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Scottish Executive Guidance for Community Learning and Development
PART FOUR: ENSURING HIGH QUALITY CLD SERVICES
We are committed to measuring the effect of community learning and development, in ways that focus on what makes a difference for communities, so that we know how well we are doing and can plan ahead realistically. Extract from a statement prepared by the Scottish Executive/COSLA working group (see Annex 1 for the full statement). |
4.1 Evaluating CLD services
69 All those involved in CLD have an interest in ensuring that the service they provide is to a consistently high quality. Quality assurance and improvement depend on rigorous self-evaluation of the quality of service provided and the outcomes achieved. Effective self-evaluation by partners should be an ongoing process. The information collected from this process provides a context for agency and partnership planning aimed at improving quality. CLD Partnerships should use the evidence collected through self-evaluation to report to communities regularly on progress made towards achieving targets and improving the quality of services provided. CLD Partnerships should consider using the framework provided by HMIE in How Good Is Our Community Learning and Development? to assist in self-evaluating the quality of their provision 16.
70 How Good is our Community Learning and Development? has been designed to support self-evaluation by CLD providers and can also be used for the inspection of services. This is supported by Learning, Evaluation and Planning ( LEAP) , the planning and evaluation framework developed to help CLD Partnerships plan for achieving and assessing desired outcomes. CLD Partnerships may want to use the LEAP framework as a way of planning and monitoring progress on both the national and local priorities 17.
71 HMIE will continue to evaluate the quality of local authority CLD services through its inspection, reporting and follow through programme. As part of this inspection programme HMIE may also inspect and report on the contribution of other publicly funded CLD partners. The main purpose of inspections is to promote quality through external evaluation. They will:
- give an account of the quality of services in the area inspected;
- identify and share good practice;
- provide national evidence on the quality of services and on progress; and
- independently moderate the findings of self-evaluation.
4.2 Raising the profile of CLD
72 We have emphasised the need for regularly involving the community in planning and monitoring the outcomes of community learning and development. Experience from the community learning plans developed since 1999 has highlighted the importance of raising the profile of CLD with elected members and the public. Regular reporting through the local media on the work of the partnership and, in particular, celebrating the achievements of individuals, groups and communities is a proven way of raising awareness of the value of CLD. Partnerships may want to consider joint branding of programmes and services.
73 Communities Scotland is working with the Scottish Executive/COSLA CLD Group to ensure that this work is supported and complemented at a national level and will be commissioning the production of profile raising materials.
4.3 Investing in staff skills
74 Investing in the skills of public service staff is an important part of our lifelong learning strategy. Together with this guidance, we have announced our policy to develop the CLD profession and the future priorities for professional training. This is set out in more detail in the report Empowered to Practice - The Future of Community Learning and Development Training In Scotland18.
75 At local level, we are keen to see CLD Partnerships supporting the skills agenda for staff at all levels, including volunteer staff and community representatives. We would encourage the development of joint training programmes and, where appropriate, sharing investment provided for Continuing Professional Development.
76 CLD strategies should include targets relating to skills training. Partnerships should consider setting up joint training committees to tackle common training issues. Communities Scotland will be working with the National Development Centres and local Partnerships during 2004 to identify and deliver appropriate support in relation to the implementation of this guidance.
77 The Scottish Credit and Qualifications Framework (SCQF) provides a context and appropriate mechanism for the credit rating of programmes of learning and training. The SQF will facilitate the inclusion of training in CLD skills and approaches in programmes of learning for other disciplines. It will also help to ensure that training and development work undertaken by residents of disadvantaged communities is properly recognised. The SCQF can enable people to see how a particular learning experience connects with other opportunities. In this way, participants in CLD can build up their skills in a coherent and demonstrable way that supports their life and career goals.
4.4 Management information
78 The Scottish Executive and COSLA CLD Working Group is currently working on developing more effective management information systems for this area. We want to be able to assess more thoroughly the contribution of CLD to achieving outcomes. In July 2003, we launched the first phase of a National Development Project intended to develop common data definitions and management information systems with CLD Partnerships.
West Lothian ABE Team - Raising the profile of Adult Basic Education The Adult Basic Education (ABE) team is part of the West Lothian Literacy Partnership which co-ordinates literacy/numeracy provision. The partnership includes other council services, local further education colleges and voluntary organisations. The team provides tuition to adults wishing to enhance their literacy and/or numeracy capabilities. It provides for some 400 adults each year, approximately 160 of whom are new learners. Provision is made within the well resourced adult learning centre in Bathgate and in 15 community venues. Tuition is delivered in 30 groups by paid tutors, supported by volunteers, to ensure that each learner receives individual attention. The team has been expanding its capacity over the last three years to meet its targets within the national literacy strategy. A multi-stranded marketing strategy ensures that the take-up of learning places matches the team's delivery capacity. The strategy includes promotional articles in local papers, an awareness raising video, a CD-ROM and targeted advertising. Five hundred staff from the West Lothian Council and other agencies have been trained to identify and support prospective learners in referring themselves for help. Great care is taken to ensure a high quality learning experience for participants through systematic dialogue with tutors. Standards achieved by the team are consistent with the latest national advice on teaching and learning and tutor training. A learning to learn philosophy underpins all aspects of the learning experience, which maximizes the involvement of learners. Learning programmes and teaching strategies are designed to empower learners to manage their own learning. Selection of volunteers and paid tutors is rigorous and is conditional on their attending a specified minimum number of hours training each year. A coherent, and extensive, training framework supports progressive skill development. Eighty seven per cent of all learners reached their goals in 2002-03. These included coping with literacy requirements in work; helping their children with homework; being more effective in community organisations and progressing to further education. |
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