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After-Schools Project
(CASPr)
Coinneach Shanks
1
Acknowledgements
The consultant wishes to thank all those who assisted in the evaluation.
In particular, the co-ordinator and her staff assisted in setting up meetings and
introduced to me to all relevant agencies and contacts. The chair, treasurer and other
members of the Management Board were extremely helpful
I was particularly thankful for the opportunity to observe the young people and
enjoyed assisting with their homework. The children were well behaved and adapted
well to visits. I was pleased to be accepted enough to play with them during
badminton, football and swimming sessions.
Coinneach Shanks
October 2000
2
Author’s Introduction: July 2009
This is the original text of a report carried out for an excellent local project in 2000.
At the time, it did include a set of colour-coded recommendations and executive
summary. Only the latter is now available. Recommendations remain within the text
however. The illustrative charts were constructed using the excellent MicroGrafx flow
charter. At the time it was unusual to see such charts in evaluations and the same
applies to the qualitative information displays - although now they are commonplace.
At a later stage, the CASPr organisation received a Combat Poverty grant to produce
a shortened version of the report – a task that was carried out by the author. The
shortened report was launched by the then Taoiseach, Bertie Ahern.
In the opinion of the author, it was the funding and support structure of the CASPr
organisation that made it a success. The organisation embodied an elegant approach
that made an excellent use of resources at community level. The projects showed that
it was possible to train those on low incomes or benefit-dependant and to facilitate
them in moving to mainstream employment. At the same time as helping with after
schools work, women were also returning to sit the school leaving certificates – an
opportunity they had missed. In republishing the report here, I hope that it give others
inspiration, especially in this downturn in the economy.
The project gave me the unusual opportunity to carry out participant observation with
the groups. It’s not so often that researchers get that opportunity outside the university
environment. So I would like to thank everyone who took part in the project,
especially the young people.
3
SECTION 1: The Evaluation project
1.0 Introduction
The CASPr project is an education and training project, which involves both adults
and children at the community level. Current funding includes The Dept of Social,
Community and Family Affairs, FAS, Drugs Task Force, St Vincent de Paul and
funds raised by the organisation itself. It has previously been the recipient of funding
from large EU programmes.
Adult helpers are employed through FAS and as such are paid FAS rates whilst
retaining some social benefits. These helpers have particular training needs and some
have literacy and numeracy problems. The educational and self-developmental needs
of these adults are addressed by the organisation whilst they help the children. This
takes place in an interactive and sophisticated way, such that adults and children are
developed in a "simultaneous" or contemporaneous manner.
The style and operation of the project is extremely ambitious. It is a project, which
places much confidence in the ability of ordinary people to overcome significant
obstacles. The necessary levels of observation and supervision skills required for
working with children can only be established through a combination of supervised
practice and formal training. Yet many of the "target" adults are relatively unfamiliar
with classroom and workshop learning and there are some that regard their school
education as an unrewarding and sterile experience. Thus project work can be
demanding and intense, necessitating a considerable level of technical and emotional
support for those who are constrained by a limited formal education.
The project's success has much to do with its "goodness of fit" with the area in which
it operates. This is a very close-knit area and CASPr has flourished in a situation
where others could flounder or even be rejected. There is a constant queue of local
parents waiting to take up the offer of a place with the CASPr project and the level of
general awareness of the project within the locality is extremely high. Additionally,
the children who take part ion the CASPr Project appear to have high consumer
satisfaction. This is indicated by the stability of membership and, in some cases,
unwillingness to "move on" to other clubs.
4
Naturally there have been some difficulties - which will be tackle by this examination.
However, the necessity for particular resources - especially appropriate
accommodation - has placed some strain on the organisation. Inconsistencies in
financial resourcing and cash flow and indeed the limitations placed on funds
utilisation by major funding agencies, have stood in the way of efficient operating. In
addition therefore, to examining consumer satisfaction and effectiveness, this
evaluation will therefore attempt to determine what kind of funding profile would
give CASPr the resources and the flexibility it needs to meet operational demands.
The localities targeted by the CASPr project are roughly congruent with the Action
Plan area. This area extends from Buckingham Street in the west to the Royal canal in
the east and from Connolly Station and the railway line in the south to Summerhill in
the north. The Mountjoy "A" ward of the NEIC together with Ballybough "A" and
"B" wards, contain the largest concentration of local authority estates in Dublin. The
primarily five storey blocks date from the 1940s and many are in poor
(environmental) condition. The area is described as one of:
• high unemployment
• social disadvantage
• environmental decay
• high levels of vacancy (void properties)
• vandalism
• dereliction
The area is said to be perceived as isolated, desolate and hostile with high levels of
petty crime, vandalism and drug abuse3. Problems relating to poverty, congestion and
crime date back to the mid nineteenth century. Currently, the general look of the area
can be depressing with ugly graffiti, and houses in disrepair. Residents are subject to
environmental pressure with heavy industrial and commercial traffic passing through
the localities involved. Much housing is of a poor standard and in need of external
repair and there is limited public open or space or access to recreational resources. It
should be borne in mind that although residents have "access" to key shopping
facilities around the Ilac and Jervis shopping areas (10 minutes walk), that the
purchasing power of local residents is relatively low. So although residents can reach
1
NEAC - North East Inner City
2
Dublin North East Inner City Draft Action Plan 1998, Dublin, 1998
3
The heavy concentration by the media on drug related problems has helped to further define
neighbourhoods as no-go or dangerous areas and as such is often seen as a "problem zone".
5
and view facilities, they are unable to either purchase the range of commodities or to
exert economic leverage on the commercial developers.
At the same time, the area is subject to enormous economic pressure. The area has
seen the development of private apartments, which accommodate professionals
working in the central business district and the dockhand development area. The
growth of commercial development in Docklands steadily pushes northwards from
The Liffey, encroaching on localities serviced by CASPr. Although this can be seen
as a healthy development (bringing the locality up) those who remain at a
disadvantage feel disenfranchised. They can see the development but cannot take part
in reaping the benefits of economic change. As such they appear to be "left behind" or
"forgotten". Despite the introduction of new medium density housing, which aims to
retain existing residents within their area, residents could be forgiven for feeling
under threat4.
The Draft Action Plan asserts that renovation and renewal can succeed in changing
the nature of the area but that there is urgent necessity to address the persistent social
problems of the area. Without this, changes are likely to be cosmetic and ultimately
without substance. In this social and economic arena, the CASPr project can be
regarded as an exciting and timely innovation. From the point of view of social
planning the CASPr project can be seen to fulfil a revitalising function for the existing
population as follows:
The CASPr Project sees itself as providing a vital integrating dynamic for local
people. The project itself forms an essential part of the local community fabric. In
addition to the points above, the CASPr project is obliged to perform child protection
duties, which are an inherent part of all activities with children. To the aims above can
therefore be added "the enhancement of the well-being of children of the target
localities".
4
In US experience in the 1970s U it was often remarked that "urban renewal means black removal". As
inner city land became more attractive and valuable, existing populations were "decanted" elsewhere.
5
NEIC Draft Action Plan, Section 4.2 Education and Training - ensuring employment of local people,
community based training, particularly child care facilities
6
1.2 The evaluation approach and framework
A central aim of the research is to establish, not only the overall shape and
functioning of the organisation, but also to determine what kind of "animal" the
project has become. That is, what is the CASPr role in terms of a clear definition of its
place within the framework of community services? Is it education, training or
development? Is it social work, childcare or child protection? Is it a community
development project or an area-based response to social and economic change? Or is
it a combination of all these things? The answer to these questions should permit us to
more closely define the precise nature of the organisation and by extension allow us to
determine which funding agency should provide the CASPr core funding. In the
course of this part of the examination the research aims to clarify the central
organising principle of the project. This examination therefore offers an opportunity
to look at the way in which the project is organised and enables us to suggest changes
at the policy and at operational level
The undertaking of the evaluation of the CASPr project required a multi dimensional
approach to the various activities and "clients6" of CASPr. The approach itself is
qualitative, since the throughput of the project is generally stable and operates within
well-defined quantitative parameters. The evaluation includes the following activities
6
It is convenient to refer to clients in this instance although the project would refer to participants. This
nomenclature is used mainly to determinate between the various types of participants and varying work
responsibilities of adults.
