Social capital Social capital outcomes: More outcomes: More

than skillsthan skills

A TAFE NSW research A TAFE NSW research perspectiveperspective

Stephen Black Stephen Black

Recent research projectsRecent research projects

• 2005-6 NCVER ($55,000) 2005-6 NCVER ($55,000) Reframing adult Reframing adult literacy and numeracy outcomes: A social literacy and numeracy outcomes: A social capital perspectivecapital perspective

• 2007-8 NCVER ($85,000) 2007-8 NCVER ($85,000) Literacy and Literacy and numeracy development in partnership: Social numeracy development in partnership: Social capital approachescapital approaches

• 2005-6 DEST Innovative ($35,000) 2005-6 DEST Innovative ($35,000) Community volunteeringCommunity volunteering

• 2007-8 DEST Innovative ($35,000) 2007-8 DEST Innovative ($35,000) Diabetes Diabetes literacyliteracy

• 2006-7 Multicultural Ed Unit Seeding 2006-7 Multicultural Ed Unit Seeding funding ($30,000) funding ($30,000) NESB students in TAFENESB students in TAFE

Social capital researchSocial capital research

Features of the two NCVER projects:Features of the two NCVER projects:

• A three-way partnership between Northern A three-way partnership between Northern Sydney Institute (Steve Black), Charles Darwin Sydney Institute (Steve Black), Charles Darwin Uni (Prof Ian Falk) and James Cook Uni (Dr Jo Uni (Prof Ian Falk) and James Cook Uni (Dr Jo Balatti)Balatti)

• Qualitative methodology based on a) semi-Qualitative methodology based on a) semi-structured interviews with teachers and structured interviews with teachers and students b) action researchstudents b) action research

What is social What is social capital?capital?

What does social What does social capital have to do capital have to do with learning?with learning?

An informal definitionAn informal definition

• Social capital has got to do with the ways that Social capital has got to do with the ways that people people connectconnect with their community. with their community.

• It’s the It’s the relationshipsrelationships people have, the groups people have, the groups they belong to, the they belong to, the networksnetworks they link into, they link into, the the contactscontacts they’ve got. It’s about the they’ve got. It’s about the trusttrust they have in others. they have in others.

• It’s also how they interact with these other It’s also how they interact with these other people – people – how they present themselveshow they present themselves. This . This may be related to their confidence and to their may be related to their confidence and to their skills.skills.

A more formal definitionA more formal definition

Social capital is ‘networks, together Social capital is ‘networks, together with shared norms, values and with shared norms, values and understandings which facilitate understandings which facilitate cooperation within or amongst cooperation within or amongst groups’groups’(Australian Bureau of Statistics 2004, based on (Australian Bureau of Statistics 2004, based on the OECD 2001 definition)the OECD 2001 definition)

How are learning and social How are learning and social capitalcapital

connected?connected?It’s a two-way relationship:It’s a two-way relationship:

Learning (not necessarily the documented Learning (not necessarily the documented outcomes of the course) can increase the outcomes of the course) can increase the social capital that people can access.social capital that people can access.

The social capital that people have access The social capital that people have access to can influence the kind of learning they to can influence the kind of learning they do. do.

How do we know when How do we know when social capital outcomes social capital outcomes

have occurred?have occurred?• The learners themselves can tell us as The learners themselves can tell us as

can their teachers, family or friends.can their teachers, family or friends.

• What they tell us can be evidence of a What they tell us can be evidence of a change in the way they connect with change in the way they connect with existing groups or new groups. existing groups or new groups.

• We can map these changes on social We can map these changes on social capital frameworks such as those of capital frameworks such as those of the ABS.the ABS.

Application of ABS Social Capital Framework

GroupingsGroupings ElementsElements Indicators for the studyIndicators for the studyDoes participation in adult literacy and numeracy Does participation in adult literacy and numeracy courses result incourses result in

1 1 Network Network qualitiesqualities (including norms (including norms and common and common purpose)purpose)

Trust and Trust and trustworthinestrustworthinesssSense of Sense of efficacyefficacyAcceptance of Acceptance of diversity and diversity and inclusivenessinclusiveness

1a changes in trust levels? 1a changes in trust levels?

1b changes in beliefs about personal influence on the 1b changes in beliefs about personal influence on the student’s own life and that of others?student’s own life and that of others?

1c action to solve problems in the student’s own life or 1c action to solve problems in the student’s own life or that of others?that of others?

1d changed beliefs and interaction with people who are 1d changed beliefs and interaction with people who are different from the student?different from the student?

