taking account of change measuring the impact of Space Unlimited
Space Unlimited is a social enterprise and registered charity. Our work builds resilience and helps people to change as individuals, as organisations and as wider communities. We do this by supporting young people and organisations of all sorts to design and make change happen together. This publication reports on the impacts from our work as well as explaining our approach to evaluation and measurement. Participants in our projects are happy to share information about their experiences and do so with courage, insight and humour. This report would not be possible without that. So although some identities are hidden to protect confidentiality, we want to take this opportunity of thanking them all and the many funders and clients whose investment makes these outcomes possible.
06 in 2012 we...
taking account of change
08 our work
10 our impact
14 stories & statistics
22 our team
in 2012 we... ran 19 projects... Whole Education, BT & Paul Hamlyn Foundation
what does really effective work inspiration look like?
Architecture Design Scotland
how would young people set up a youth café in Penicuik?
what can we do to make learning more interesting, effective, pu rposeful and engaging at Bi ggar High School?
West K ilbride C raft To wn
what w ould en courage young people to get actively involved Craft with Town S cotland ?
nce ’s Viole d n la t o it Sc ion Un Reduct rove we imp n a c w ho tionship the rela ng people n you betwee olice in East p and the sgow? Gla
Cathkin High School
Westmuir High School
what helps learning and what gets in the way of learning at Westmuir High School?
how can we learn better so that we are prepared for working and life?
n roup o Party G Built Cross e h t & cture cture Archite Archite / t n e d m n o ir v c n S otlan E Design
people where e we places be – ar o t t wan ? serious
Knightswood Shawlands & Secondaries
young what will help
Scotland’s Environment Web
how can we make our ideas for SEWeb a reality?
what w ould a employ ablity s n erv designe d by y ice, oung people, fo people r young look lik e?
Biggar High Sc hool
what n eeds to happen for sch ools (t eachers and yo ung pe ople) t want t o o come to The Power of Now ?
gate Y outh
improve how can we tween the dialogue be udents st d educators an ates ul im st it so that es to new approach aching? learning and te
hool Trinity High Sc
work how can we ad together to le bat m co at th s change r ou in sectarianism e th school and in ty? wider communi
Scotland’s Environment Web
how can SEWeb help and support young people to better enjoy, understand, protect and improve Scotland’s environment?
any young why are so m ing longpeople becom ed, how term unemploy d, what an does it feel, ge? needs to chan
Fife Alcohol Partnership Project
how can we work together to reduce alcohol related harm?
Junior Climat e Challenge Fund
what action must be taken in orde r to get more young pe ople to start and ru n sustainable and green initi atives in the future?
cil & n Coun Midlothia overnment h G Scottis ure we ens how do e is at the voic learner ing and f learn lack, o heart es e g in B teachin & St Davids de Lasswa Schools? High
in 16 towns & cities...
reaching... 343 young people 60 of which are teachers
1 college 2 employability organisations 19 schools 07
our work what we do at Space Unlimited Space Unlimited has pioneered youth-led together. Giving young people a chance enquiry as a catalyst for fresh insights and to be heard and to share responsibility more collaborative change. leads to different behaviours and better relationships all round. We help governments, local authorities, public agencies, and businesses to work The Space Unlimited approach is all about directly with groups of young people to creating space for change. design and take action together. Some projects end after the youth-led We do this because we all need to be enquiry, when the client or funder has heard better at coping with ongoing change. A the ideas and perspectives of the young healthy world needs resilient individuals, people. We call these Insights projects. communities and organisations. Where a project moves into a sustained Our work is particularly effective in period of collaborative action, we call these helping to break the spiral of exclusion and Changing Together projects. The adults non-participation. It helps build peopleâ€™s and young people are equally engaged and confidence in their capacity to bring about share responsibility for making change change, and to create fulfilling work and happen and learning from the experience. lives. Itâ€™s surprising what can happen when young people and adults explore problems
Together we: Focus on purpose. Explore roles & expectations. Design a collaboration to inspire change. Recruit & prepare participants. Invest in good beginnings.