7
The research period spanned a period when the children were on holiday. This
provided opportunities for interviews and discussion in considerable depth and
offered a chance to take part in some of the life of the project. For example, the
consultant was present during the visit of the community liaison officer from Dublin
Corporation for example. This period revealed both the strengths and weaknesses of
the project as well as the considerable pressure under which the organisation operates
during the period immediately prior to the commencement of the school year. The
consultant was during this period able to observe the relationship, which the project
has developed with other organisations in the localities. The time available did not
permit a sequential approach to site visits and observation was necessarily limited.
Overall however, the consultant feels that the CASPr project managed to convey the
full flavour, if not the essence, of its role in this area of the city.
Finally, where researchers are present in children's sessions, children can behave in a
different manner, seeking to protect their adult supervisors from what they see as "an
inspection". One of the purposes of joining the children in swimming and sports is to
confront that point of view. The consultant found the children most helpful and
courteous and after consultation with adult supervisors, concluded that the children
were behaving much as they would during any "normal" session.
1.4 Outcomes
The evaluation aims for several inter-related outcomes. In the case of a successful
project, research should aim to consolidate existing experience and shape future work.
This report will therefore focus on the lived experience of project work, attempting to
establish any gaps in provision, which remain within the scope of CASPr. Given the
complex relationships between project functions, the consultant will attempt to
display, through diagrams and charts, the dynamics of the project
8
SECTION 2: CASPr history and development
2.0 Introduction
The history and development of the CASPr Project has deep organic roots in the
community life of the localities that it now serves. In particular, local concerns with
child development and schooling gave rise to a FAS funded youth Club. In 1970, the
Matt Talbot Youth Club started to provide children with the opportunity to go on
residential weekends and carry out various activities. With this valuable experience,
activists in the locality acknowledged that regular and structured provision was
necessary for the school age population of the area. In particular, it was felt that the
primary school age group lacked resources and training development. Following
consultation with schools, parents and professional workers in the locality, an after-
school project was launched on a voluntary basis in 1995. Consultation was
paramount in the project's successful. The following representatives formed a
committee composed of local residents and agencies and included the following
• the family
• the community
Additionally, it was intended that the strategy would achieve the following outcomes:
9
• raised attainment levels
• forging of attainable career paths for local residents
• demonstration of local recruitment potential to the private business sector
• demonstration of neighbourhood as a viable economic entity
• provision of a model for investment
• the reduction of level of social exclusion
The project embarked with an ambitious strategy that cut against the rubric of
traditional community provision. It assumed that local people had the capacity to be
trained and retained as quality service providers. This approach recognised that
participants might be weak in certain areas - literacy and numerical for example. Yet
training and certification lay at the cornerstone of an approach which it was felt would
result in the mainstreaming of the project. Through training, support and experience,
parent-providers of children homework services would offer a closely-knit, organic
service that could begin to redress the inequalities inherent in area of disadvantage. In
this way the community would be empowered. Expectations would begin to rise and
in this way the confidence of the area would intensify.
From inception, the project took care to establish the goodness of fit with the area. In
conjunction with ICON, CASPr undertook a detailed exploration of the area that it
intended to service. It achieved its first CE scheme in 1995 under considerable
deadline pressure, catering for a single class with a statutory/voluntary funding mix.
Without this mix, the project could not have survived. The voluntary contribution for
St Vincent de Paul and a substantial input from local benefactors placed the
organisation in a position to be able to achieve EU funding and to double its CE
scheme capacity by 1997. It is important to recognise that CASPr acknowledged the
necessity for continuity of the CE scheme and wished to avoid the problem of one-
year restrictions for participants. Continuity was possible due to the age group of
participants (over 35). Thus it was possible to phase CE and certification courses
together over a two to three year period8.
The securing of EU support for the project gave CASPr the formal recognition that it
needed to consolidate its operations and although one after-school project was without
a site for one year, this problem has recently been resolved though the acquisition of
its Ballybough premises. It is to the credit to the stamina of the operations staff that
the third and final after-school project was conceived and operationalised without a
permanent site. This called for a level of adaptation and experimentation that appears
to have contributed to the dynamism of the project.
The following chart displays the CASPr project's development to the present.
8
In certain circumstances, CE scheme participation can be extended to 5 years.
9
The crèche does not form part of this evaluation since it is a very recent introduction.
10
Diagram 1: Schematic of CASPr development
EU funding
secured
CASPr expands
after-school projects
150 children/53 adults
in 3 projects (2 sites)
steering committee
EHB
Home School liaison teachers
Society of SVDP CASPr secures third after school
An Garda Siochana site
Staff (2 reps)
Comhairle le leas Oige
11
2.2 Operational practice
So how does the CASPr project work in practice? The operation is divided into three
fundamental areas:
From Monday to Friday, children are met at the end of their school day. They are
accompanied by the adult participants and walk through the neighbourhood to their
site. There they are involved in structured homework sessions supervised by adults.
This is performed in a relaxed manner, although care is taken to ensure that the
homework commitments set by the school are fully satisfied. Children are then
involved in developmental play in which they have a choice. This can include
painting, drawing, cooking and games (such as board games). Children are
encouraged to play both on their own and together with other children. Children are
encouraged to take ownership of the building by being involved in decoration and
displays within the respective sites. On certain afternoons, children can take part in
swimming, during which they are supervised in the pool (by adult participants), or
play football or badminton. Community facilities are utilised for sports activities
giving the children the necessary space for physical recreation. There are
opportunities to be involved in gardening using Dublin Corporation allotments to the
North of Dublin and additionally, outside the normal CASPr hours of 3 pm to 6pm,
children may also be involved in supervised outings and vacations for which transport
is available. Children choice is exercised in selection of the latter activities.
It is important to note that adults are responsible for children safety and child
protection. Child protection will be considered in a separate section. But the
performance of these duties emphasise the need for careful training and supervised
experience. Since adult commitment is located in the latter part of the working day,
training and other developmental tasks are undertaken in the morning and
supplemental training also takes place off-locality. Regular site meetings are held to
discuss planned activities, student performance, and outstanding problems. Team
supervisors are also required to make reports to FAS and to CASPr management.
Supervisors meetings are held weekly. Adults also meet on a weekly basis to update
information from other sites, to discuss matters of common concern, to update on
locality developments and to share experiences.
12
• career training: training in child care
• remedial work: literacy and numeracy
• retrenchment: securing of qualifications not otherwise achieved
• child protection: conformity with legislation regarding rights of the child
• self development: raising of confidence and awareness
CASPr considers these educational initiatives integral to the project and to the
neighbourhood. They are essential for the operational thrust of the project (homework
and child development), for the safety and well-being of children in the care of
CASPr, and for the personal and career development of local residents who
participate. The necessity for childcare education is clear. The securing of
qualifications has allowed participants to take advantage of career opportunities,
moving full time jobs, not only in the childcare sector but also in finance and banking.
It is, however, the CASPr project's bipartite emphasis on communication skills/self
development and the experiential learning that takes place in project work that is at
the core of successful work. So it is in the realm of the practical that the lessons of
CASPr education are articulated and internalised10. There is a clear demonstration that
adult participants on CASPr sites are integrating into practice the theory and self
development modules undertaken in training sessions. Observation reveals:
10
It has to be acknowledged that this system places pressure on participants. Support is therefore
critical.