2 2 Network Network structurestructure(including norms (including norms and common and common purpose)purpose)

SizeSizeCommunicatioCommunication moden modePower Power relationshipsrelationships

2a change in the number and nature of attachments to 2a change in the number and nature of attachments to existing and new networks?existing and new networks?

2b change in the number or nature of the ways that the 2b change in the number or nature of the ways that the student keeps in touch with others in their networks?student keeps in touch with others in their networks?

2c change in the nature of memberships?2c change in the nature of memberships?

3 3 Network Network transactionstransactions(including norms (including norms and common and common purpose)purpose)

Sharing Sharing supportsupportSharing Sharing knowledge, knowledge, information information and and introductionsintroductions

3a change in the support sought, received or given in the 3a change in the support sought, received or given in the networks to which the student is attached?networks to which the student is attached?

3b change in the ways the student shares information 3b change in the ways the student shares information and skills and can negotiate? and skills and can negotiate?

4 4 Network typesNetwork types(including norms (including norms and common and common purpose)purpose)

BondingBondingBridgingBridgingLinkingLinking

4a changes in the activities undertaken with the main 4a changes in the activities undertaken with the main groups with which they interact?groups with which they interact?

4b changes in the activities with groups that are 4b changes in the activities with groups that are different from the student?different from the student?

4c changes in the links that the student has to 4c changes in the links that the student has to institutions?institutions?

Main findingsMain findings

Almost 80% of the students Almost 80% of the students interviewed experienced interviewed experienced social capital outcomessocial capital outcomes

ExamplesExamples• A 17-year-old boy now has his mother’s trust because she A 17-year-old boy now has his mother’s trust because she

knows he spends his days at TAFE unlike previously when knows he spends his days at TAFE unlike previously when he was truanting from school (he was truanting from school (change in trust levelschange in trust levels))

• A 50-year-old woman originally from China can now make A 50-year-old woman originally from China can now make phone calls to institutions such as banks and the local phone calls to institutions such as banks and the local council to lodge complaints or make enquiries (council to lodge complaints or make enquiries (change in change in action to solve problems in one’s lifeaction to solve problems in one’s life).).

• A 47-year-old Indigenous man has made new friends with A 47-year-old Indigenous man has made new friends with people in the course and with whom he socialises out of people in the course and with whom he socialises out of class time (class time (change in the number/nature of attachments to change in the number/nature of attachments to new networksnew networks).).

• A 15-year-old boy is now prepared to help out at home in a A 15-year-old boy is now prepared to help out at home in a reciprocal relationship with his parents whereas in the reciprocal relationship with his parents whereas in the past, he resisted being told what to do and was hardly at past, he resisted being told what to do and was hardly at home (home (change in the nature of memberships in networks change in the nature of memberships in networks e.g. power differentiale.g. power differential).).

Two illustrative casesTwo illustrative cases• Bill, a 17-year-old student in a ‘youth’ program who Bill, a 17-year-old student in a ‘youth’ program who

made little progress in improving his made little progress in improving his literacy/numeracy skills but he did learn to accept and literacy/numeracy skills but he did learn to accept and respect ‘authority figures’ (he hated teachers at respect ‘authority figures’ (he hated teachers at school) and as a consequence he found part time school) and as a consequence he found part time work. In this case social capital outcomes lead to an work. In this case social capital outcomes lead to an important socio-economic impact (getting a job).important socio-economic impact (getting a job).

• Amy, a Chinese born student with a teenager son, Amy, a Chinese born student with a teenager son, improved language skills from the literacy course improved language skills from the literacy course enabled her to interact better with her son’s school. enabled her to interact better with her son’s school. She can now write absence letters independently, She can now write absence letters independently, attend parent/teacher meetings and negotiate for her attend parent/teacher meetings and negotiate for her son to receive English as Second Language assistance. son to receive English as Second Language assistance. In her case human capital skills (better English In her case human capital skills (better English language skills) have led to social capital outcomes language skills) have led to social capital outcomes (relating better with teachers at her son’s school).(relating better with teachers at her son’s school).

How does the way we teach have an How does the way we teach have an effect on the social capital outcomes effect on the social capital outcomes

students may experience?students may experience?

