Community learning and development: guidance for 2024 to 2027

Developing the CLD Plan 2024-27

As outlined above, education authorities should consider the most appropriate way to develop their September 2024 CLD plan, with the impact of the ongoing Independent Review of CLD reflected to the extent they consider necessary.

As a result, local authorities will be responsible for determining the extent to which this section of the guidance will apply to the development of their September 2024 plans.

Involvement

It is envisaged that education authorities will continues to develop a collaborative approach to delivering CLD services in community, school and college settings and with voluntary and third sector organisations.

CLD plans should be developed in partnership with learners and communities. The needs of learners and communities should clearly inform priorities and there should be evidence of effective community engagement which is enabling learners and groups of all ages to have ownership of CLD priorities in the area.

Shared CLD Priorities

In creating the CLD plan, it is important to consult with and recognise the strength of CLD delivery provided by partners from schools, colleges, third sector organisations and other partners across the local authority area. This will help to ensure CLD provision is adequate and efficient and meets the needs of young people, adults, families and communities. Education authorities should:

• Create a shared CLD plan that sets out clear and coherent priorities for the delivery of CLD services across the education authority area. The plan should be developed with community planning partners from schools, colleges, third sector organisations and other partners across the local authority area;
• Demonstrate what steps community planning partners are taking to maximise the impact of CLD by focusing activity on the most disadvantaged learners and communities;
• Describe the role of partners that will be involved in the delivery of CLD services from schools, colleges, third sector organisations and other partners across the local authority area;
• Consider the outcomes identified by the Regional Improvement Collaborative;
• Clearly articulate the contribution of CLD services in their area to the policy priorities outlined above and in ANNEX A.

Planning

During the planning process there are a range of considerations which will help to inform decision-making. Education authorities, in developing their CLD plans should:

• Consider the full impact of CLD in the wide range of environments and contexts where learning takes place;
• Ensure the CLD plans are consistent with existing and emerging priorities for young people, adults and their families within community, schools and college settings and with the voluntary and third sector organisations across the local authority area. CLD priorities should be embedded in school improvement plans, LOIPs and child poverty action plans, with appropriate representation from the CLD planning partnerships as members of these forums, to report on achievements and concerns;
• Ensure that CLD plans have a timely Equalities Impact Assessment, in line with the public sector equality duty;

Governance

Governance is an important part of the CLD planning process and the following points should be reflected in building a CLD plan:

• Clear, robust governance arrangements, evident within the existing governance structures of the local authority of CLD service delivery, should be created for annual monitoring and reporting. This should include a timeline for reviewing and evaluating the impact and progress of the CLD plan and the services provided;
• Barriers to adequate and efficient CLD provision should be identified and communicated. This is also known as the unmet needs of CLD provision;
• The CLD plan and the reporting arrangements should be clear and accessible to local learners and communities.

Workforce Development

The education authority should ensure that CLD workforce planning is an integral part of the CLD plan and that the plan identifies the actions to be taken to support and develop the CLD workforce. In doing this, education authorities should:

• Identify specific actions required to demonstrate commitment to the CLD workforce, and to support this through strong partnerships with the range of providers delivering outcomes for young people, adults, families and communities across the local authority area;
• Provide practice placements for CLD students, supervised by a CLD qualified practitioner, or if not possible, with an identified placement mentor who is CLD qualified;
• Recruit qualified CLD practitioners, at the appropriate level of practice or leadership across all areas of adult learning, community development, family learning and youth work;
• Support the CLD workforce in its area, across all practice disciplines, to benefit from membership of the CLD Standards Council at registered or Associate status and to comply with the National Occupational Standards in place for the CLD sector.
• Strengthen cross-sectoral professional learning and development opportunities available for staff and volunteers linked to the requirements of the Competent Practitioner Framework.
• Explore and support training for practitioners to ensure adequate digital skills to meet the needs of learners as technology advances, resulting in a digitally agile workforce.