11
Johns Hazel, Personal Development in Counsellor Training
13
good enough, exercises and exams, changes in their own relationship to the world,
prejudices and so on. CASPr emphasis on trust in a "safe enough" environment
promotes adult learning and change. In turn, these outcomes are transferred to
children in the project and at home. Participants interviewed in the course of the
evaluation stressed that "communication" had proved a most important aspect of the
CASPr experience. At the same time, the pressure which personal transformation
exerts on can sometimes weigh heavily. The necessity for the full time presence of a
member of staff with counselling experience12 cannot therefore be overemphasised
In addition to the figures above, the project may like to consider estimating the benefit
to the community using the following indicators:
12
The Marti Meo method favoured by the project and adopted by the Health Board can provide a solid
base for getting the best from project work and it is recommended that this approach be fully adopted.
14
social indicators based on locality figures
• increase success rate at school - exams/assessments for cohort
• reduction in juvenile crime
• reduction in unemployment
• physical health improvement
• mental health improvement
• reduction in children care orders
• reduction in harmful drug use
Network effect
• no. of contacts made at community network level
• assessed positive impact on network
1. the legislation which determines the shape and boundaries of the activity
2. the description of the activity
3. the perceived need for the activity
4. the exact resources currently devoted to the activity: physical (buildings,
materials); staff ( full-time equivalent) and financial (percentage of budget for
activity)
5. the indicators which determine the success of the activity
6. any gaps in provision that the activity should be addressing
7. any plans for development of the activity
8. any constraints for development
9. any opportunities for development
This is listed on a single page pro forma in a form that may be periodically updated. A
means of comparative examination for use on an annual basis is created. This is
particularly useful as a means of budgeting, which is more "user friendly" than
traditional accounting. That is, it links resources to objectives in a manner which
accounting budget heads cannot.
15
SECTION 3: A consumer model for CASPr
3.0 Introduction
The following model offers an opportunity to look at the project from an additional
perspective. This takes the position of the client or participant, placing her/him as a
consumer who is purchasing services from a provider. The model is essentially one
where democratic principles are central. The model sees the residents of the
neighbourhood, locality or area representing the range of possible consumers. In the
case of the CASPr Project, there are two key groups - adults (participants and parents)
and children. As we have seen from the figures in the previous chapter, most adult
participants are female. The model will, for example, have to acknowledge any
barriers preventing take-up of places or whether there is an exclusion mechanism
operating at the societal level.
Naturally there are restrictive features in any project where children and their care are
central to the way in which the project works. Statutory regulations seek to address
the safety, security and well being of children. For the children themselves, choice is
necessarily restricted - school attendance, child labour legislation and so on are in
place to develop and protect the child. In this case, however, they do have some level
of choice and the following chapter will seek to establish the exact nature of choice
and whether children's rights can offer any developments this area.
For adults employed on the project, the CASPr project offers several opportunities
that are attractive to residents of the area. Clearly the first is that of paid employment.
It is recognised that for many citizens living in areas of social exclusion, FAS and CE
schemes have to a considerable extent, become a substitute for "real" work. Whilst the
activities themselves have been of a social value and the experience and income an
inherently valuable resource, the permanent outcomes in terms of labour market
participation are low. The expected outcome of participation in a CE scheme is often
that of participation in the next available scheme. CASPr seeks to avoid this through
additional training, personal development and encouragement. It has sought to retain
stability throughout a longer period of time than a single CE scheme. In effect,
participants are building on previous years.
16
The stability comes at the cost of a concentration of resources on those participants
who are selected. Research, however, indicated that this was acceptable to the
locality. The awareness of the project not only shows that the project has a goodness
of fit with the locality in which it operates, but that all those who feel able can apply
and will be taken seriously. The philosophy of the project assumes that all residents
have the capacity to carry out tasks. But interviews are crucial to ensure the suitability
of individuals for the critical role of childcare. This results in a queue for places and is
a sign of success for the project - but does it exclude participation in any way?
Research established that some of those who were unable to secure a place were
contacted in the following year. It therefore appears that the process, whilst
comparatively rigorous, adopts a non-exclusive approach.
The main excluding mechanism for the low-income family is that of childcare. Lone
parents in particular are affected by lack of childcare provision. It is here that the
CASPr project maximises participation. It is possible for the mother with a school age
child in the target group, to have that child in the homework club. Observation
suggests that this system is effective. On the other hand, mothers with smaller
children require childcare provision, in order to gain maximum benefit from
education, training and work experience. CASPr through the development of crèche
provision will shortly plug this gap in service. Here, the CASPr project has proved
proactive in maximising access for the lone parent client group by employing a
logical extension of the service.
Participants are mainly women, so we need to ask whether men are excluded. There
are many factors that CASPr cannot tackle at local level. Men continue to be likely to
exclude themselves from participation in the caring professions generally and
childcare in particular13. In the CASPr experience, this situation amplifies since males
are unlikely to enter a predominantly female project. The CASPr project has made
some efforts to involve men and there are two males currently employed. The
managerial profile of the project is all female and the project might consider whether
new appointments (within the limitations of equal opportunity legislation and rights)
might render the project more open to male participation. At the same time, male
appointments might upset the equilibrium of a system that functions effectively. That
is, are the women in the locality more comfortable with a predominantly female
management structure? The CASPr project needs to determine a balance that
maximises access without the imposition of bureaucratic formality.
Since the project targets one class and follows it through as children progress through
the school years, all parents have open access to the service. Observation suggests
that the parents are extremely satisfied with the service. During pick up periods, they
have the opportunity to chat out progress or any matters concerning the child. They
are also free to approach the project with any worries that may arise. Because the
project is organic to the neighbourhood, the project offers considerable advantages for
the parents in that their peers carry out the supervision. Parents do not exhibit the
same fears as might arise with professional schoolteachers. Neither do problems of
status do arise. Because of this, the project offers a conduit to resolve school problems
that might otherwise arise at school. The more supervision-intensive environment
13
The Project also has to ask whether the neighbourhood's male applicants have the appropriate
sensibilities to be fully effective in a child-orientated project.
17
provides a space to tackle problems that may go unnoticed at school and conversely,
schools may take the opportunity to express concerns, which can then be monitored
during the after-school project. The presence of the CASPr project can therefore be
regarded as providing improved access to children's education at the general level.
A ccess constrained
by num bers, organisation
size, perceived status
S ch o ol Hom e
M ediation of
hom e school
relationship
Pe e r co n ta ct
Sch o o l lin ks and
im p ro ve ch ild o rg a nic acce ss
e du ca tio n
C AS Pr
In a similar manner to that described above, children have open access to the CASPr
Project. Clearly this is a matter in which decisions are either taken by the parent or by
the child in conjunction with the parent. There is no obligation or pressure to use the
after-school project. When children are in the care of the project however, the
constraining factor is the evening pick up. However the locality is sufficiently
compact as to minimise this problem.
The location of the project must be taken into account. That is, the position, look and
style of the CASPr premises may improve or restrict access at all levels. For adult
participants in training, all premises are within walking distance and are accessible. If
adults wish to access the kind of training undertaken by CASPr, they would be forced
to travel outside the area. Whilst the effective distance of similar (training) projects
may be regarded as "nearby", it must be borne in mind that there are social and
psychological factors which limit the adults’ ability to travel. Firstly, the participating
parents are moved some distance from the child and the child's school. Secondly, the
confidence level of local residents often restricts their ability to travel out of area. The
near location of the project plays a crucial part in ensuring accessibility for local
residents. Naturally, for children, the location of the after school project must be close
to the school. All project buildings are within close walking distance.
18
The look, design and style of buildings play a large part in determining access.
Administration and training facilities are now located in two premises in close
proximity. The administration building is a self-contained terraced house in a mixed
residential and commercial area and provides easy access for all residents. This
building has been recently renovated and provides good administration space.
Additionally, the informal atmosphere offers a non-threatening environment for a
local resident seeking services. The building looks a little anonymous however and so
improved signage could contribute to accessibility and organisational profile. The
training building, located on a busy street close to Connolly Station is shared with a
variety of community groups. This has advantages and disadvantages. The building is
less secure than the administration office despite the presence of other organisations.
