taking account of change
DESCRIPTION
measuring the impact of Space UnlimitedTRANSCRIPT
takingaccountofchangemeasuring 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.
06in 2012 we...
08our work
10our impact
14stories & statistics
22our team
23our business
taking account of change
06
in 2012 we... ran 19 projects...
Junior Climate Challenge Fund
what action must be taken in order to get more young people to start and run sustainable and green initiatives in the future?
Shawlands & Knightswood
Secondaries
what will help young
PDOPLD�TO�nNC�OR�BRD@TD�EULnLLHNF�WORK
Stow College
how can we improve
the dialogue between
educators and students
so that it stimulates
new approaches to
learning and teaching?
Whole Education, BT &
Paul Hamlyn Foundation
what does really effective work
inspiration look like?
Cannongate Youth Employmentwhat would an employablity service, designed by young people, for young people look like?
Trinity High School
how can we work
together to lead
changes that combat
sectarianism in our
school and in the
wider community?
Cathkin High School
how can we learn better so that we are prepared for working and life?
Biggar High School
what can we do to make learning more interesting, effective, purposeful and engaging at Biggar High School?
Cross Party G
roup on
Architecture
& the Built
Environment/
Architecture
Design Scotlan
d
places where
people
want to be –
are we
serious?
Westmuir High School
what helps learning and what gets in
the way of learning at Westmuir High
School?
West Kilbride Craft Town
what would encourage young people to get actively involved with Craft Town Scotland?
Architecture Design Scotland
how would young people set up a youth café in
Penicuik?
Scotland’s
Environment Web
how can we make our ideas for SEWeb a
reality?
Scotland’s
Environment Web
how can SEWeb help and support young
people to better enjoy, understand, protect
and improve Scotland’s environment?
Working Links
why are so many young
people becoming long-
term unemployed, how
does it feel, and, what
needs to change?
Scotland’s Vio
lence
Reduction Uni
t
how can we im
prove
the relationsh
ip
between youn
g people
and the police
in East
Glasgow?
Fife Alcohol Partnership
Project
how can we work together to reduce
alcohol related harm?
S.S.Ewhat needs to happen for schools (teachers and young people) to want to come to The Power of Now?
Midlothian Cou
ncil &
Scottish Gove
rnment
how do we en
sure
learner voice is
at the
heart of learn
ing and
teaching in Be
eslack,
Lasswade & S
t Davids
High Schools?
07
60 o
f w
hich
are
tea
cher
s
343 young people
reaching...
working with...
in 16 towns & cities...
113 adults
1 college
2 employability organisations
19 schools
08
first contact
youth-led enquiry
space to prepare
space to create
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 Unlimited has pioneered youth-led enquiry as a catalyst for fresh insights and more collaborative change.
We help governments, local authorities, public agencies, and businesses to work directly with groups of young people to design and take action together.
We do this because we all need to be better at coping with ongoing change. A healthy world needs resilient individuals, communities and organisations.
Our work is particularly effective in helping to break the spiral of exclusion and non-participation. It helps build people’s confidence in their capacity to bring about change, and to create fulfilling work and lives.
It’s surprising what can happen when young people and adults explore problems
together. Giving young people a chance to be heard and to share responsibility leads to different behaviours and better relationships all round.
The Space Unlimited approach is all about creating space for change.
Some projects end after the youth-led enquiry, when the client or funder has heard the ideas and perspectives of the young people. We call these Insights projects.
Where a project moves into a sustained period of collaborative action, we call these Changing Together projects. The adults and young people are equally engaged and share responsibility for making change happen and learning from the experience.
what we do at Space Unlimited
our work
09
collaborative plan
space to act
space to reflectTogether we:Focus on insights.Help new truths to emerge.Capture learning.Encourage conclusions.Push for understanding.
Together we:Focus on your plan for change.Expect shared responsibility.Help widen local ownership.Remember that changing togetheris messy and rewarding.
10
how we take account of change
our impactTaking Account of Change is our framework for understanding the impact of our work.
In practical terms, it:
» identifies the changes that are achievable from our work and shows participants what’s possible;
» invites participants to explore how the outcomes relate to them personally;
» enables us to record, share and learn from what our work is achieving;
» allows funders to check the alignment between our work and their goals;
» shows our ambition to leave a positive legacy that others can build on.
In our ideal world, participants want to understand the results as much as we do.
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.
We think of it all as a ripple effect. The impacts from our work build over time, reaching deeper into communities.
