Introduction

Planning for learning is aimed at anyone developing a museum or gallery education policy for the first time or wishing to enhance an existing policy. It highlights the benefits of having an education policy and provides step by step guidance on the process of developing a policy and what it might contain.

This guide was produced as part of London Museums Agency’s Education Development Programme, which was funded by the DCMS/Resource Education Challenge Fund. The year- long programme provided tailored training and individual advice and support for volunteers and curatorial staff from 20 museums across London, all of whom were responsible for education in their museum but were not education specialists. Participants developed education policies for their museums during the programme and have kindly provided the quotes featured in this publication.

planning for learning a guide to developing an education policy

‘The policy means that our education work is now much more directed and organised – all staff are aware of where we are heading.’

What is an education policy?

An education policy is a document that specifies the role of education in a museum and what its priorities and intentions are in this area over a given period of time (say three years).

A policy should identify target audiences and their learning needs, define the types and quality of services a museum provides, and show how these are to be delivered. As a management tool it should relate closely to a museum’s forward plan and other strategic documents – indeed, the policy’s action plan may be an integral part of the forward plan.

Why have an education policy?

Encouraging and supporting learning is a core function of all museums. Education policies provide a framework for enabling museums to fulfil their potential as unique, inspirational resources for lifelong learning.

An education policy:

• Raises the profile of education in the organisation and can help secure
internal resources.
• Establishes a sense of shared purpose and vision.
• Sets out priorities and shapes the future development of the museum.
• Defines a museum’s relationship with its current and potential users and how it intends to communicate with them – it is therefore central to audience development.
• Helps ensure that the museum’s displays, exhibitions, programmes and publications are relevant, accessible and appealing to target audiences and so can help increase visitor figures.
• Re-assures and enthuses external stakeholders such as potential funders and partners.
• Improves the quality and efficiency of education provision by motivating staff and volunteers, ensuring that everyone in the museum is aware of their role in maximising its educational potential.
• Provides a context for decision-making, planning and prioritisation of resources.

The process of developing the policy is just as valuable as the final document. By involving a wide range of people the process can raise awareness of, and support for, the museum’s educational role throughout the organisation. And as knowing and understanding audiences is key to a successful education policy, the audience research and consultation involved in the process can help establish new or enhanced relationships with local communities.