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Working and learning together to build stronger communities Scottish Executive Guidance for Community Learning and Development

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Scottish Executive Guidance for Community Learning and Development

PART THREE: CLD PARTNERSHIPS, STRATEGIES AND ACTION PLANS

3.1 Community Learning and Development Partnerships

Community Learning Partnerships in each local authority area have already made real progress in using the multi-agency, cross-sector approach we see as being essential.

We are looking to Community Learning and Development Partnerships to play the central part in making sure that:

  • people working in all aspects of community learning and development work together to build communities that are more organised, skilled and influential, and that have more control over resources;
  • there is a strong community-based dimension to the new Scottish Executive agenda for lifelong learning;
  • community work skills are used to help communities get involved in community regeneration and community planning;
  • youth work is fully recognised and supported as part of the development of stronger communities; and
  • community learning and development support is targeted to help close the gap between the worst off individuals and communities and the rest.

Extract from a statement prepared by the Scottish Executive/COSLA working group (see Annex 1 for the full statement).

34 We are keen to see further development of the positive experience that has arisen since strategic and local collaborative partnerships for community learning were set up in 1999. We believe that these partnerships have greatly improved the profile of community learning and increased the investment available for learning and social development within communities. We need to build on these foundations through Community Learning and Development Partnerships which focus on our national priorities.

35 The report prepared by HM Inspectorate of Education (HMIE) in 2002 on putting community learning plans into practice 14 confirms the value of partner agencies working together with local communities to agree strategies and plans for community learning and development.

36 We would expect any public organisation that has an interest in building community capacity, learning and social development to join the Community Learning and Development Partnership at strategic level and to give staff time and investment to local action planning and delivery.

37 Community Learning and Development Partnerships should have a clear focus on mainstreaming equalities issues, in both their composition and the way they go about their work (see sections 24-26).

38 The voluntary sector is a major provider of community learning and development support, and will need to be represented at both strategic and operational level.

39 The diversity of the voluntary sector, and the reality that many voluntary organisations are national rather than local, has sometimes proved difficult in terms of the sector's ability to be as actively involved as it would wish. Again, local circumstances will differ, but at strategic level, we would expect the Council of Voluntary Service, Local Volunteer Bureaux and other local voluntary sector umbrella organisations who are key stakeholders in relation to community development, youth work and adult learning, to be represented. All voluntary organisations supporting CLD in priority areas or communities of interest should also be actively involved as partners in action planning. CPPs should ensure that partnership arrangements facilitate the full involvement of the voluntary sector. This should be in line with the Scottish Compact principles 15.

40 Involving the voluntary sector is not the same thing as engaging communities. CLD Partnerships need to ensure that voluntary organisations that provide CLD services - whether national, local or community based - are fully involved in the Partnership. Equally, all partners have responsibility for ensuring that communities, learners and participants are actively engaged in, and empowered through, the planning process.

Communities Promoting Healthy Living in Dunbar

Dunbar Hallhill Healthy Living Centre opened in September 2001 and is managed by the Dunbar Community Development Company, made up of representatives from sports clubs, churches, businesses, disability groups, schools, children and families, and is chaired by a local councillor. The centre is a purpose built community controlled facility comprising extensive playing fields, a childrens' playground, an indoor badminton court, two squash courts, several meeting rooms (providing public access to computers, a crèche, etc) and a bar/café.

East Lothian Council provided land and funding supplemented by the Sports Lottery and the Landfill Tax. Now the centre is almost self-sufficient receiving only a small grounds maintenance grant from the council.

Dunbar has a population of approximately 7,000 people and 2,000 of them come through the doors of the Healthy Living Centre every week. The centre has achieved its aims of supporting people to have healthier lifestyles as well as promoting social cohesion. On weekdays mothers and toddlers use the meeting rooms and playground, schoolchildren play sports at lunchtime and local sports clubs use the pitches. In the evenings young people have deserted the High Street in favour of playing pool alongside the adults in the bar area. At weekends community events and sporting fixtures take place and families come down to the bar for a meal. People with disabilities use the facilities for activities and centre staff work with children who have been excluded from school.