The members of the tenant local organisations that tenant the building are friendly and
supportive and there is little evidence of "resource-sharing conflicts" from which
many such premises suffer. The training area is large and well lit and there is now
adequate space for one-to-one support encounters. The canteen area of the CASPr
training space offers opportunities for conducting meetings in a relaxed environment
and the therapeutic benefits of "tea and talk" are visible. Although there are no
physically disabled residents currently working within the CASPr project, the flights
of stairs would present a formidable obstacle to participation by this group. Again,
this building could benefit from improved signage.
The three after-school project buildings differ greatly from one another. The new
Ballybough building is a converted terraced house and although it can seem a little
cramped, the children make good use of the circulation space. Although the building
must adopt safety regulation exits and signage, it continues to have a domestic feel in
which the children obviously feel safe. The kitchen area is well designed and
comparatively extensive and the children exhibit enormous pleasure in using
supervised cooking facilities. This project has only recently secured these premises
and participants have been quick to claim this as their own space. This has helped to
create an extremely pleasant atmosphere. The Sean McDermott Street premises have
been recently acquired from St Vincent de Paul and are located to the rear of the
SVDP Furniture Bank. Again this building provides good circulation areas and a
number of different rooms for activities. There is enough space for a
quiet/administrative room. Finally Mountjoy Square premises is a Dublin
Corporation-owned building that is shared with other organisations. The advantage of
this building is its pleasant location in a park Square. This building has several
disadvantages however. The overall look of building is unpleasant, mainly due to
heavy security doors and window grilles. Inside there is a large common area and an
enclosed "mess area" with cooking facilities. Whilst the open-plan design offers space
for physical activities, there is no space for children to circulate around - no nooks,
crannies or corners - and a minimum of private space. From the consultant's point of
view the children appear (visually) a little "lost" This project has also suffered from
problems associated with sharing with other community groups. The presence of a
local band comprised of older youth has raised questions of untidiness and smoking
habits. The Corporation as "landlord" is responsible and must attempt to satisfy all
calls upon resources in an equitable manner. Yet whilst the Corporation's Community
Liaison Officer is currently addressing the issue it seems inevitable that problems of
incompatibility will continue.
19
Table 2 Summary of CASPr building accessibility
20
3.3 Choice and the CASPr Project
In this case it is necessary to take into account the provision at the area or locality
level. Is CASPr providing an additional level of choice for its consumers which
contributes to the overall regeneration of the area overall improvements for residents?
At the general level, it is found that CASPr is providing a service that is different
from other services and to this extent adds another layer of choice for residents.
Choice within the project should be considered separately.
For adults in the project who are employed under the CE scheme, CASPr offers a
choice of education options that in some respects resembles a third level (higher
education) structure. Adults are obliged to undertake core education courses in
childcare and development and in communication skills. Interestingly, this part of the
course does not compromise on curriculum whose demands comparatively high.
Outside this core, there is sufficient variation to allow the exercise of participant
choice and to maintain a response to individual needs. It is interesting to note that
CASPr has been able to make sophisticated education demands on their participants,
whilst accepting and engaging with basic education needs such as literacy and
numeracy. This is probably the most innovative part of CASPr project work. It is here
that choice is exercised in selection of courses. It is accepted that at the current time,
few other projects offer similar integrated work-education options.
Those who are in difficulty do receive individual or one-to-one sessions and can ask
for these at any time. Additionally, given the demands of the courses and project
work, it is essential that there be some kind of pastoral care. This is provided through
the availability of a Community Liaison Officer/adviser, a service that is currently
provided by full time secondment from the Eastern Health Board. The experience of
the current member of staff has proved extremely useful to the project. The demands
of the job, education and self-development can prove "unsettling" for participants who
find that their attitude to life and to change is undergoing transformation. Most
participants are also coping with the demands of being a parent in a disadvantaged
urban location, which is subject to considerable social and economic shift. So
pressures that arise must be contained and integrated. No participant is obliged,
unsupported, to perform work, education or training tasks and this should be
recognised as a reinforcement of choice. It is common for ambitious projects to place
unworkable demands on participants, which on the surface, appear to offer choice.
CASPr therefore seeks to ensure that choices, once made, are sustainable.
In common with statement above concerning access, children and parents have
limited options outside the project. CASPr targets particular classes in particular
schools. But what choice lies within the project. The school limits the homework
aspect of the project. The class teacher allocates homework according to the demands
of a set curriculum and particular methods favoured by particular schools. But outside
set homework, the involvement of child development aspects of project work is
21
subject to choice by children. This includes art, games, outings, and vacations. Here,
the choice exercised by children can impact upon the choice of adult supervisors,
since children often favour repetition of successful outings at the expense of over-
familiarity for the adult! Aspects of choice that "negatively" impact on the project
appear to be conditioned by the growing maturity of the child. As the child "cohort"
becomes older, children begin to develop mature interests that would more suitably be
catered for by a youth club environment. This is a matter, which is currently under
review such that the CASPr project can continue to cater for the same children rather
than "lose" the benefits that have accrued to that group. This prevents the child
"growing away" from hard-earned disciplines and joining street life14. The project
intends to develop a "youth club" that will cater for the continuing needs of
participating children.
This is a most important area, which, due to recent democratic advances and to the
introduction of human rights legislation, is a key issue in contemporary community
sector organisation. A new emphasis on children somewhat plugs the gaps in the
fabric of human rights and has given rise to both innovation and subsequent
controversy. This report takes seriously the issue of children's rights and aims to play
close attention to project involvement by children of whatever age. At project level it
is the involvement of adult participants, which receives the most attention.
Adult participants in the CASPr project have an extensive range of opportunities both
to be involved in the day to day running of the organisation and to have a say
concerning the organisation. Weekly-feed back sessions offer the adult participant
chances to say anything concerning the organisation. Supervisor meetings add another
layer to the expression of "voice". Research indicated some reluctance however, to
fully express opinions and it appeared that (limited) conflict was only now beginning
to emerge. It appears that this is a function of the growing size and complexity of the
project. Ironically, it flows directly from project success. The organisation is required
to address the issue of management-worker relationships without jettisoning the
relaxed and informal approach of the organisation that has contributed to its
achievements.
The consultant feels that the growing strength and confidence of participants and
indeed the residents of the localities involved requires direction and that this may in
turn necessitate modifications in managerial approach.
14
I am not suggesting that street life is essentially wrong. "Hanging around" with peer group members
is an essential part of growing up. If no hanging around takes place, the positive peer group effects
stemming from CASPr work would not take place. The point is to make this a positive experience for
the child, minimising the potential for juvenile crime.
22
To date, the main policy making bodies of CASPr has been composed of:
The level of voluntarist support has been acknowledged elsewhere in this report and
this links to a good accountability structure as well as contributing to the articulation
of the voice of the locality (opinion leaders). The social gathering following the
CASPr AGM included many examples of this support and involvement. So at this
level the voice of the community appears strong and healthy. The process of
developing maintaining solidaristic links with key neighbourhood figures should be
continued. As far as participant involvement is concerned the organisation needs to
integrate conflicting voices in the management and co-ordination of the project such
that they are both contained and provide a useful counterpoint to orthodox or taken for
granted views. This is an essential part of any organisation's development, without
which it can become stale, carrying out a repertoire of existing activities.
CE supervisors appeared to be very confident as far as their own projects (site) was
concerned but there were limiting factors in organisational understanding as follows.
At the policy level, it is necessary to make clear the agencies and, organisations to
which the CASPr project is formally accountable.
23
Community and Family Affairs, EU Programmes in that CASPr contributes to the
development of innovation and good practice with the programme areas of
funding agencies.
• Government: CASPr is responsible for providing services that contribute to
existing or new policy areas (e.g. childcare). It is accountable also in the area of
child protection, which is presently a key area in policy development.
