Community Learning and Development in Scotland and internationally: literature review

Report Summary

Introduction

This literature review documents research on Community Learning and Development (CLD)delivered within Scotland and internationally. The review forms part of the evidence base collected as part of the Independent Review of CLD (Scottish Government, 2023a).

The literature review sought to answer the following questions:

• What are the barriers and enablers to participation in CLD in Scotland, particularly for marginalised learners such as those living in poverty or with protected characteristics ?
• What is the impact of CLD in Scotland, particularly on marginalised learners, and what evidence is there on monitoring/evaluation?
• What works in the delivery of CLD in Scotland?
• What can the evidence tell us about CLD in the rest of the UK (rUK) and internationally?

In addressing these questions, the review sought to take into account the key themes identified in the Independent Review of CLD Terms of Reference (Scottish Government, 2023a), with a focus on data, the needs of learners, and the workforce.

Methodology

The first stage of the literature review involved developing a literature search strategy and parameters for the review. The agreed parameters included research:

• Published within the last five years, increasing to eight years if necessary to fill evidence gaps
• Published in English
• Published by a reputable journal or source
• Based on robust research methods
• Based on data gathered in the UK or a selection of comparable international contexts. These include:
  • European Union, especially focusing on Denmark and Finland
  • New Zealand
  • Canada

The review excluded:

• Analysis that was primarily theoretical in focus, with limited analysis of practical CLD contexts
• Policy papers or ‘think pieces’ with no or limited basis on research evidence
• Evaluation and inspection reports

An initial literature search was carried out by a Scottish Government librarian, with additional searches carried out by Scottish Government researchers. These were sifted and then analysed thematically, with the key themes used as the basis for the review. The draft literature review was shared with external stakeholders with expertise in CLD research, which helped to identify areas for development and additional sources for inclusion.

This literature review is based on a final sample of 120 articles and other sources.

Findings

The report considers two main areas of evidence on CLD: evidence on CLD learners and evidence on the CLD workforce and delivery context.

CLD Learners

The section of the report on learner experiences primarily focuses on enablers/barriers to participation in CLD, and the outcomes that result from taking part in CLD.

The literature review documents extensive evidence on enablers to participation in CLD. These include flexible and adaptable provision, which works around the needs of the learner and proactively addresses barriers to participation. The evidence suggests delivery should be learner focussed, enabling people to learn what is important to them and in the way that works best for them. The learning environment should feel safe and trusting, and a positive relationship with CLD practitioners is important. The research reviewed suggests that culturally competent and empathetic practitioners enable participation in CLD. It also highlights the value of localised delivery, whereby learners can easily access opportunities in their area, without having to travel. Proactive outreach, particularly in the context of youth work, is also described as important. Finally, partnership working between CLD providers and other services is identified as an enabler to engaging learners.

There is less evidence on barriers to participation in CLD, but those identified include dispositional barriers, such as how confident the learner feels in pursing an opportunity and situational barriers, such as existing work or other commitments limiting engagement with CLD. There is also some evidence on the role of structural barriers, such as poverty.

The literature review documents a robust evidence base on the positive impacts of CLD. In relation to personal and social outcomes, this includes outcomes such as increased confidence and self-esteem, and an improved sense of identity and self-worth. The research shows that CLD provides learners with opportunities to have fun and make friends, as well as developing social skills. There is evidence on the social and community value of CLD, demonstrating that it can make young people feel safer, enhance safety in communities, and develop civic participation.

There is extensive evidence in relation to the health and wellbeing outcomes of participation in CLD, including improved health literacy and improved mental health and wellbeing. There is also some research to show physical health benefits as a result of participation in CLD. In relation to youth work specifically, there is evidence to show the role of youth work in providing young people with support in relation to sexual health and substance use.

Finally, the literature review documents a wide range of evidence on the education and employment outcomes of participation in CLD. Research shows the way in which CLD enables people to develop the basic skills they need for work and life, such as literacy, numeracy, digital skills and English for Speakers of Other Languages (ESOL). There is evidence of the role that CLD plays in providing an alternative means to learn basic skills for young people who face barriers to engaging with school. Research also shows that CLD provides holistic support to access education and employment opportunities, such as help with filling in applications.

CLD workforce and delivery context

The summary of literature on the CLD workforce and delivery context explores the values and approaches underpinning CLD delivery, what works in terms of supporting the workforce, systemic issues facing the CLD sector, and research on monitoring and evaluating CLD.

There is a range of evidence that considers that underpinning values of CLD and the value placed on CLD by different stakeholders. There is some evidence to suggest that there can be a tension between the social justice focus of CLD practitioners and organisations, and the outcome driven approach often favoured by policymakers and funders. Several sources use the concept of neoliberalism to frame the environment within which CLD operates, suggesting that the economic contribution that can be made by CLD is valued over the empowering and emancipatory outcomes that result from participation. There is some evidence to suggest this can affect the delivery of CLD and the way in which the CLD workforce engage with learners.

In relation to the workforce, there is some research on what works in relation to supporting CLD practitioners and volunteers. There is evidence on various measures that could improve recruitment and progression within the CLD workforce, including mentoring, formalised support with career development at an early stage, minimum levels of provision, and modern apprenticeships. Research highlights the importance of a good induction process, as well as ongoing support, supervision, and regular feedback. Access to training and development opportunities is important, and there is evidence of demand for this across the sector.

The literature review identifies evidence of systemic issues affecting the CLD sector and workforce. Funding is a challenge across the sector, both in Scotland and internationally, and affects providers’ capacity to deliver aspirational change. There is some evidence that reduced funding affects staff retention and morale, which in turn affects delivery. Some of the research highlights that CLD operates in a structural context of poverty and marginalisation, and, while making an impact, cannot ‘solve’ these issues alone.

Finally, the review considers evidence in relation to monitoring and evaluation of CLD activity. The findings suggest that outcome centred monitoring and evaluation is often favoured by policymakers and funders, but does not effectively capture the impact of CLD and is often contrary to the underpinning ethos of the profession. Outcome-driven monitoring and evaluation can undermine or present a barrier to engagement with learners. Creative and bottom-up approaches, such as Transformative Evaluation, can offer an alternative approach to gathering data on CLD.

Evidence gaps

The literature review identifies several evidence gaps, which would merit further exploration. These include:

• Evidence on levels of basic skills among adults in Scotland, including literacy, numeracy, and digital skills.
• A systematic assessment of participation in community-based adult learning in Scotland, including barriers/enablers to participation and the impact of participation.
• Evidence on what works in terms of monitoring and evaluation of community-based adult learning, including ESOL.
• Evidence on the longitudinal impact of participation in youth work and adult learning in Scotland.