Together we: Focus on opening-up. Encourage diversity of ideas and talents. Help young people to take responsibility. Question & challenge. Dig deep.
space to create
space to prepare first contact
space to act Together we: Focus on your plan for change. Expect shared responsibility. Help widen local ownership. Remember that changing together is messy and rewarding.
space to reflect Together we: Focus on insights. Help new truths to emerge. Capture learning. Encourage conclusions. Push for understanding.
our impact how we take account of change Taking Account of Change is our framework We think of it all as a ripple effect. The for understanding the impact of our work. impacts from our work build over time, reaching deeper into communities. In practical terms, it: In our projects, the ripple starts with » identifies the changes that are young people using their strengths, skills achievable from our work and shows and ideas and gaining more confidence in participants what’s possible; their abilities. » invites participants to explore how the When adults and young people then work outcomes relate to them personally; together to design and make change » enables us to record, share and learn happen, both sides become more confident from what our work is achieving; in their capacity to bring about change. This » allows funders to check the alignment in turn improves relationships and leads to between our work and their goals; more shared responsibility and more whole » shows our ambition to leave a positive system learning. legacy that others can build on. Over time, these changes result in more In our ideal world, participants want to resilient individuals, organisations and understand the results as much as we do. communities. So we approach all our evaluation activity with that in mind: participants identify the outcomes that matter most to them; data is gathered by participants throughout the project, not done to them at the end; we always ask about surprises and check that people feel listened to and their opinions valued. Above all, we see measurement of change as an art not a science. We accept that we can’t measure everything nor trace all the impacts of our work over time. We trust that, by measuring what we can influence and ensuring that we listen and learn, we can check if our work sets individuals, organisations and communities on the right path. Ultimately, their lives, as individuals and groups, will be affected by many other complex factors and experiences.
national outcomes wider outcomes consequent outcomes initial outcomes our activities
mapping our outcomes This diagram shows how the impacts from our work build over time, from the initial inputs through to the contribution our work makes to Scotlandâ€™s national outcomes. We measure 12 outcomes in all our projects, distinguishing between the initial outcomes from a shorter Insights project, and the consequent outcomes from a longer Changing Together project. These outcomes reflect what young people and adults have told us about the benefits from participating in our process. For each of the outcomes, we are interested in statistics and stories. We measure how many participants have achieved the desired outcomes and we also record peopleâ€™s own words and stories about the experience and the results. We have created a symbol for each outcome to help make the connection with the stories and the statistics.
initial outcomes insights projects
inputs identify client organisations (local & national)
identify schools & youth organisations
co-create enquiry question
young people use ideas & strengths more confident in abilities
adults get insigh value to their wo organisation
groups of young people agree to lead enquiry groups of adults agree to take part space unlimited process makes space for change
young pe bring
outputs insights & findings
stories of change new tools & skills for collaboration
it is clear has bee
adults have a
* The Scottish Government has set out its focus and priorities in fifteen National Ou
changing together projects
e their s & are n their
young people & adults are more confident in their capacity to bring about change
hts of ork or n
young people recognise that this is useful for future work & learning young people & adults act differently in the classroom / work / the community
eople & adults commit to ging the ideas to life
there is more whole system learning & a stronger culture of shared responsibility learning & teaching experiences improve more adults make sure that young people are part of any learning & change more organisations regularly involve young people in codesigning services to tackle social & economic need. there are better transitions from school to work
gs happen as a result of the work
r that everyone involved en listened to & valued
people develop their skills
national outcomes* we have strong, resilient & supportive communities where people take responsibility for their own actions & how they affect others our young people are successful learners, confident individuals, effective contributors & responsible citizens we have improved the life chances for children, young people & families at risk we live longer, healthier lives we realise our full economic potential with more & better employment opportunities for our people our public services are high quality, continually improving, efficient and responsive to local peopleâ€™s needs
a positive learning experience real improvements in relationships between young people & adults positive change is happening
what we can influence
utcomes. We believe that our work directly contributes to the six shown here.
stories & statistics evidence from our work
WHAT DID WE WANT TO DO
WHY WORK THIS WAY
ENGAGING YOUNG PEOPLE
SEPA is the lead partner developing SEWeb, a gateway to information on Scotland’s environment.
