In most ancient and current native cultures across the world, members of a local community would create experiences that challenged their young people, with an intention to welcome them as adults who fully participate in their community. Those experiences were often called Rites of Passage. Martin Prechtel, who lived for many years in a Mayan mountain village at the lake Atitlán in Guatemala, described how the villagers would put on resource-intensive ceremonies for local young people—not just because of them, but to ‘keep the village alive’. By the same token, the residents of Frome give their support to the young adults, less as a charitable act and more because they desire to build a healthy, resilient and sustainable local town. They can see how the group challenges and individual enterprises transform their town for the better.
The second principle is that we learn by doing—by participating in meaningful challenges in the local community. The word Edventure is short for educational venture, a training enterprise and a journey that takes participants on a different course, discovering new opportunities. The first challenge we set the initial intake of young adults was to set up a new community workspace, with the intention to enable them to access resources and workspace to make their ideas happen, enable skill sharing and bring diverse people from the local community together. We gave them a £500 budget, a disused warehouse, a group of mentors and two months to start up a financially viable enterprise. We then introduced them to tools such as Design Thinking and the business canvas, facilitated a process of community engagement and helped them to organise themselves in teams. To create a logo for the enterprise they had to learn the basics about branding from a local designer. To physically build the workspace, they had to ask for advice from an architect, learn how to use lime-wash from a traditional builder and learn skills from a carpenter to transform old wooden pallets into furniture. To resolve conflicts within their team, they had to find frameworks for communicating effectively and facilitate differences in opinion. When the group was stuck, they had to learn about when to ask for professional guidance, and when to give it another go after reflecting on what went wrong. To work effectively in a team, they had to first discover and then play to their strengths. They also had to find their blind spots, limiting beliefs and discover what motivates them, especially when things did not go to plan. Because two months is a very short time frame, they also had to learn how to scale down their initial ideas, and find fast and achievable ways in which to prototype their concept. Through all of these challenges, the participants gained transferable skills, experience, clarity and networks that would support them to start their own initiative, project and business.
Our approach to learning, however, is not only about helping people gain skills or to make a difference in the local community. Its purpose is also to generate the money to finance the programme at the same time—ensuring it’s free to participate. The participants’ challenges—to create social enterprises—actually pays for the training. For example, the training programme focused on setting up a community workspace was paid for by money we invested. The profit it made in the following years paid it back, and it continuously enables Edventure to have free offices and training rooms. Also, Frome Town Council paid us like a consultancy organisation to conduct a research assignment to promote health and wellbeing locally. Not only did the council benefit from a fresh and creative approach by our participants to engage the local community, we could use the money to pay for their training. The Roundhouse Garden, which was designed and built by a team of participants, was financed by a grant from Awards for All and Comic Relief. The funders benefitted not only from financing a new community asset in a cost effective way, but also the training of unemployed young adults at the same time—meeting another of their objectives.
‘Making education free by making it real’ was central to our vision when we started Edventure as a group of 23-27 year olds. We had too often come up against inspiring training programmes that were unaffordable for us, and only accessible to a few. We wanted people from all backgrounds to work and learn together. We felt that working and living with people from different backgrounds is a key challenge of this century, and the ability to do so is an important quality for leadership and skill for community entrepreneurs. Diversity has become our third principle.
Diversity is not only visible in the backgrounds and ages of our participants, but also in what they moved into after the programme. At the graduation ceremony in the Roundhouse Garden, surrounded by local people who had been part of their eight-month journey in different ways—as their coaches or mentors, as attendees of their events or partners in their projects—the participants told the stories from their experiences. Kylie described how she had gained confidence and connections from being part of the team challenges in the initial two months of the programme, which had enabled her to start Wild Things—a company focused on making food and cosmetic products from foraged and ethical ingredients—during the following six months of start-up support. She talked about the challenge of bringing up her children whilst starting her own business, and one of her key learning’s: a supportive local community had been the key to her success. Will described how he had been just working to earn money to survive, and how he had this itching feeling of wanting to do something that is meaningful for him, and very scared about doing something that he cared about. He described Edventure as the holding space for him to transition towards something he cared about, and earning a living through doing those things. He then started a job with the local Medical Practice leading on from the research assignment we had completed for them. Oli was one of the youngest participants, and had joined the programme immediately after his A-levels. He described how he did not simply want to follow the system to university. He experimented with blogging and social media to see whether higher education really was the direction he wanted to go into, which he did just after the programme. The presentations ended with Richard, who was 15 years older than Oli and who had been long-term unemployed. He was referred to Edventure by the Job Centre and had set himself up as a freelance builder and maker of bespoke furniture during the programme. He summarised his experience by saying, ‘Push yourself to take the risk you would not normally take. You’ll make mistakes, but you’ll learn from it. Thank you to everyone who has supported us’.
Johannes Moeller is a social entrepreneur, facilitator and coach. He has initiated several educational programmes and businesses, including Edventure Frome and the Catalyst Course at Embercombe. A team-based action-learning approach is at the heart of his work.