In our projects, the ripple starts with young people using their strengths, skills and ideas and gaining more confidence in their abilities.
When adults and young people then work together to design and make change happen, both sides become more confident in their capacity to bring about change. This in turn improves relationships and leads to more shared responsibility and more whole system learning.
Over time, these changes result in more resilient individuals, organisations and communities.
11
consequent outcomes
wider outcomes
initial outcomes
our activities
national outcomes
12
This diagram shows how the impacts from our work build over time, from the initial inputs through to the contribution our work makes to Scotland’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 people’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.
mapping our outcomes
* The Scottish Government has set out its focus and priorities in fifteen National Outcomes. We believe that our work directly contributes to the six shown here.
activities initial outcomes
co-create enquiry question
groups of young people agree to lead enquiry
groups of adults agree to take part
stories of change
new tools & skills for collaboration
identify client organisations (local & national)
identify schools & youth
organisations
insights & findings
reports
inputs
outputs
young people use their ideas & strengths & are more confident in their
abilities
adults get insights of value to their work or
organisation
it is clear that everyone involvedhas been listened to & valued
young people & adults commit tobringing the ideas to life
insights projects
measuring what we can influence
space unlimited process makes space for change
surprising things happen as a result of the work
young people develop their skills
adults have a positive learning experience
13* The Scottish Government has set out its focus and priorities in fifteen National Outcomes. We believe that our work directly contributes to the six shown here.
initial outcomes consequent outcomes wider outcomes national outcomes*
learning & teaching experiences improve
more adults make sure that young people are part of any
learning & change
more organisations regularly involve young people in co-
designing services to tackle social & economic need.
there are better transitions from school to work
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
there is more whole system learning & a stronger culture
of shared responsibility
we have strong, resilient & supportive communities
where people take responsibility for their own actions & how they affect
others
young people use their ideas & strengths & are more confident in their
adults get insights of value to their work or
organisation
young people & adults are more confident in their capacity to bring
about change
young people recognise that this is useful for
future work & learning
young people & adults act differently in the
classroom / work / the community
it is clear that everyone involvedhas been listened to & valued
young people & adults commit tobringing the ideas to life
real improvements in relationships between young people & adults
positive change is happening
our public services are high quality, continually improving, efficient and responsive to
local people’s needs
insights projects changing together projects
measuring what we can influence
surprising things happen as a result of the work
young people develop their skills
adults have a positive learning experience
14
stories & statistics
WHAT DID WE WANT TO DO
SEPA is the lead partner developing SEWeb, a gateway to information on Scotland’s environment.
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?
1WHY WORK THIS WAY
The SEWeb team chose to work with us to get:
» new insights on how to build an effective SEWeb;
» new relationships with a local school and young people;
» new links with the ‘eco-schools’ 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.
2ENGAGING YOUNG PEOPLE
Thinking about what they wanted from the project, young people identified:
» an experience of ‘real’ work;
» new skills, particularly around technology and the environment;
» an experience for their CVs;
» 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.”
Pupil
3
WHAT NEXT?
From the positive reactions of SEWeb partners and the young people’s enthusiasm, it was clear there was energy to take this further.
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.”
Stakeholder
8SETTING UP CO-PRODUCTION
The co-production sessions were set up to run on Saturdays for 4 weeks.
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”
Volunteer
10UTILISING THE NETWORK
SEWeb had already connected with Abertay University. Their skills in web, game and ‘app’ development made them obvious partners for the young people.
Abertay used their ‘outreach’ programme to find volunteer staff and students to collaborate with the young people to help make their ideas a reality.
9
85%of young people
think this experience has been useful for future work
and learning
evidence fromour work
confidence, ideas & strengths
skills
insights
learning
insights
capacity
behaviours
commitment
surprise
fairness
relationships
change
symbols
15
YOUTH-LED ENQUIRY
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.
“I’m surprised by how much we are allowed to contribute...we’re genuinely in control.”
Pupil
4YOUNG PEOPLE LEADING
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.
“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.”
Pupil
5ENGAGING STAKEHOLDERS
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’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.”
Stakeholder
7
CO-PRODUCING
This collaborative work presented new challenges for everyone.
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.
11THE OUTPUTS FOR SEWEB
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:
“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.”
Pupil
12OUTCOMES 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!”
Pupil
“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.”
Teacher
“I don’t think that this kind of collaborative work has been done before, with young people this young, anywhere.”
University Staff
13
A Changing Together Project
“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.”
SEWeb Client
‘BIG IDEAS’ FOR SEWEB
As ever, young people’s honesty provided the creative spark.