• Partnerships: CASPr is accountable to partnership bodies with deal with the
greater locality or area. It has responsibility to integrate into existing and new
plans for the regeneration of the area.
The views of children are often neglected because of the inherent difficulties in
managing involvement. Yet organisations such as those representing children in care
have been successful in this area. The most basic criterion is that "children have the
right to be heard." It is clear that, within the CASPr project, children's views do
"percolate" upwards, transmitted through to CASPr management by adult
participants. However, the more active and direct involvement of children can be
achieved through play. Integrating data collection into developmental work at site
level may provide a means of eliciting views. Role playing and small group work
offers some children-accountability opportunities in this area. Or it can provide a
means of "checking out" methods, procedures and problems. It is recommended that
CASPr investigates means of improving the involvement of children such that the
level of children accountability is improved.
24
3.5 Monitoring
Although CASPr keeps formal records for FAS employees and also maintains
efficient records for adult education work, monitoring and tracking could be extended
to help the organisation determine performance. Current mechanisms relate primarily
to throughput. Outcome measurement tends to be related in terms of "cases" or
"critical incidents". The organisation should seek to retain the latter whilst developing
longitudinal information or indictors of progress and process. It is however recognised
that where adults are early school leavers, their administrative skills may initially be
weak. Additionally we have to be aware that introduction of record keeping and
assessment procedures is often disliked because the stronger emphasis is placed on
operational hands-on work. Record keeping is not regarded as practical work.
Weakness in literacy and numeracy can also restrict performance due to confidence
lack. And many of us are quite simply afraid of this kind of work and seek to avoid
the pain of form completion at any time! Yet this aspect of the work is important in
the adult learning process. This discipline needs to be inculcated at an early stage such
that employee work skills are maximised and children assessment procedures
formalised.
At this stage in the organisations' development, such procedures are of great benefit in
25
From a voluntarist beginning CASPr has transformed into a project that provides high
professional standards in the community sector. There nonetheless remain a number
of outstanding problems, which although peripheral, could result in distorting
development. These can be summarised as follows:
Additionally, CASPr needs to intensify its efforts to monitor and track outcomes for
all client groups. The current policy of following the same school class (cohort)
allows for longitudinal assessment. The project requires to exactly document its
starting position such output could be measured against the significant input
contribution, thus charting organisational progress. It should be noted that the project
should be not merely regarded as the handmaiden of the schools but as a mechanism
that allows children and parents to play a more central part in their neighbourhood and
society and be enabled to fully grasp the opportunities (and rewards) available in the
Irish economy.
26
Table 3 CASPr Project Summary matrix
27
SECTION 4: CASPr and the finance question
4.0 Introduction
CASPr's has transformed a community-based measure into a project of significant
size, both in terms of its clients and its employees. Yet the problem of an appropriate
mix of funding continues to be one of difficulty shared by many community based
organisations. This section examines the question of appropriate funding. What is the
inmost effective method of funding for the organisation? What Government
Department should provide core funding and what rules and regulations will allow the
organisation to carry out its role effectively?
One or all of the problems above affects most organisations in the sector. CASPr has
made an effective transition from voluntarist to professional organisation and its
attitude to the accounting question is very positive. It has succeeded in attracting
funds and has maintained its own fund raising profile. Yet although CASPr is
comparatively well funded and appears to have considerable financial solidity,
exogenous15 funding factors have affected the organisation. These are as follows:
15
Problems are from outside the organisation and outside its control
28
late payments: funding has not been paid "on time", forcing the use of accounting
measures to ensure necessary cash flow and effective operational performance. This
has been carried out with the utmost transparency and necessitated a great deal of
internal work. But this effort "saps" project energy and produces worker stress.
restrictive funding 1: FAS funding includes cash for wages but nothing for materials.
The project relies on the use of materials without which it is limited or is hampered in
its objective to maintain a high quality standard of child support. Ironically the
objective of the FAS funding is undermined.
restrictive funding 2: EU funding places restrictions on acquisition of previously
owned physical resources. The anti-corruption measures that gave rise to this rule are
very clear. Nevertheless, it has prevented the legitimate use of previously owned
resources and produces negative environmental impact.
organisational strain: the project has benefited from voluntary help in grant
applications and administration of funds. But this has necessitated out of hours
working. The project requires a worker with community accountancy skills.
EHB
Dublin Corporation resources staff
resource
creche
29
The key problems arise from limitations on the purchase of vital materials. Spending
on children's education materials can be split into two parts:
Naturally, there is wastage in both categories but consumables is the most affected
category. Obviously, crayons, pencils, paper etc., are quickly consumed. Additionally,
any onerous restrictions preventing children acquiring pens and pencils would be both
a self-defeating and an unwarranted intrusion. These resources are currently funded
through a grant from St Vincent de Paul, a nominal charge16 to parents for each
session and the CASPr project's voluntary fund raising in the community. The latter is
a traditional exercise in local fund raising. It is felt that given a flexible approach, a
small voluntary payment from parents is justified. Additionally, voluntary fund
raising gives CASPr the chance to maintain an area profile and its organic relationship
with local residents. Yet this profile is vulnerable and sole reliance on these sources
of funding is a matter for concern. Where materials are such a vital part of the project
operation, restrictions reduce efficiency and effectiveness of the core operation itself.
It is recommended that CASPr, in conjunction with community organisations in
the locality, asks for meetings at government level in order to raise the problem
and seek to rectify this matter across the range of fund-givers.
The display below reveals that the project work of CASPr cuts across a wide range of
differing departments, units and areas of responsibility. Much of the complexity
appears to derive from the way in which governmental responsibilities have
developed and it seems unlikely that this will change in the immediate future. Areas
which orientate to specific objectives and which cut across government departments
are changing however.
Table 4
Mixed funding
advantages • less vulnerable to withdrawal or changes in funding
• less vulnerable to change in government policy
• mixed funding promotes interest from a wider range of
agencies
disadvantages • more work for co-ordination and accounts staff
• more formal accountability duties to perform
• more contact, networking and meetings required
16
No one is excluded because they cannot pay. On low income, even a small obligatory charge could
place some residents in debt.
30
The recent introduction of the National Rehabilitation Authority has necessitated
structural changes in departments. In particular, FAS is now responsible for
"mainstreaming" disabled workers into its programmes. FAS is therefore liable to
modified approaches emerging from the National Development Plan. The funding
profile, which CASPr has developed, shows a close fit with project objectives and
there are both advantages and disadvantages in maintaining a mix.
CASPr needs to maintain a presence in all the areas of funding which it has developed
whilst at the same time, assessing the impact of mainstreaming on all those areas for
which it is responsible. CASPr may be eligible for participation a funding supplied
under the new childcare "package", ensuring retention of workers.
The normal staffing grant for community-based facilities is £50,000 The Minister
for Justice .. announced in July that grants of up to £80,000 would be available to
25 flagship projects to allow them to retain staff and maintain the highest quality
childcare standard. Where other community projects can show that they are
meeting similar standards or where additional funding is warranted because of
the scale of facility or the level of disadvantage involved, they may also be
17
eligible for the enhanced grant [Dept of Justice, Equality and Law Reform ]
Locality based projects are often driven by several objectives which cannot be
contained in any single measure18. For the multi objective agency therefore it is
important to maintain a careful watch on funding agency trends. Whilst CASPr has to
date retained the service of a volunteer treasurer (a founder member of the project)
this situation is vulnerable to change. The consultant recommends the appointment
of a full time accounts post that would fulfil a range of responsibilities:
17
http://www.irlgov.ie/justice/Press%20Releases/Press-2000/pr-0510.htm
18
Combat Poverty Agency reports stress that no single measure will tackle areas of disadvantage.