Networks with

students

Networks with

teachers

Network with teachers &

students

The participant

A ‘scan’ for partnerships A ‘scan’ for partnerships between LLN providers and between LLN providers and

health agencieshealth agencies• Research method – Reading Writing Hotline Research method – Reading Writing Hotline

databasedatabase

• TAFE Institute/ACE contactsTAFE Institute/ACE contacts

The key features of LLN/Health partnerships The key features of LLN/Health partnerships included:included:

• The LLN provider took the first stepThe LLN provider took the first step• Partnerships were informalPartnerships were informal• The degree of ‘integration’ variedThe degree of ‘integration’ varied

Key features continuedKey features continued

• LLN provider ‘flexibility’ in timetabling and LLN provider ‘flexibility’ in timetabling and resourcesresources

• Role conflict for LLN staffRole conflict for LLN staff

• Pedagogy varied but the philosophy was Pedagogy varied but the philosophy was consistentconsistent

• Social capital outcomes (bonding, linking)Social capital outcomes (bonding, linking)

• Short term funding – the main impedimentShort term funding – the main impediment

Implement program

Increasing social capital outcomes has been identified as the goal & mentoring as the intervention

Plan traditional mentoring program

Implement program

Change from pairs to group mentoring

Collect data through observation & informal feedback

Reflect on outcomes & consider modifications

Collect data through observation & informal feedback

Reflect on outcomes & consider modifications

(Adapted from Kemmis & McTaggart, 1988)

Cycle One

Cycle Two

Action Research Project Action Research Project 11

• An inner Sydney medical centre for sex An inner Sydney medical centre for sex workers, IDUs and youth at riskworkers, IDUs and youth at risk

• An Aboriginal ‘Health and Healing’ An Aboriginal ‘Health and Healing’ groupgroup

• The LLN course part of a ‘one-stop’ The LLN course part of a ‘one-stop’ shopshop

Pedagogy and social capital Pedagogy and social capital outcomesoutcomes

• Social capital outcomes for Social capital outcomes for ‘marginalised’ people‘marginalised’ people

• BondingBonding• LinkingLinking

• Features of the classroom pedagogyFeatures of the classroom pedagogy• Co-operative learning styleCo-operative learning style• Respect and non-judgemental attitudesRespect and non-judgemental attitudes• ‘‘Facilitated’ learningFacilitated’ learning• ‘‘Empowerment’ teacher philosophyEmpowerment’ teacher philosophy• Informal classroom atmosphereInformal classroom atmosphere

Action Research Project Action Research Project 22

• The Muslim Women’s Association (MWA)The Muslim Women’s Association (MWA)

• A three-way partnership – the TAFE A three-way partnership – the TAFE College LLN, the Area Health Service, and College LLN, the Area Health Service, and the MWAthe MWA

• The health course – focus on healthy The health course – focus on healthy eating, exercise and stress managementeating, exercise and stress management

• The women – mainly Arabic speaking, The women – mainly Arabic speaking, mothers, some traditional (wearing the full mothers, some traditional (wearing the full hijab)hijab)

Pedagogy and social Pedagogy and social capitalcapital

• Team teaching – women’s health and LLN Team teaching – women’s health and LLN teacherteacher

• ““Each week it’s a life of it’s own”Each week it’s a life of it’s own”• Highly interactive pedagogyHighly interactive pedagogy• ““It’s about empowering them”It’s about empowering them”• Emerging themes – relationships, domestic Emerging themes – relationships, domestic

violence, divorceviolence, divorce• Bonding in the classroomBonding in the classroom• Changes in the family – the role of fathers Changes in the family – the role of fathers

and sonsand sons• Potential linking social capitalPotential linking social capital

Being a VET researcher in Being a VET researcher in TAFE: Some advantagesTAFE: Some advantages

• Insights into VET practicesInsights into VET practices• Access to pedagogyAccess to pedagogy• Access to teachers and studentsAccess to teachers and students• Institutional trustInstitutional trust• NCVER wants to involve VET NCVER wants to involve VET

institutions in researchinstitutions in research

A VET researcher in TAFE A VET researcher in TAFE NSW:NSW:

Some questions Some questions• Is research valued locally?Is research valued locally?• Does research generate a profit?Does research generate a profit?• Are there support systems? (Does research Are there support systems? (Does research

equate with teaching? Are library services equate with teaching? Are library services adequate?)adequate?)

• Is research written into Institute strategic Is research written into Institute strategic plans?plans?

• Do managers understand intellectual copyright?Do managers understand intellectual copyright?• Where can research findings be disseminated in Where can research findings be disseminated in

TAFE NSW?TAFE NSW?• Where do VET researchers go for advice? (are Where do VET researchers go for advice? (are

there research ‘communities of practice’ in there research ‘communities of practice’ in TAFE?)TAFE?)