3.2 Community Learning and Development Strategies

We believe communities and a wide range of agencies have a real role to play in the success of community learning and development. It is crucial that the people who are most closely involved in community learning and development - practitioners (paid or unpaid), managers and their agencies - work with us to promote a shared vision for community learning and development and the contribution it can make to 'building better communities in Scotland'.

Extract from a statement prepared by the Scottish Executive/COSLA working group (see Annex 1 for the full statement).

41 We expect each CPP to produce a Community Learning and Development Strategy. The first strategy should be published no later than 1 September 2004 and cover at least a three year period.

42 The Community Learning and Development Strategy is a jointly agreed statement to which all Community Planning Partners should contribute, and be commited to. CPPs may determine the best fit between community planning and planning for community learning and development and whether CLD strategies are produced as stand-alone documents or as part of a wider community planning document.

43 The Community Learning and Development strategy should sit firmly within the wider community planning process and relate to the strategies and development plans of partner agencies.

44 CLD strategies are one of a number of thematic elements underpinning the community plan. CLD should also be a key part of thematic strategies and partnerships for addressing cross-cutting issues such as community regeneration, health improvement and sustainable development.

3.2.1 Aims and content of CLD strategies

45 Community Learning and Development Strategies should aim to:

  • influence and reflect the community plan and related strategies;
  • highlight how and where they link with other strategic development plans;
  • be shaped by all the partners; and
  • demonstrate significant community involvement in the planning process.

46 In terms of content, CLD strategies should:

  • set out the joint vision of the CPP for CLD;
  • highlight the priorities for CLD in relation to the three national priorities, and set outcome targets for these;
  • provide evidence that these priorities have been based on engagement with local individuals, groups and communities;
  • detail the partners involved and the operating principles they will follow, including how the partnership will be sustained to avoid partnership overload;
  • set a framework for operational planning of CLD, including the geographical areas and/or themes to be covered by Community Learning and Development Action Plans;
  • aim to identify overall levels of investment and resources, including staff, to be provided by partner agencies;
  • detail measures for supporting the skills development of paid and unpaid staff involved in CLD; and
  • identify how the partnership will monitor progress, and evaluate quality.

47 CPPs should work to ensure that CLD strategies are aligned with overall arrangements for Community Planning in their area.

48 As outlined above, in the first instance, Community Learning and Development Strategies should be published no later than 1 September 2004. They should cover at least a three year period and be reviewed regularly. It is important to stress that these are not meant to be detailed action plans, but rather set the broad framework for operational planning (see section 3.3).

49 CLD strategies should be sent for information to Communities Scotland. These strategies , together with local CLD plans, should be publicly and widely available and accessible to local communities.

50 In recent years, some Community Learning Partnerships have developed separate youth strategies. We would expect to see a link between these and CLD strategies which deal with youth work issues. Similarly, since 1999 a number of Community Learning Partnerships have tried to tackle wider lifelong learning issues. Again, we would expect to see a close relationship between CLD partnership planning and local strategies on lifelong learning.

3.3 Community Learning and Development Action Plans

51 Each CPP should prepare and publish Action Plans for community learning and development. Community Planning Partnerships, together with local communities, should focus on developing a limited number of Action Plans. These may relate to core community planning strategies, such as Regeneration Outcome Agreements or Health Improvement strategies, or be geographic (addressing the issues involved in a particular area), or focussed on a particular community of interest (eg young people, Black and minority ethnic groups).

52 The Community Learning and Development Strategy should set out whether these will be stand alone Action Plans (within the Community Planning framework) or form an integral part of their local and thematic Community Plans. Whichever model is adopted, the following offers a framework for local and thematic CLD Action Plans.

3.3.1 Aims and content of CLD Action Plans

53 CLD Action Plans should identify and set out proposals for dealing with community needs, aspirations and priorities. These plans should enable communities and partner agencies to set out their shared agenda for change, developed into practical work plans relating to the area or community of interest covered. They should be reviewed and updated regularly, in line with local community planning arrangements. These plans are joint work plans within which communities and agency partners agree how CLD inputs, processes and outputs will be used to achieve agreed outcomes. CLD Action Plans should be a regular reference point for the community and agency partners to guide their daily work and to track progress.