31
structure. Guidelines suggest that partnership is one medium of achieving the
necessary mainstream effect. The CASPr project's partnership organisations and
significant range of stakeholders may present the opportunity for mainstreaming. The
table below suggests that the department that connects or links all functions is that of
the Department of Justice, Equality and Law Reform. That Department has
announced recent developments in child care policy and in gender equality, provided
through the National Development Plan and the Equal Opportunities Child Care
Programme. The estimated relevance to CASPr is charted in Table :
32
Table 5 CASPr finance and function matrix
33
Table 6 CASPr "fit" with measures for women, children and child care.
34
4.4 Funding Options
FAS funding is critical for the work of CASPr. Without this, site employees cannot be
supported. CASPr have endeavoured to provide a consistency in FAS funding such
that the same employees can be retained up to at least 3 years. This is absolutely
necessary for the success of the adult education programme and the supervised work
training of adult participants. There appear to be several options here, one of which
depends on the capacity of FAS to maintain funding (Option 1).
Option Implications
35
Options 1 and 5 appear the most viable in terms of the relationship between adult and
child and neighbourhood. The consultant feels that options 2,3,4 and 6 may result in a
loss of the organic nature of the project. Local residents require a space within which
to come "up to speed". The consultant feels that the repercussions of some aspects of
mainstreaming could easily destroy the progress made by this carefully constructed
project. Until the serious problems of the neighbourhood are addressed, the
outstanding gains of CASPr will continue to be fragile.
At the same time, the direct objective of the CASPr project is to deliver to children
the opportunities they require in order to take advantage of changing economic
circumstances. The project needs to consider whether any funding should be based on
the premise that enabling children's development is the fundamental objective.
Further, the project recognises the important function of consolidation of the school-
home relationship. Particularly with regard to the development of the locality, the
latter could be regarded as the central organising principle of the project. (see
diagram, page -)
The advantage of maintaining a mixed funding profile is evident not only from the
point of view of the project but also from that of Partnerships at community level. It is
advantageous for agencies to collaborate on projects of mutual advantage and which
takes them closer to residents in localities. CASPr has achieved this at the formal and
informal level. In developing the project however, the need for action across a wider
age range and area means consolidating links and formulating joint action. The
schools sector is crucial in mobilising projects of a larger scale. The consultant
recommends that the project form a working party with local education
representatives with the objective of larger mainstream provision carried out in
partnership. A purchaser-provider relationship may prove the most effective
means of financing and operationalising after-school projects. The objective is to
maintain an education function, which is organically closer to neighbourhoods than
would normally be possible, by extending current school-based education provision.
19
Regardless of the origin of the funding. Dept of Justice may provide funds for education functions.
36
How would this structure look? The diagram below shows the structure of funding
appropriate to the objectives and approach of CASPr, taking into account recently
developed (but not yet operationalised) measures.
local
CASPr
Drugs Task
Force: Prevention
Dublin Corporation
local facilities&small grants
Health Board
Child Protection; Mental health
Dept of Education
National after-school initiative
The diagram above shows central funding as underpinning the structure and providing
core funding for labour and the major part of activities. Regional and local funding
appears as the secondary funding which allows the project to mobilise and apply the
core funding. For example the Corporation could be providing or underpinning all
local premises whilst central Government pays the labour costs. Finally, CASPr
retains its own funding to give it flexibility, manoeuvrability and maintain a financial
relationship with localities that it serves.
It is necessary to take into account the physical resources supplied Dublin Corporation
- a vital part of the project. The average rent (per square metre) for physical space
should be incorporated into the program budget, so allocating a cash equivalent for
"gifted" resources.
It is recommended that the CASPr project seek to order its funding in the above
pattern, creating a structure with a solid base of central funding which intersects
with funding allocated at a regional and local level.
37
SECTION 6: The Child Protection Function
20
Dept of Health and Children, Children First: National Guidelines for the Protection and Welfare of
Children, Dublin, Sept. 1999
38
Where CASPr is involved in support work for both children in the after school
project, it works with two sets of clients. Yet the primary project user is the child.
Where there is conflict between the rights of children and parents, however, children
and child protection come first. Protection and Welfare of the Child21 states that:
The onus is on all organisations and agencies dealing with children to work according
to these guidelines. In particular, the necessity of inter-agency working is
continuously stressed. CASPr has already established effective working links with
social workers and others working with children such that preventative work and early
intervention at the level of the family can take place. Additionally, the Health Board
secondment of the Community Liaison Officer has ensured the presence of
professional expertise within the organisation
Although few cases have so far arisen, there is enough evidence to indicate that
training and operational practices are satisfactory. For example, in a case of suspected
sexual abuse, suspicion arose due to graphic sexual drawings produced by a refugee
child. An investigation was mounted and enquiries made involving teachers and social
workers. Enquiries were conducted with discretion and sensitivity. In this case, it was
clear that living in overcrowded hostel accommodation was the probable cause of the
drawings and sexual abuse was considered unlikely. The problem was resolved in that
the family was found accommodation elsewhere. As a result, the child's school
changed and the child was, in any case, forced to withdraw from the project. The case
indicates that in the course of the enquiry, all possible steps were taken to ensure the
safety of the child and to minimise stress for the family. The project was also
concerned to take into account any social, economic or cultural factors that may have
had an influence.
Observation revealed that adult participants are extremely conscious of the children in
the project. In one observed case, a distressed child received immediately attention.
That is, members of staff were aware of the difference between "acting out" and the
child's genuine difficulty. In another case (on a different site) observation and
21
Dept of Health and Children, Children First: National Guidelines for the Protection and Welfare of
Children, Dublin, Sept. 1999 (pp55, Section 8.3, Confidentiality and Anonymity)
39
discussion revealed that staff members were aware of particular children with
additional or special needs. As a result, discreet observation was intensified.
Finally it is necessary to draw attention to the role of the CASPr project in providing a
preventive service. The service to both child and parent is one inherent value in
extending child support mechanisms within localities. (After-school projects are
specifically mentioned22 in section 7.3.4 of "Children First"). Social workers can if
necessary access the CASPr project and vice versa. In a situation where there
continues to be mistrust between residents in disadvantaged communities, the CASPr
Health Broad relationship can help to break down such barriers. It is recommended
that the relationship between the Health Board and CASPr be maintained and
intensified. Visits by social workers to after-school sites should be encouraged. It
would also be useful for adult participants to learn about social work roles and
responsibilities. Exchange visit possibilities could therefore be usefully examined.
22
Dept of Health and Children, Children First: National Guidelines for the Protection and Welfare of
Children, Dublin, Sept. 1999
40
SECTION 7: Options for development
What are the implications for this and other projects? Launching and maintaining
projects is a difficult task and depends on a certain pre-existing "chemistry" in the
locality. The locality or neighbourhood needs to both need and want the project and
its residents need to have trust in the project staff. Personal qualities of staff and
management members such as community sensibilities, outgoing nature, listening
23
Survey of adult education needs in a South Dublin estate; Review of after-schools project designed
for uptake of school refusers. Virtual Image 1999.
41
skills and proactive outlook are as necessary as the strength of the links they have to
forge to make the project a success. Good staff appointments are therefore vital.
7.1 Development
The possibilities for CASPr are to some extent bound by the constraints of funding
which is itself subject to considerable change. Nevertheless, the extension of after
school systems in general appears inevitable. There is also considerable pressure in
the neighbourhood for additional after school sites serving a larger range of classes
and a wider area of schools. But extending the after school network may result in
compromising the relationship which exists between management, co-ordination and
support functions and adult participation. Has the project reached a critical mass after
which diminishing returns become apparent? In the opinion of the consultant, the
management and co-ordination function is in danger of becoming stretched if there is
an increase in the number of sites. In addition, the introduction of new sites will
almost certainly place the democratic nature of adult participation under threat. It is
recommended that CASPr review its management and co-ordination procedures
using a best case/worst case method. This could entail necessary streamlining of
participation levels, which would necessitate a reduction in mass democracy with a
concomitant increase in representational democracy. That is, the organisation needs to
assess the impact of changes in the way that people get together, having due regard to
confidence levels, the need to learn from each other and the vital necessity of
discussion of critical incidents. This could be compensated for, through adjustments
to the training schedule and the use of practical examples from the project during
adult education.
