In 2006, the Scottish Executive (now the Scottish Government) launched its More Choices, More Chances strategy aimed at reducing the number of young people who were not in education, employment or training. The target group were those young people aged 16-19 years old for whom school had resulted in low attainment and who were finding difficulty in making the transition from school to work. The purpose was to reengage these young people with learning in order to enhance self-esteem, practical and social skills and employability. As part of their activities within the City of Glasgow, Scottish Enterprise Glasgow have responsibility for the development of young people who are otherwise currently not in education, employment or training. In order to fulfil this responsibility Scottish Enterprise Glasgow sub-contract training of young people to a number of agencies who then run short term programmes of, typically, 12 – 15 weeks duration. The most basic of these programmes are styled ‘life-skills’ programmes, the aim of which is to engage with young people and help them to discover their own abilities and raise confidence, self-esteem and self-efficacy. In order to raise the quality of provision for the young people for whom their provision is intended, Scottish Enterprise Glasgow planned to develop the skills and abilities of the trainers who belonged to the sub-contracted agencies. As part of this plan, Scottish Screen was requested by Scottish Enterprise Glasgow to introduce Moving Image Education into three of these agencies. Scottish Screen's Moving Imaged Education programme entails Film professionals working alongside Education professionals in order to explore aspects of media that might be taught, how they might be taught and how media literacy can become embedded in the learning of young people in a range of contexts, including those taking part in the More Choices, More Chances strategy. Within the programme, media education was defined as exploring, analysing and creating media artefacts. This is similar to Ofcom’s definition of media education as encompassing, access to, understanding and creation of media artefacts and corresponding to levels of media literacy that have been described as functional, critical and active (Buckingham, 2004). These definitions form the basis of the British Film Industry’s (bfi) own Media Education publication, Look Again developed by a bfi working group comprising of member from both Film and Education. In 2007 Scottish Screen commissioned the Faculty of Education in the University of Glasgow to undertake an evaluation of their Moving Image Education Initiatives. One of these initiatives was that which involved Scottish Enterprise Glasgow's programme for young people who were not in education, employment or training. The evaluation took place between June 2007 and February 2008. The purpose of the evaluation for Scottish Screen was to assess the impact of Moving Image Education on the young people involved and their trainers. In addition, Scottish Screen wished to assess the sustainability of Moving Image Education in the More Choices, More Chances strategy context. In order to attend to these issues, the following three research questions were addressed: • What impact, if any, had there been for the young people on their courses? • What impact, if any, had MIE had on trainers and their training methods? • Was the MIE aspect of these courses sustainable? In order to address these questions, a cross-sectional case study design was used.

The methodologies used for collecting the qualitative data were: • Focus group of young people involved in MIE • 1 : 1 interviews with training staff involved in MIE • 1 : 1 interviews with training provider team leaders / managers • Group interviews with training staff involved in MIE Qualitative analysis of the data was based on the research themes using theories of learning, behaviour, media literacy and human capability theory (see references below).

Findings emerging from the research include: • The programme is having a positive impact on young people’s confidence. • The programme is having a positive impact on young people’s self-esteem,creativity and learning. • The programme is having a positive impact on young people’s ability to work together. • Training staff are generally enthusiastic about MIE. This is particularly the case for staff who attended training days organised by Scottish Screen/Scottish Enterprise Glasgow. • Training staff are aware that MIE presents learning opportunities that are new to them and their young people. Currently, however, the exact nature of these learning opportunities is vague. • The role of the lead practitioner is vital. • Training staff unanimously requested further staff development on the technical aspects of MIE from Scottish Screen, lead practitioner or through SEG. • Sustainability is perceived to hinge on the quality of future staff development. • Sustainability depends on training staff’s understanding of the nature of MIE and the pedagogical opportunities it presents. • Sustainability is dependent upon training staff being able to integrate what they have learned in MIE contexts into other areas of their work. • Sustainability is dependent on opportunities for capacity building inter and intra providers.