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APPENDIX 5 - DETAILED OPTIONS APPRAISAL
Summary
The review could not identify any significant benefits from this option.
The most significant positive reaction to the current work of Learning Connections relates to practice support and funding and hence it is important to ensure that this function is able to continue and to develop. This will require that the 'specialist' staff are connected to fellow practitioners supporting colleagues in other areas of learning and development. Stakeholders have major concerns that the CLD practice development is not sufficiently integrated with CLD policy or with other areas of practice development. Stakeholders feel that the positive aspects of work that they identify from Learning Connections should not be done within Government.
With budgetary restriction over coming years, those functions deemed most marginal to core Government purpose would be reduced, leading to a prioritisation of policy development over practice development within its core staff. Ultimately, the option of leaving Learning Connections as it is would lead to a year on year diminution of the practice development service.
Some staff would support retaining Learning Connections in its current format, but this is likely to be based on personal circumstances. However Learning Connections staff more generally were not supportive of their role being seen as 'general civil servants' (who could be transferred to any other areas in government outwith CLD) and were concerned about any replacements not being able to be 'specialist CLD' people, which would lead to a further dilution of the specialist practice development function.
Summary
From a budgetary point of view, this options would save Scottish Government some resource in the short-term. However, the constant changes to the nature of the Learning Connections function, from NDPB to Government branch, is testament to the need for its work. Consequently, it is likely that demand for a similar organisation in the future would be high. Also the contribution of CLD to core policy drivers has been recognised. The impact of CLD on these policies and thus the success of these policies, would be reduced.
Summary
The benefits of this approach are clear. Government policy departments have recognised the value of CLD in meeting their objectives, but find the policy landscape for CLD confusing. They wish to have unified and clear advice and support. All stakeholders recognised the need for a unified policy voice for CLD. This will involve bringing together policy interests currently in Further and Adult Education ( FAED) and Learning Connections into one division within Lifelong Learning Directorate. This division will need to ensure necessary arrangements for effective policy development in building community capacity. It will also involve establishing formal arrangements with the Youth Work Team in the Positive Futures Division of Children Young People and Social Care Directorate, and considering whether they should also form part of this division at a later date.
Summary
There would be an immediate benefit to the other policy departments by having a CLD policy focus close at hand. However, over time the contribution of CLD as a whole would be lost. Those transferred would likely find themselves involved in other policy work as needs must. CLD as a concept would be eroded over time, with a focus on its constituent elements.
Summary
GTCS have the experience of practitioner registration over many years and advocate very strongly on behalf of their membership group. However, CLD would be a small concern within a large organisation. Some of the flexible approaches to registration necessary in CLD would not sit well with the rigid approaches in GTCS. GTCS have expressed a strong interest in taking on this function but recognise that they would not be able to work within the current preferred timescale.
Summary
LLUK are an employer's body with both a Scottish and a CLD representative structure. Precedent for giving a sector skills council the function of the CLD Standards Council can be found in the SSCA. LLUK are also keen to take on this role.
There are existing synergies between Lifelong Learning UK and the Standards Council for Community Learning and Development in Scotland which would support the relocation of the Standards Council within the family of Lifelong Learning UK companies. There is already a shared vision and collaborative action between the CLD Standards Council and LLUK with a Memorandum of Understanding ( MOU) recognising the shared interests of the two organisations in increasing the skills of the community learning and development workforce in Scotland. Both organisations are also demonstrating their commitment to partnership working by ensuring appropriate, reciprocal representation on committees, working groups, advisory groups, etc.
However, their SSC license is up for renewal currently, with a decision likely in July. Also the college sector does not seem to be supportive of LLUK (which is their Sector Skills Council) based on their view that LLUK does not effectively support and engage with the college sector in Scotland.
Summary
This option would allow for a review of the governance arrangements of the CLD Standards Council after a fixed period. It has the benefit of highlighting clearly a developmental phase for the CLD Standards Council, where it can be nurtured and developed. However, there are few benefits to the hosting organisation, also it increases the complexity deferring the final transfer and requiring further work to be undertaken to determine its final home. Consequently, this option is only feasible of the hosting organisation is willing to accept such restrictions and if the ability to change is host organisation in subsequent years is seen to be of more value than the added complications of a temporary arrangement.
Summary
The benefits of this approach would be to align CLD practice support with that provided to schools creating a broader and more integrated framework. It is in line with current policy drivers such as the 'cradle to grave' concept in the Skills Strategy and also the Curriculum for Excellence and the inspection model used by HMIE. Joining with LTS would promote greater integration of cross-cutting learning themes, such as leadership, citizenship and enterprise and enable 'specialist' staff to be better connected to fellow practitioners supporting colleagues in other areas of learning and development.
However, LTS is under review itself and any responsibility for CLD would have to be clearly outlined in any new priorities for the organisation. There is also the risk that CLD is a small sector in comparison to schools.
Summary
There is a benefit of bringing together practice development for colleges and CLD together, especially in relation to ALN / ESOL. However, the aims, purpose and governance arrangements of Scotland's Colleges are to support further education institutions. CLD would be a unit attached to the body. Also, Scotland's Colleges are themselves undergoing organisational change due to the merger of SFEU and the Association of Scottish Colleges.
Summary
As a matter of principal this appears to be a positive option. It would further integrate all aspects of learning, creating stronger bridges between them and most likely to gain support from across the whole range of stakeholders. However, in practice one organisation would need to host the staff and receive the budgets. This would then further complicate an already delicate situation for the hosting organisation.
Summary
This is an extension of the some of the previous options. It brings with it the potential for greater synergy and coherence, but increases hugely the complications and issues. It also risks the CLD Standards Council not being able to be seen to be independent and able to provide an independent validation of CLD practitioner support.
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