Board
Co-ord Parents
S1 S2 S3
42
Allowing for the necessary apex to base communications which are present but not
fully included above, lines of communication are fundamentally sound in that they
allow a great deal of passage of information. Communication between parents and
participant adults are seen to be functioning well at the operational level. That is,
there appears to be a good rapport between adult participants, supervisors and parents
on behalf of the children in the project. At the policy level however, children and
parents have little communication with co-ordination and management functions. This
is not to be seen as any error within the project however. It is rather a reflection of the
general socio-economic factors pertaining to the neighbourhood and of general
culture. In order to participate fully, parents and children must be given the necessary
space to develop their capacity for intervention. For example, the current level of
interest is reflected by adult project participation. The locality residents have already
begun to select themselves for participation and are working within CASPr. The
remaining parents are utilising CASPr as locality service provision and are at the
passive stage of "availing" rather than the active stage of "involvement".
How can parents be encouraged to take an active role in the community management
of CASPr? Is there an opportunity to enhancing the role of the adult participants such
that training and development prepares them for activism at community level beyond
the sphere of CASPr? That is, can the development of participants result in input into
the level of voluntary community activism? This demands a personal transition from
adult participants, just at the time when they may be preparing to leave for full time
jobs. Research elsewhere suggests that the level of voluntary activity in Irish society
is falling. In 1990, European research24 indicated voluntary activity was high
compared to other EU states but recent information suggests that this level has been
adversely affected by social and economic change - particularly by female take-up of
opportunities presented by an "improved" labour market25. As a result, the tendency
of community activism is spread "thinly", the same activists fulfilling several diverse
functions across a range of local (and non-local) organisations.
Community activists:
• often have full time jobs in the community sector
• work longer than average hours beyond their job descriptions
• are in demand, "courted" by organisations in the network due to their experience
43
group input might be transmitted through a representative to the Management
committee for example. Such representatives can in time become full members of the
Management Board.
In this model, the adult participants help to encourage parent representation. Since
many are also parents with children in CASPr I feel this is a realistic option. Parents
should be encouraged to claim a permanent space on the Board, reserved for parents.
At the same time, children are encouraged to meet across projects (perhaps on a
"Children's Dáil" manner, allowing for maturity. The point is that it should be fun
whilst they learn about discussion and being assertive. The children need to feel that
this is for them and that they have a real say. A parent from the Parents Advisory
Group might chair the get-togethers and transmit any anxieties, worries or grievances.
In the event of any occasion where any child feels that they are subject to
discrimination, they could have recourse to an independent advocate who has direct
access to the Board. Management or Supervision staff. This may cause concern to
some staff, but this is an issue which can be fully explored in development, training or
in Training for Transformation sessions if mounted.
This action would constitute an advance in children rights, which must logically
follow from developments in national equality issues. Recent revisions in attitudes to
children and the recognition of episodes of poor treatment in childcare demand
protective structures to be put in place. Yet in development of child provision, the
voice of the child can still be ignored or become lost. The consultant feels that the
CASPr project is in a position to lead developments in this area. Independent
44
advocacy could and should be provided through Dept of Justice or Health Board
funding but at the same time such a service should remain independent. It is
recommended that CASPr consult with youth organisations such as Foroige to
implement a children rights pilot scheme.
S S S Supervisors
Ind. Parent
Advocate Advisory
Group
Adults Adults Adults
• design of premises
• decoration of premises
• primary and secondary activities
• democratic structures
45
Naturally, this depends on the age and maturity of the young people involved. Yet the
sensibilities of the worker will be critical. A good worker needs to "give up power"
and trust the abilities of young people to carry through successful project work. The
CASPr Project needs to avoid the "table tennis" syndrome, typical of youth clubs
across Ireland and the UK27. EU experience suggests that suitable models can be
found elsewhere (Portugal, Belgium). Closer to home, the Northern Ireland Voluntary
Trust unattached youth programme28 offers invaluable experience in this regard. The
consultant recommends the development of youth services utilising the experience of
successful youth-led projects.
Co-ordinator
Community
Accountant Tutor Administrator
Liaison
Manager
Youth
Development
Contract Supervisors Officer
Trainers
Existing Posts
New Posts
Contract or secondments
27
Shanks K., Roadworks: a review of mobile youth projects, Playbus Association, Bristol, 1991
28
Shanks K., and Galli da Bino, C., Equal to the Future, NIVT, Belfast, 1996
46
of supervisors and adult participants. Similarly, the youth development officer needs
space to develop the youth project. Naturally, adjustments would have to be made to
the participation structure when a youth project comes "on stream".
47
Appendix "A": Executive Summary
(i) The report begins by summarising various aspects of the CASPr Project. It
describes CASPr as an ambitious project that has built a large multi function
project from voluntary beginnings. CASPr began as a voluntary project and
grew to a professional EU funded programme. Then report emphasises the
goodness of fit between the project and the area that it serves. The report also
outlines the problems currently affecting the CASPr Project. These problems
derive from accommodation difficulties, problems around funding and funding
arrangements and aspects of development
(ii) The report describes the locality in which CASPr operates. The area is one
with a history of social disadvantage and which is presently subject to
economic and social change deriving in part from encroachment of Docklands
development and some "bourgeousification" caused by a movement of
professionals back to the inner city. The area continues to exhibit significant
social problems of poverty, unemployment, early school leaving, high
incidence of lone parent families and drug abuse. The environment is poor and
is marked by housing stock in need of repair. At the same time, much of the
area is socially homogenous, typified by a sense of belonging. The report
comments on the draft action plan for the localities and considers that the
CASPr project is soundly based in an area much in need of provision.
(iii) The report describes the opportunities and constraints of the evaluation
research. The report considers that an effective demonstration of CASPr
outmodes requires a longitudinal programme for which this research could
provide the starting point. The report lays out the interview structure for the
evaluation whilst commenting that observation is a key method for evaluating
child projects. The report acknowledges the limitations given the time period
but stresses that valuable insight can be achieved at this stage. The report
considers that the CASPr Project managed to convey the full extent of its
operation during the research period.
(iv) The report outlines the history of CASPr from its origination as a voluntary
project through development to a fully funded (multi-funded) project
administering a large CE sponsored scheme. It describes the project as
ambitious in the manner, which brings local adults, some of who have learning
difficulties, together with local children. The report describes the project as
one that cuts against the rubric of community work by contemporaneously
engaging with two client groups in pursuit of a series of objectives relating to
the localities in which it works. The project is regarded as one, which places a
high degree of confidence in the abilities of ordinary people to resolve
problems. Through this approach it believes that it can operate as a model,
which will play a part in redeveloping localities and serve as an example for
attracting inward investment.
(v) The report describes the operational practice of the CASPr project describing
the relationship between the three after school projects and the training and
supervision of the CE workers in the project. The report draws attention to the
training and development of adults which supports the work of the after school
48
projects and to the support structures which accompany these activities. The
report stresses the need for support structures for those undergoing a process
of personal change, which may feel pressured or stressful.
(vi) The report describes the work of the adults in supervising children, from
meeting and pick-up at school through to leisure activities that follow core
homework sessions. It describes the "feel" of the projects as warm and
hospitable in an atmosphere conducive to learning.
(vii) The report examines the statistical base of CASPr operations and
suggests that these be supplemented by a focus on area statistics that chart the
possible effects at locality level. The report suggests a program planning
approach to evaluation and gives examples of the analytical method necessary.
