Community Learning and Development in Scotland and Internationally - Literature Review

Conclusion and evidence gaps

This report has summarised the evidence on CLD in Scotland and elsewhere. The review has focussed on the participation of learners in CLD, both from the perspective of barriers and enablers to participation, as well as the outcomes CLD achieves for learners. It has also set out evidence in relation to the CLD sector and workforce, highlighting the approaches taken to delivery, what works in terms of supporting the workforce and volunteers, systemic issues facing the sector, and challenges related to evaluation and monitoring.

The review has identified a number of gaps within the literature on CLD in Scotland, which would benefit from further exploration:

• Evidence on levels of basic skills among adults in Scotland, including literacy, numeracy, and digital skills. As identified earlier in the review, there is limited data on this topic. The comparator countries detailed in Annex 3 participate in the PIAAC survey, mentioned earlier, which provides insight into levels of basic adult skills in each country. Scotland does not participate in PIAAC, but previously carried out a national survey of literacy in 2009.
• Up to date data on basic adult skills would enable better monitoring and evaluation of the impact of CLD, as well as provide a more robust basis for the targeting of provision. Data on population groups known to have lower levels of literacy, such as prisoners, would be valuable in evidencing levels of need.
• A systematic assessment of participation in community-based adult learning in Scotland, including barriers/enablers to participation and the impact of participation. There is evidence of decline in participation in adult learning more generally (Learning and Work Institute, 2022), but less detailed information on community-based adult learning. While there are several localised studies on the impact of adult learning in particular geographic areas, or through particular projects, there is limited nationwide, routine data collection.
• The work of the Youth Work Research Steering Group, in developing a literature review on youth work followed by several Scottish specific research studies, could provide a model for the development of a wider programme of adult learning research, produced collaboratively between academics, providers, learners and other key stakeholders.
• Evidence on what works in terms of monitoring and evaluating community-based adult learning, including ESOL. There is limited evidence on what works in relation to gathering better data on adult learning. Again, there is wider evidence in relation to youth work, with research highlighting the value of emancipatory and participative approaches to evaluation. Evidence on what works in adult learning would be of value.
• Evidence on the longitudinal impact of participation in youth work and adult learning in Scotland. Further data on the lifetime impact of participation in CLD would be insightful, to demonstrate the longitudinal impact of community learning.