54 Community Learning and Development Action Plans should:

  • be based on a thorough analysis of issues and needs that have been identified with communities;
  • show major community involvement, in particular by people who are not usually involved and other priority groups;
  • be shaped by and involve appropriate community learning and development partners; and
  • influence and reflect the Community Plan, CLD Strategy, and other local plans.

55 In terms of content, they should:

  • detail important information about the area or community of interest to be covered;
  • provide baseline figures for current support provided in relation to the national and local priorities;
  • audit current CLD support and gaps in provision and how these will be filled;
  • identify local/thematic priorities within the framework set by the CLD Strategy;
  • translate these local/thematic priorities into specific outcome targets, and show the relationship of these to the three national priorities;
  • detail, where possible, the overall investment, provision and staffing support to be made by partner agencies in line with community budgeting principles; and
  • cover at least a three-year period.

56 The CLD Partnership should consider carefully how best to tell the community about their work. This information can then contribute to arrangements for accountability. The information contained in the CLD Action Plan should be easily accessible to the community, and the Partnership should provide regular reports on progress which are publicly available at community level and on the internet. Information should be provided in minority languages and on tape, where required.

57 Information on the needs of disadvantaged individuals and communities needs to be set alongside their hopes and aspirations. CLD practitioners have a lot of experience in developing community profiles, village appraisals and so on that bring together community and agency views. It is important to stress that Community Learning and Development Action Plans should not just focus on problems. They should build on the vision and strengths of people, young and old, and their communities.

58 CLD Action Plans should make reference to the Scottish Credit and Qualifications Framework (SCQF). This framework currently covers most mainstream Scottish qualifications. In time, and based on the SCQF credit rating guidelines, it will also credit rate informal, experiential and community based training and development work. This will help people to recognise their own learning achieved in informal settings and through activities in the community, and to see how each learning experience connects with other opportunities, as part of a process of life long learning. The Scottish Executive will fund a worker to work with local authorities and other partners to raise awareness of the SCQF and how it can assist the development and implementation of CLD Action Plans.

59 We are keen to see a closer relationship between CLD Action Plans and those of other relevant agencies. These include Regeneration Outcome Agreements, the development plans of New Community Schools' and FE colleges, health improvement plans, Changing Children's Services plans, race equality schemes and community guidance strategies. Similarly, we want to see CLD reflected in the service development plans of other community planning partners.

Greater Easterhouse - Developing an Effective Community Learning Plan

Greater Easterhouse Community Learning Plan was one of Glasgow's pilot CLPs. Unusually, it is led by the local Social Inclusion Partnership, through its Education and Lifelong Learning subgroup led by John Wheatley College. A recent HM Inspectorate report judged community learning planning in Easterhouse and many aspects of its delivery as 'Very Good'.

Consultation events involving 42 local organisations led to the adoption of the 2001-04 Plan, whose priorities were: core skills (including ICT), health and poverty. Targets were set for establishing Learning Centres; access to guidance on learning; planning a core skills package; providing childcare to support learning; and support for people becoming active in their community.

The plan focused on developing the Greater Easterhouse Learning Network (GELN) as its key mechanism for delivery. Fifteen local centres have become involved in the Network - including a wide range of council and college centres and voluntary groups working on employment, family and other issues. These organisations provide a whole range of other services, but have given a commitment to support learning.

The eventual target is 21 centres. A complex mixture of funding allowed them all to be offered PCs with fast net connections, and tutor support from the College. Volunteers are trained to offer additional support where possible. Refurbishment and disabled access were funded.

All residents can get free internet access and support through the centres. A website brings together support to learners with information and advice on everyday problems and local news.

Increasingly mainstream funding and other strategies have been influenced to support GELN. Child care developments are planned in, or close to, centres and the new adult literacy and numeracy service will work through them. The Plan is due for revision soon, following a new citywide Community Learning Strategy. This will allow better integration of work with young people with other activities.


The Corner, Dundee - Young People Shaping Service Delivery

The Corner is a partnership between Dundee City Council, Tayside NHS Board, Tayside Primary Care Trust, the Scottish Executive and young people. It provides an integrated range of health and information services through its high profile city centre drop-in facility and through outreach work in local communities.

