About Post-16 Citizenship
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The Post-16 Citizenship Support Programme
Following the successful completion of the Post-16 Citizenship Development Programme (2001-2006) the Learning and Skills Network (LSN) was asked to launch a new support programme for post-16 citizenship. The programme’s central aim is to disseminate as widely as possible, and build on, outcomes from the development programme in order to mainstream citizenship provision in post-16 education and training. The LSN runs the Post-16 Citizenship Support Programme on behalf of the Learning and Skills Improvement Service (LSIS), the sector-directed body formed from the Centre for Excellence in Leadership (CEL) and the Quality Improvement Agency (QIA) to develop excellent and sustainable FE provision across the sector.
What is Post-16 Citizenship?
Citizenship education gives young people the knowledge, skills and understanding to play an effective role in society at local, national and international levels. It helps them to become informed, thoughtful and responsible citizens who are aware of their rights and duties.
It promotes their spiritual, moral, social and cultural development, making them more self-confident and responsible, both in their educational and training institutions and beyond.
It encourages young people to play an active part in the life of their schools, neighbourhoods, communities and the wider world.
It also teaches them about our economy, and democratic institutions and values; encourages respect for different national, religious and ethnic identities, and develops pupils ability to reflect on issues and take part in discussions.
Citizenship provides learning opportunities for pupils, from the Foundation Stage, through Key Stages 1 to 4 and for students in the post-16 sector. From September 2002, Citizenship has been a statutory requirement within the National Curriculum at key stages 3 and 4 (11-16 year olds).
The emphasis for the 16-19 age group is on active participation in their own communities. They also need to build on knowledge and skills if they are to be politically effective. They must also be given opportunities to practice democratic decision-making in their education or training organisations.
For young people aged 16 and over citizenship activities can build on and reinforce the citizenship skills and knowledge they have developed at school as part of the National Curriculum.
A Definition
Post-16 citizenship - moving a great success to an entitlement for all
Citizenship aims to equip all young people with the knowledge, understanding and skills to participate effectively in society working together as informed, critical, socially and morally responsible citizens, convinced they can have influence and make a difference in their communities (locally, nationally, globally) QCA Post-16 Citizenship Guidance (2004)
Post-16, the emphasis is on exploring actively new areas of citizenship and on giving young people opportunities to lead activities themselves.
It should go beyond 'doing good works' by developing young adults' ability to apply political knowledge and understanding to issues that concern them as well as developing skills of enquiry, communication, participation and responsible action.
Post-16 citizenship can help young people to become more effective, responsible and engaged citizens.
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Benefits for your organisation
Experience so far suggests that effective citizenship education for post-16 learners:
- increases motivation
- builds confidence and self-esteem
- encourages a constructive attitude
- improves attendance and retention
- raises overall achievement
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Opportunities
There are various ways an organisation can support citizenship, but the most successful have encouraged young people to initiate and manage their own activities. Many organisations already have learner councils or student unions that enable young people to be consulted and have a voice in decisions.
Where learners meet for regular sessions it is possible to include focused citizenship development, for example: as part of tutorials, Entry to Employment (e2e), Modern Apprenticeship or other taught programmes or qualifications, some youth work provision.
Examples of approaches to Citizenship provision
- Representative structures (e.g. youth councils, unions, forums)
- Integrated within taught programmes and/or qualifications (e.g. General Studies, NVQs, key skills, Youth Awards)
- Specially written courses or units for citizenship
- Group tutorial programmes
- Voluntary and community activity and campaigns
- Events (e.g. conferences, visits)
- Individual or group research projects
The above examples are not mutually exclusive, or limited to particular learning situations. You can start 'small', and then build on the various types of provision, to suit the needs of learners and the organisation and encourage active learning. Working with partners in other organisations can significantly enhance provision.
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Developing a citizenship ethos
The most effective citizenship learning takes place in a culture that values the involvement of young people in decision-making and facilitates this. Ideally, everyone (young people, staff, managers, partners from the wider community) needs to agree on a basic set of values and rules by which they work together. Some organisations draw up a policy or 'Citizenship Manifesto' setting out their aims, ethos and how they will encourage active citizenship learning.
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Learners' voice in decision-making processes
The aim is to develop a supportive ethos within which the views of young people are listened to and respected. They need to be included in the decision-making processes, but also helped to understand why things are not always possible.
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Co-ordination
It helps if organisations appoint an enthusiastic person with sufficient time and resources to co-ordinate citizenship activities. However, this person is likely to need the support of a small team to share responsibility for supporting colleagues in developing citizenship within their own areas of work.
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Management
The commitment of senior managers is a key determinant in the overall status and quality of citizenship, demonstrated through having a clear policy, development plan and arrangements for monitoring and evaluation. But also resourcing and ‘championing’ citizenship in ways that actively support staff, young people and partners in their activities are important
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Views of post-16 citizenship
"It's given me a different perspective on college life. Rather than just what the college can do for me, it's made me think what I can do to contribute to the college community"
(Student from Richmond upon Thames College)
"The Post-16 Citizenship Development Programme encourages young people in all education and training establishments to gain the knowledge and skills necessary to take an active part in their communities."
(Ruth Kelly, Secretary of State for Education and Skills)
"The benefits of citizenship to our training agency have been immeasurable. Due to the opportunities for personal development our retention levels have improved significantly."
(Chief Executive of Camden Jobtrain)
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Post-16 Citizenship main themes
Post-16 citizenship should allow young people to develop and demonstrate knowledge, skills and understanding that reflect the ways in which young adults engage with society. Key citizenship concepts include:
- Rights and responsibilities
- Governments and democracies
- Identities and communities
The QCA guidance on Post-16 citizenship, 'Play Your Part', recommends that learners should have the opportunity to:
- Identify, investigate and think critically about citizenship issues, problems or events of concern to them
- Decide on and take part in follow-up action, where appropriate
- Reflect on, recognise and review their citizenship learning
The QCA guidance contains case studies based on projects within the Development Programme across all settings including schools, colleges, training providers, youth services and employers.
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