different cultures and beliefs. The final phase of A Woman’s Place was


to develop the outreach and planning framework and toolkit for use by managers and practitioners providing outreach and engagement activities for women. If you would like a copy, please supply your full contact details to the email address below.


Linda Dixon is a NIACE Project Officer (linda.dixon@niace.org.uk)


JANUARY 2011 ADULTS LEARNING 27


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