The SEWeb team chose to work with us to get:
Thinking about what they wanted from the project, young people identified:
The SEWeb team wants to actively engage young people in this task, so they asked... How can SEWeb help young people enjoy, understand, protect and improve Scotland’s environment?
new insights on how to build an effective SEWeb;
new relationships with a local school and young people;
new links with the ‘ecoschools’ initiative;
a chance to offer young people an experience that builds resilience, confidence and life skills;
new connections between young people and SEWeb partners including SEPA.
an experience of ‘real’ work;
an experience for their CVs;
new skills, particularly around technology and the environment; something totally different from school; and, of course, a chance to ‘get out of school’.
“I want everyone to just have a good time and to be proud of their end product, and feel that they’ve made something worth-while.”
confidence, ideas & strengths insights
UTILISING THE NETWORK
SETTING UP CO-PRODUCTION
From the positive reactions of SEWeb partners and the young people’s enthusiasm, it was clear there was energy to take this further.
SEWeb had already connected with Abertay University. Their skills in web, game and ‘app’ development made them obvious partners for the young people.
The co-production sessions were set up to run on Saturdays for 4 weeks.
New outcomes were agreed:
digital products designed as envisaged by young people;
young people engaged in disseminating the learning and outputs;
young people building further skills in co-production.
“Working with these young people is essential for SEWeb to work well.”
Abertay used their ‘outreach’ programme to find volunteer staff and students to collaborate with the young people to help make their ideas a reality.
85% of young people
think this experience has been useful for future work and learning
The timing meant that some young people could not attend and some new members joined the group. So Space Unlimited helped the new group of young people and Abertay volunteers to focus on their new roles, needs and aims. “I want to experience working with young people when I’m the expert who can help them make their ideas real”
A Changing Together Project
YOUNG PEOPLE LEADING
‘BIG IDEAS’ FOR SEWEB
The young people started by defining roles for themselves and others; building their own understanding of ‘Scotland’s Environment’; thinking about how to engage their peers; designing the task and identifying the difficulties they might face in trying to lead this piece of work.
The group sometimes struggled with being in the lead - shying away from their role or looking to the facilitators to take the role of teacher or parent. Reflective facilitation techniques helped the group to see themselves as leaders of the work and step into that space.
As ever, young people’s honesty provided the creative spark.
The group chose to share their ideas with SEWeb partners in the form of a market - a stall for each idea - and then an open discussion about the links between the ideas and the overall goals of the SEWeb site and network.
“I’m surprised by how much we are allowed to contribute... we’re genuinely in control.”
“Being put in charge is just the best thing, being a pupil in high-school we’re so used to being told what to do. Being in the driving seat just makes the whole experience a lot better.”
92% of young people
have used their ideas & strengths
THE OUTPUTS FOR SEWEB
This collaborative work presented new challenges for everyone.
The young people led with more conviction this time. They decided to make the quiz part of the mobile app and so they split into three development teams: game, mobile app, and SEWeb pages (new landing page, a youth section and a user generated page called ‘SEWeb You’). They remained clear and honest in their direction:
The young people had to maintain control of their ideas while tapping into the knowledge and expertise of the university volunteers. The volunteers had to use their experience to support the young people without leading them or taking over. The group found that agreeing tasks together each day and regular reflective sessions really helped them to adapt their approach as the work progressed.
Acknowledging their own low levels of interest in the environment helped them to see the challenge clearly and generated five ‘big ideas’: an online quiz with fun facts; a FaceBook page; a mobile phone app; a computer game; and new pages on the website.
“FaceBook isn’t where you go for ‘Eco stuff’, just where you go to see what’s happening with your mates - so that’s how we should use it.”
“I’ll tell my colleagues about how effective this way of working is and the powerful, thoughtful minds of the young people...I wish more colleagues had been here to hear it from the young people themselves.”
13 OUTCOMES FOR PARTICIPANTS “I got a massive confidence boost...I mean, now when I speak to people I don’t turn purple anymore, I just kind of, stay normal coloured!”
“I don’t think that this kind of collaborative work has been done before, with young people this young, anywhere.”
“It’s great the kids have been able to have this experience, some of them have changed so much...James is just a different boy here.”
“We were all so impressed with the enthusiasm, energy and insight of the young people. Their creativity gave us exciting but very practical ideas to take forward.”
stories & statistics from our projects Safer Communities
Violence Reduction Unit and Strathclyde Police
West Kilbride Craft Town
With our support, young people from Easterhouse worked alongside local community police officers to explore ideas for improving relationships.