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.
6
92%of young people
have used their ideas & strengths
16
Safer CommunitiesViolence Reduction Unit and Strathclyde Police
With our support, young people from Easterhouse worked alongside local community police officers to explore ideas for improving relationships.
1school
13young people
6police officers
“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.”
100%of young people
said the project increased their confidence
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’.
50%of young people
said they developed new skills
Community EngagementWest Kilbride Craft Town
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.
3adults
16young people
“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
stories & statistics from our projects
17
Learner VoiceSouth Lanarkshire & Glasgow City Councils
The Learner Voice project, funded by Paul Hamlyn Foundation, is helping students and teachers in Scottish secondary schools to change learning and teaching together.
4schools
52young people
15teachers
70%of young people
52%of teachers
say that relationships between teachers and pupils have already been improved by
the experience
&
61%of young people
38%of educators
say that young people and teachers are already behaving differently as a result of
the experience
&
“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.”
Work InspirationWhole Education Pathfinder Schools in England
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.
4schools
32young people
6educators
“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%of young people
67%of adults
want to help bring these ideas to life in their school
&
18
WellbeingFife 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.
“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”
88%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
School to WorkWorking Links
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.
2schools
37young people
6educators
1employability organisation
stories & statistics from our projects
“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.”
70%of young people
said they were more confident
100%of young people
have developed new skills that are helpful for their future
5youth workers
& other adults
18young people
19
Youth EmploymentCannongate 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.
3employability professionals
7young people
“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
said they used their strengths
100%of young people
said they had a positive learning experience
Young PeopleLeading ChangeBeeslack 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 pupil-led 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 youth-led café.
“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.”
“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
1school
30young people
6educators
2regeneration professionals
20
“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
“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
“Once you’ve experienced how it can be, you are different.”
teacher, Cathkin
“It was different the way we were learning.”
young person,Work Inspiration
“Yeh, I’ve changed, I’ve not been out drinking as much – I’m staying in and going to college.”
young person, Fife
change
88%of young people
&
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’m going to let other trainees know how we feel and what they’ve missed out on.”
young person, Cannongate
“… realise we didn’t think carefully enough about the design of the building in terms of young people.”
adult, WKCT
“(I found) that I can cooperate and do team work – I thought I was anti-social.”
young person, Goole
commitment
surprise
“We’ve agreed to continue to work together for success.”
adult, Cathkin
“I have seen a different side to the teachers and trust them more.”
young person, Learner Voice
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.
“Teachers aren’t aliens.”
young person, Cathkin
“We’ve agreed to continue to work together for success.”
teacher, Learner Voice
“I didn’t know certain teachers so well before I started the journey. Now I feel confident speaking to them.”
young person, Trinity
relationships
stories & statistics further thoughts on the outcomes
“Staff learned to allow pupils to take the lead... teachers weren’t just jumping in with instructions.”
educator, Trinity
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.
“… young people need a voice and we are now listened to”
young person, WKCT
“It’s not just the teachers’ ideas going forward in the school.”
young person, Biggar
fairness
behaviours
“I’m speaking up a lot more in class and volunteering for things in school, which I didn’t do before.”
young person, SEWeb
21
73%of young peopleon the Learner Voice
programme say they are more confident in their abilities
“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
78%of young people
in the Work Inspiration enquiry think this experience is useful for future work and learning
“I built my confidence to work in a group and present. To speak out.”
young person, Cannongate
“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
confidence, ideas, strengths
insights
“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
“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
100%of young peopleon 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
“We’re more comfortable working in teams with people we don’t know.”
young person, Learner Voice
skills
capacity90%of educators
in the Learner Voice programme say that the enquiries have helped to
identify changes that need to happen in their schools
“This has reminded me how important passing on skills to others is for me.”
adult, WKCT
“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
“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
insights
“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
“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
learning
100%of young people
in the Safer Communities project said they feel more able
to influence the future
22
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.
our stories of change
the team
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
Working with Space Unlimited has opened my 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
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.
OwenI’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!
Charlie
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 change. There are many more discoveries to be revealed and I recognise I am part of a community that is equipped.
Stevie
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
23
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.
background on Space Unlimited
our business
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.
taking account of change 2013
the future
space unlimited... it can change minds.
Space Unlimited42 Nithsdale RoadGlasgowG41 2AN
t: +44 (0) 141 424 1403
www.spaceunlimited.org
Reg. Charity No: SCO37607 Reg. Company No: SC306061
April 2013