(viii) The report examines the project using the consumer model of access,
choice, voice and accountability. It designates children, adult participants and
parents as the consumers or "clients" of the CASPr project. The report stresses
that the project seeks to retain participants over a three-year period such that
education and training will be effective. As such, places are limited. The
report finds that given the child care responsibilities of the project, recruitment
procedures are necessarily restrictive but do not exclude residents of the
localities involved. The report notes the way in which those with children are
not excluded from participation. Parents whom are in the project may bring
their children to the sessions. The introduction of a crèche will solidify this
effective arrangement.
(ix) The report notes that the project is predominantly female but suggests that
men may self-exclude from what they may regard as a woman's profession.
Further, that joining a predominantly female project may be off-putting or
even frightening for men. The report stresses that the CASPr Project may need
to consider this matter further, in order to determine the desirable gender
make-up of the project
(x) The report comments that parents exhibit high satisfaction with the project.
Further that improved access to schools and education and an improved home
school relationship were positive outcomes of the project. The report notes
that although children entry to the project is technically "closed" (restricted to
their school class), that children are under no pressure to participate.
Attendance is a meatier for negotiation between parent and child.
(xi) The report examines access to buildings and finds that a warm, inviting
atmosphere typifies all premises. The report finds that the interior and exterior
of one project site could be improved to the benefit of adults and children. The
report observes the sharing problems on one Dublin Corporation site and
acknowledges the role of the Corporation in addressing these difficulties. The
report identifies circulation space as an area for improvement in this building.
The report identifies signage as an area through which improvements in access
could be made for local people. The report identifies lack of disability access
as a problem area. The disabled may select out on the basis of knowledge of
49
limited access. The report otherwise identifies the training and development
space as excellent and the location and "reachability" of all sites as very good.
(xii) The report examines the opportunities to voice opinions on the way in
which the project is managed and on its future development. The report finds
that every effort is made to encourage the voice of adult participants but that
the growing sixes may necessitate Sonoma reorganisation. The report
acknowledges the growth in self-confidence and suggests that this positive
outcome brings with it internal criticism. It is suggested that there is a
requirement for supervisors and adult participants to develop increased
awareness of the role of the "centre". Co-ordination responsibilities must be
acknowledged and criticism integrated in a positive manner.
(xiii) The report suggests that the voice of parents is a little weak but
acknowledges the difficulties that this presents for any community
organisation. It is also suggested that although the voice of the child is
encouraged in terms of activities and although children display high
satisfaction with the project, that this area could be improved in terms of the
development of children assertiveness. The report comments that children's
rights is a question that should be addressed by all community projects
working with young people and considers that the CASPr project is in a
position to offer leadership in this area.
(xv) The report examines monitoring and assessment and suggests that the project
introduces a basic assessment scheme which monitors children's
improvements. The report suggests that although this places extra pressure on
adult participants that this exercise is extremely valuable for all concerned. In
particular, it could usefully form part of adult training. A system is suggested
in an appendix to the report.
(xvi) The report examines the finance question in relation to the CASPr
operation. It finds that CASPr has approached this function in a very effective
and transparent manner despite difficulties that are common to the community
sector. These difficulties such as restrictions on within-budget expenditure and
late payments have been dealt with in a flexible manner. Difficulty in finding
funding for physical resources such as equipment, learning aids and
consumables have generally been resolved through private fund raising and
the CASPr project should be commended for its voluntary efforts. The report
suggests that this outcome of a valuable relationship with the locality should
be retained. The report nevertheless suggests that a locality meeting should be
called in order to intervene and rectify restrictive aspects of grant funding at
government level.
(xvii) The report examines the question of mixed and single agency funding
and suggests that a mixed funding profile offer some protection from funding
50
cuts. It suggests that CASPr should retain a mixed funding profile whilst
solidifying core funding. The report recommends the appointment of a
community accountant with fund raising responsibilities.
(xviii) The report examines recent statements from the Department of Justice
in relation to childcare "packages". The report recommends that the CASPr
project looks carefully at proposals with a view to securing funds either on its
own behalf or though partnership with education bodies such as schools.
(xix) The report analyses the activities and generic functions undertaken by
CASPr and suggests that the most appropriate funding sources are those of the
Department of Justice, Equality and Law Reform and the Department of
Education. The report suggests however that a tripartite basis of funding
would be appropriate for the CASPr organisation. That is, a combination of
funding from Central Government, local Government and the Community
itself structured by partnership and purchaser-provider relationships.
(xx) The report examines options for mainstreaming but expresses anxiety
concerning community choice, voice and accountability. The report suggests
options for development that retain the independence and organic link with the
community, which have contributed to CASPr success.
(xxi) The report looks at Child Protection function and specifies CASPr
responsibilities under current legislation. The report identifies areas of good
operational practice, which confirm that training, experience and procedures
are working well. Observation reveals that members of staff have excellent
sensibilities in this regard and the few cases that have emerged have been dealt
with in a professional and sensitive manner. The report nevertheless suggests
that this function should be maintained and intensified. It notes the vital role of
the Health Board secondment (community liaison) and recommends that this
staff resource should be retained.
(xxii) The report identifies those aspects of CASPr, which have been
essential to its successful operation, prior to offering suggestions for
development. The report examines aspect of co-ordination and communication
and suggests the introduction of a Parents Advisory Group who would elect
representatives on to the Management Board. It is further suggested that
efforts be made to include the children in the democratic aspects of the project
through discussion and role-play. The report suggests that a parent could be
involved in such sessions.
(xxiv) The report agrees with the strategy of introducing a youth club to retain
the "cohort" of existing children. The report recommends the introduction of a
51
youth development officer who would address the question of a youth-led
project. The report asks for a youth approach that privileges the world-view of
the young person rather than that of adults.
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Appendix "B": Summary of recommendations
a. The CASPr project is examining the way in which participants and supervisors
can be included in management decision-making. It is recommended that this
process should be intensified.
d. It is recommended that information and data work should be integrated into adult
training.
h. It is recommended that the project form a working party with local education
representatives with the objective of larger mainstream provision carried out in
partnership. A purchaser-provider relationship may prove the most effective
means of financing and operationalising after-school projects. The objective is to
maintain an education function, which is organically closer to neighbourhoods
than would normally be possible, by extending current school-based education
provision.
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i. It is recommended that the CASPr project seek to order its funding in a tripartite
manner, creating a structure with a solid base of central funding which intersects
with funding allocated at a regional and local level. Direct fund raising should be
retained.
j. It is recommended that the relationship between the Health Board and CASPr be
maintained and intensified. Visits by social workers to after-school sites should
also be encouraged. It would also be useful for adult participants to learn about
social work roles and responsibilities. Exchange visit possibilities could therefore
be usefully examined.
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Appendix "C" Eliciting the voice of the child
In the CASPr initiative, relevant child involvement practice can cover the following
areas29 that recent research and development suggests that this is an area that should
also apply to schools in general. Naturally, the age and development of the child
should be taken into account. Power relationships also need to be taken into account.
We need to bear in mind that professionals have offices, telephones faxes, jargon,
shorthand, access, networks, and lines of communications. Children have few or none
of these. At the same time, children need to learn how to "state their views in polite,
assertive and challenging way30". In this way CASPr can provide a function that
complements, extends and solidifies the work of the school.
29
Adapted from Clifford (1993).
30
Gersch, I.S., et al, "Listening to children in educational contexts" in The Voice of the Child, ed.
Davie et al, Falmer Press, London (1996)
55
Appendix "D" Programme Planning sheet: example figures hypothetical
Any other relevant Few problems currently. Exogenous factors (drugs abuse,
factors overcrowding) may increase incidence.
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APPENDIX "E"
Towards an assessment system for children and young people in the CASPr
project
EXAMPLE ONLY!
-2 -1 0 +1 +2
etc…..
The above example is only a guide. The CASPr project should develop its own
indicators for appropriate assessment and anchor points. The anchor points are
particularly useful for demonstrating to children that they have improved and in what
areas. They can also help where staff, adult assistants or volunteers change, move
away, etc.
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