Establishing meaningful relationships with young people is vital for the long-term success of West Kilbride’s Craft Town, an ambitious initiative to establish crafts and craft-makers at the heart of the community.
1 13 6
“I’m a lot more confident…I’m good at talking to ‘Big Time’ people now…like the Chief that we met.” “I think I’ve gotten better at not following the crowd.” When Paul joined the project he referred to the police officers as ‘pigs’ without any embarrassment. About 4 weeks later, he was eating chips as he walked the streets with a friend, when they bumped into George, one of the officers. Paul stopped to chat and offered George a chip. After they parted, Paul’s friend started asking how on earth Paul knew George and why he was nice to him, to which Paul replied that George might be the police but he was ‘sound’.
100% of young people
said the project increased their confidence
50% of young people
said they developed new skills
“It is the most exhilarating and challenging consultation process in which I’ve been involved. Space Unlimited’s approach creates an environment where direct, tough questions can be asked of your organisation by young people and relationships strengthened as a result.” “It’s turned my mind to my town, I didn’t realise that crafts was a big role.”
“…young people need a voice and we are now listened to.”
“I feel free to experiment.”
63% of young people
have developed new skills for life and work
75% of adults
have had insights of value to their professional practice
South Lanarkshire & Glasgow City Councils
Whole Education Pathfinder Schools in England
The Learner Voice project, funded by Paul Hamlyn Foundation, is helping students and teachers in Scottish secondary schools to change learning and teaching together.
In partnership with Whole Education and Paul Hamlyn Foundation, we are supporting secondary school students and educators in England to design new and better ways of preparing young people for the world of work.
4 52 15
4 32 6
“I have seen a different side to the teachers and trust them more.” “I think the teachers and pupils have learned from each other during this time and we have enjoyed voicing our opinions to the teachers.” “I’ve been taking a wee step back in my lessons – letting pupils lead the lesson more.”
70% & 52% of young people
say that relationships between teachers and pupils have already been improved by the experience
61% & 38% of young people
say that young people and teachers are already behaving differently as a result of the experience
“It’s been good to work more independently than usual, and to know we can do it ourselves. More like real work”. “Work inspiration needs to be less about learning about jobs and more about learning about myself.”
“This has opened our eyes as teachers to your desire and your drive and commitment. We really didn’t know you felt like this.”
78% of young people
think this experience is useful for future work and learning
88% & 67% of young people
want to help bring these ideas to life in their school
stories & statistics from our projects Wellbeing
School to Work
Fife Alcohol Partnership Project
Public, private and voluntary sectors have been working together in Fife to reduce alcohol misuse and related harm. The partnership wanted to understand young people’s views on what could change behaviours. So we supported a group of young people and youth workers in Rosyth to take a fresh look at alcohol related issues from a young person’s perspective.
Working Links delivers the government’s Work Programme. They wanted to hear young people’s perspectives on how and why they come to be long-term unemployed and what needs to change, and also about what support young people need in order to find or create fulfilling jobs.
2 1 37 6
employability young people organisation
youth workers & other adults
“I think that I spoke more here than I ever have in my life!”
“I’d ask others to really listen to the views of the young people, rather than instantly writing off suggestions e.g. on the basis of legality.”
Katherine’s really changed. She never even used to look at me when I walked past her in school, she’d always just stare at the floor, now she waves and says ‘hi’…she talks more in class too”
“I was blown away. I totally get what you are trying to do with the young people. It’s the space that you open up for them to think about work and employability. I was surprised by their thoughtfulness, their awareness of the current situation and the economy, and shocked at their honesty and fears.”
“Here it’s felt like we’re getting listened to, like we can make the decisions and that you’ll help us to do what we want. You’re helping some of the guys to see their own strengths and talents and to use them. Just all that stuff, that stuff’s enough to make the difference.”
Jo was finding the project hard, struggling to think about future life and work. She told us she would have to miss day 3 for a dance event. On day 3, Jo turned up. “It felt more important for me to see the project through.”
of young people
said they gained confidence
80% of young people
said they feel able to influence the future
100% of adults
said they refreshed their skills
70% of young people
said they were more confident
100% of young people
have developed new skills that are helpful for their future
Youth Employment Cannongate Youth Project
The record levels of youth unemployment are a source of significant concern for governments and communities. We supported a group of young people on an employability programme to explore their own ideas about what will help young people feel more confident as they approach the transition from school to work.