Following consultation by partners with young people in Dundee, the need was identified for health & information services which were exclusively for young people and were both informal and confidential.

The Corner is committed to ensuring that its services are relevant and "young people friendly". Young people have played a major role in shaping, designing and influencing the project's direction. The Corner is valued by young people who see it as 'different' compared to mainstream services. One of the main reasons for this is the caring and helpful staff who show young people respect and offer informal learning and support on issues they may not feel confident in raising with other agencies, such as sexual health.

The multi-disciplinary staff team combines nursing, health promotion and youth work skills, as well as a sessional family planning doctor. The Corner has developed its practice based on the principles of the United Nations Conventions on the Rights of the Child with the best interests of young people as the core element. Over 20,000 copies of the project's Principles and Policies statement - "Challenging Myths - Working with Realities" have been circulated across Britain, Europe and internationally.

Over 200 agencies have referred young people to the project and on many occasions the project has been a resource for other professional staff. 1 in 3 young people within the main target group (11 - 18 years) have used the Drop-In which has received 80,000 enquiries since 1996. There are on average 175 new contacts each month.

In June 2002 The Corner attained charitable status as part of a long-term strategy to build sustainability.

3.4 The relationship between CLD Strategies and Action Plans

60 It is essential that the practical work undertaken under the remit of CLD Action Plans influences the way CLD Strategies are set and developed. It is at the Community Learning and Development Action Plan level, that is, within local and thematic communities, that learning and social development work mainly takes place and where the work with communities is at its most dynamic.

61 Within the broad framework of the national CLD and community planning priorities, there will be a great deal of local diversity in terms of the support needed and how this is provided. The key is to arrive at local outcomes that have been agreed between the partners and communities. CLD practitioners need to use the framework of the three national CLD priorities to address real issues in people's lives.

3.5 The role of the local authority and other partners in planning for CLD

62 The overall responsibility for planning for Community Learning and Development rests with the Community Planning Partnership. We expect the local authority to take responsibility for ensuring that arrangements are in place to set up and maintain partnership working at both strategic and Action Plan levels. This is the same arrangement as with existing community learning strategies and plans. In some cases, however, other bodies, such as voluntary organisations, can and do take the lead in planning for CLD. This role is likely to include providing a secretariat for the partnerships that will develop CLD strategies and Action Plans. Chief Executives of local authorities are expected to make sure that a chief officer is responsible for maintaining the partnership.

63 The local authority's main community learning and development support provider is likely to be responsible for making the strategy and plans easier to put into practice. It is important to stress, however, that other council services should also be involved. The overall ability of local authorities to support CLD will depend on contributions from services such as education, planning, social work, community services, environmental protection, consumer services, housing, arts and leisure and libraries.

64 Under the community planning provisions in the Local Government in Scotland Act, all Community Planning Partners are expected to support the local authority. In particular, the partners must:

  • make sure there is a collective approach to community involvement;
  • work together to prepare the strategy and Action Plans, including access to all necessary information; and
  • make sure that they have the necessary skills and motivation to take part in the process.

65 We expect agency partners, particularly the local authority, to support the participation and representation of communities and users in the CLD planning process. Partnerships should discuss with community and user interests the most appropriate form for their involvement at all levels in the CLD planning process. Community and user interests should, wherever possible, be involved at a strategic partnership level. These interests should represent the communities covered by CLD Action Plans. At the local and thematic level, such interests could be represented by, for example:

  • tenants' organisations;
  • local youth councils;
  • community councils;
  • equalities groups;
  • adult learning fora;
  • after-school care fora.

66 At strategic level, we expect the partners to be represented on CLD Partnerships at a senior level to make sure that the people represented by the partnership are able to drive things forward. At operational level, appropriate staff should be nominated by the respective partners, to ensure the action focus of the Plan is maintained.

67 It is important to consider how best to maintain motivation and involvement in strategic and local partnerships. We propose that CLD Partnerships meet every three months to monitor progress and review the partnership strategy.

68 At the Community Learning and Development Action Plan level, these are intended to be operational groups, bringing together staff from the partner agencies within interdisciplinary teams, together with community and user interests. This means they are likely to meet on a more regular basis to plan and review joint work.

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Page updated: Tuesday, May 16, 2006