Young People Leading Change Beeslack Community High School
The management team at Beeslack Community High School is passionate about creating a strong learner-centred culture across the school and its wider community. We have been working with staff and pupils to lend our support to this ongoing transformation. To date, this has included a pupil-led enquiry into learning that respects the needs of individuals; some tailored CPD for teachers; a pupilled dialogue with the Scottish Parliament’s Cross-Party Group on Architecture and the Built Environment; and a pupil-led project to develop ideas for a new youthled café.
1 2 30 6
“I think I’ve got more confidence to hold a balance between doing things and letting others do things.” “I definitely used my strengths...around determination...I wanted everyone to understand why we are here.” “I’ve seen the young people in a different environment and gained more insight into the young people’s views.”
75% of young people
“The experience has begun to change school culture for the better and has inspired pupils to take more responsibility for their own learning and development.”
“It feels like we’re slowly realising that it can be different.”
“I’ve learned how to express ideas, speak to new people and give ideas in groups.”
said they used their strengths
100% of young people
said they had a positive learning experience
“I think it built my character. I feel like I can deal with things not working out a bit more.”
67% of young people
said they have developed new skills for life and work
stories & statistics further thoughts on the outcomes beh av io
t en m
com mi t
rela tio n ips sh
61% of young people
38% of educators
in the Learner Voice programme say that young people and teachers are already behaving differently as a result of the experience. “I’m speaking up a lot more in class and volunteering for things in school, which I didn’t do before.” young person, SEWeb
“Staff learned to allow pupils to take the lead... teachers weren’t just jumping in with instructions.” educator, Trinity
fairn es s
of young people
“The whole thing’s just been, well, it sounds cheesy, but, inspirational really. I mean, to see what’s happened with these young people, in the space of three days. I think it shows that we could, and should, be doing more of this in school, across the school.” teacher, Cathkin
67% of adults
in the Work Inspiration enquiry want to help bring these ideas to life in their school
“Staff and pupils agree why this should be taken forward.” educator, Cathkin
“I care more about sectarianism” young person, Trinity
“Positive change is happening, but it would feel good if changes were bigger and better!” adult, WKCT
“I’m going to let other trainees know how we feel and what they’ve missed out on.” young person, Cannongate
surp ris e
“It was different the way we were learning.”
young person, Fife “… young people need a voice and we are now listened to” young person, WKCT
“Once you’ve experienced how it can be, you are different.”
young person, Biggar
70% of young people
52% of teachers
in the Learner Voice programme say that relationships between teachers and pupils have already been improved by the experience.
teacher, Learner Voice
“Teachers aren’t aliens.” young person, Cathkin “… realise we didn’t think carefully enough about the design of the building in terms of young people.” adult, WKCT
teacher, Cathkin “It’s not just the teachers’ ideas going forward in the school.”
young person, Learner Voice
“We’ve agreed to continue to work together for success.”
young person, Work Inspiration
“Yeh, I’ve changed, I’ve not been out drinking as much – I’m staying in and going to college.”
“I have seen a different side to the teachers and trust them more.”
“(I found) that I can cooperate and do team work – I thought I was anti-social.” young person, Goole
“I didn’t know certain teachers so well before I started the journey. Now I feel confident speaking to them.” young person, Trinity
“We’ve agreed to continue to work together for success.” adult, Cathkin
insig ht s
insig ht s
in the Work Inspiration enquiry think this experience is useful for future work and learning
in the Learner Voice programme say that the enquiries have helped to identify changes that need to happen in their schools
of young people
“Work inspiration needs to be less about learning about jobs and more about learning about myself.” young person, Work Inspiration
“It’s shown us how to deal with sectarianism in later life.” young person, Trinity
confid en ce
cap ac ity
100% of young people
on the Working Links (Employability) enquiry have developed new skills that are helpful for their future
“There was no straight way to get to an outcome here. The pupils made mistakes but they really learned from them.” teacher, Trinity
en s, str gths ea , id
“We’re more comfortable working in teams with people we don’t know.” young person, Learner Voice
lear nin g
“This has reminded me how important passing on skills to others is for me.” adult, WKCT
of young people
“We need to give them space to figure it out, when they don’t know what to do you find yourself wanting to step in, but we need to not come to the rescue, we need to let them learn from the experience.” teacher, Cathkin
in the Safer Communities project said they feel more able to influence the future
“I’d like to help younger people to know what they’re going to be up against. Give them more chance to understand, listen and learn” young person, Goole
“I’d like to think about how we can set classes up with shared purposes and a shared vision – like you did here.” educator, Learner Voice
“If we’re real about this going forward, we’re going to have awkward moments, it’s only through the difficult stuff that we will get to a cohesive approach” teacher, Learner Voice
of young people
on the Learner Voice programme say they are more confident in their abilities “I built my confidence to work in a group and present. To speak out.” young person, Cannongate
“Quite an experience for me to realise that I don’t need to tell you (the students) all the answers. You’ve experienced a deeper way of getting there, by yourselves.” teacher, Work Inspiration
“You’re helping some of the guys to see their own strengths and talents and to use them. Just all that stuff, that stuff’s enough to make the difference.” young person, Working Links
“We’ve got so much faith in you [the students] now. We know that when you are pushed to go for things you are more than capable” adult, Trinity
the team our stories of change We have a small core team working from our base in Glasgow, a committed and caring board of trustees, and a network of talented associates helping to deliver our work around the country. Here’s how we take account of change.
Wanting to be more than just ‘an employee’ has made me push for change in Space Unlimited – to get the space to grow and develop on my own personal journey. Now I’m trying to face the challenges of a different role head-on and finding out what I’m made of on the way.
In my fifth year with Space Unlimited and we are evolving as much as ever. On the best days, stories flow from our projects that can only be interpreted as a lasting enrichment of young people’s and adults’ lives. Being in an organisation with so much focus on learning has nurtured my own personal development and it’s a partnership I’m proud of. Lucy
I’ve been involved with Space Unlimited for much of its first ten years, most recently, as board chairman. The evolution has been fascinating and I have no doubt it has had a positive impact on many people, of many ages, from many backgrounds, in many different ways. I’m sure that will continue over the next ten years, although if history is anything to go by, predicting just how will be no easy task!
After ten years of creating the concept and then the business, my role is changing. My priority now is to help the business mature into a resilient and resourceful enterprise. Stepping back is the ultimate act for any founder and I sense that an interesting challenge awaits me. Heather
Together we explore the world with young people and those who affect their lives. Being part of explorations, gatherings and generating of insights really is the essence of purposeful Charlie change. There are many more discoveries to be revealed and I recognise I am part of a community Working with Space that is equipped. Unlimited has opened my Stevie eyes to the assets that young people bring to changing the organisations and systems in which they are stake-owners. It’s exciting to be part of an ever-deepening exploration of the conditions and the capacities that will enable young people to take on this transformative role – in their schools, in their towns, in their society. Gill
our business background on Space Unlimited Since start up in 2006, we have designed and facilitated projects involving over 1300 young people and more than 100 organisations in Scotland and beyond, across a range of sectors. Our approach has won support and funding from national organisations such as Big Lottery, the Young Foundation, NESTA, Paul Hamlyn Foundation and Working Links. Based in Glasgow and a registered charity, we design and manage work in a range of sectors, particularly in education, in enterprise and employability, and in community development and place-making. Although most of our work to date has been in Scotland, we have also been invited to run projects in the rest of the UK.
the future taking account of change 2013 We are always learning. And we don’t expect 2013 to be any different. We’re excited about the Taking Account of Change Framework and, as we adopt it, we expect to adapt it. We know that change is messy and so we’re always interested in stories that capture the true challenge, ups and downs and everyday commitment to change-making. We are finding that the ripple effect makes a lot of sense to people and we know that collaborative change needs ongoing attention. So we hope in 2013 to have the chance to go back to projects, to learn more about how people are progressing and above all to continue to learn about how and where our approach can have the biggest impact for both young people and adults.
Reg. Charity No: SCO37607
Reg. Company No: SC306061
space unlimited... it can change minds. Space Unlimited 42 Nithsdale Road Glasgow G41 2AN t: +44 (0) 141 424 1403 e: firstname.lastname@example.org www.spaceunlimited.org
measuring the impact of Space Unlimited