Independent Review of Community Learning and Development: a call for evidence. Analysis of responses to the consultation exercise. Analysis report

Summary

This report summarises responses to the call for evidence on the Independent Review of Community Learning and Development (CLD) in Scotland. A significant volume of evidence was received from a diverse range of stakeholders including learners, practitioners, decision-makers and budget-holders. Findings are set out below under the four main themes for the Review.

Awareness and visibility

Awareness and visibility of CLD was seen as a key issue, including to support effective signposting and access for learners. Visibility was generally felt to be good for providers, partners and decision makers, but it was suggested that awareness of CLD remains varied including across associated sectors such as mental health.

Visibility of CLD was also seen as more limited for learners and potential learners. Those already engaged with services were generally aware of local opportunities. However, some learners knew little or nothing about CLD, and awareness was described as poor across the wider population.

Respondents identified several factors that support the visibility of CLD, including a shared understanding of CLD’s value and local policy role, providers having a physical presence in communities, and word of mouth. However, it was also noted that awareness can be limited by CLD being a poorly defined sector, having insufficient policy profile, and reduced visibility due to cuts in CLD services and ‘fragmentation’ of local provision.

Practitioners described a range of ways in which they make learners and potential learners aware of CLD. These were primarily through direct approaches and targeted information, with outreach through local services seen as especially useful in sharing richer information on the suitability and potential benefits of CLD. In terms of wider visibility, there were calls for better communication to improve awareness of CLD provision and the positive impacts being delivered.

Availability and accessibility

Poor awareness of CLD opportunities was also highlighted as a particular issue for people seeking to access learning. Respondents suggested that access can be dependent on prior knowledge of the sector and individuals being clear on what they want from their learning. Access to learning can therefore be easier for those who have already engaged with CLD, but reaching those who might benefit but who have not yet engaged with CLD providers and partners remains a challenge.

Flexibility of learning provision was seen as a key strength for CLD, especially in terms of making opportunities as widely accessible as possible. This included reference to the diversity of CLD providers, the variety of community-based and online CLD provision, and comments highlighting a focus on flexibility and accessibility in the design of CLD opportunities. However, a shortage of appropriate venues, variable practitioner availability and challenges identifying local need were seen as limiting the ability of providers to make learning accessible to all.

Multiple potential barriers were identified for learners seeking to access CLD. For example, while it was noted that provision is generally free to access, there was concern that this may not be sustainable, and other costs were identified as potential barriers (such as transport, childcare, and loss of earnings). Other barriers included digital exclusion and other time commitments.

Specific issues were raised around equity of access to CLD. Provision across Scotland was described as ‘a patchwork’ with significant geographic variation in equity of access. There was concern around the ability of providers to meet need for ESOL, and a view that funding for ESOL is no longer adequate for the scale of demand. People with protected characteristics and others were also identified as facing particular equalities-related barriers. There was concern around how well the sector meets the needs of people from minority and diverse backgrounds.

Support and learning

Practitioners were clear about the positive outcomes they deliver for learners, and the contribution that CLD makes to national policy priorities. There was consensus that staff and volunteers are qualified and trained to support learners, that the approach to learner feedback and evaluation is effective, and that there is good joint working across the sector and with partners. This was also reflected in positive feedback from learners around their experience of CLD, and the extent to which they were able to achieve their learning goals.

However, there was also a perception that CLD is undervalued and is affected by a lack of professional identity and standards. It was suggested that this is linked to the lack of an agreed definition of CLD as a profession, fragmentation of the CLD workforce, and the prevalence of unqualified practitioners. There was also concern that funding challenges are impacting the CLD workforce and learner journey.

Respondents wished to see change to increase the profile and status of CLD to ensure parity of esteem with related sectors. There was also a perceived need for more recognised careers pathways (including for volunteers), clarity on qualification and experience requirements, and improved graduate programmes to better equip students with the necessary practical knowledge and skills.

Pathways and progression

Practitioners referred to a range of ways in which learners are signposted to further learning opportunities and supported to transition to the next stage. Learners also reported that they felt well supported throughout their learning, referring to input from a diverse range of CLD practitioners and partners. This included support to build on their current learning, and specifically around transitions during their learning journey and into positive outcomes.

Feedback identified a range of mechanisms used to assess the effectiveness of CLD in delivering positive outcomes for learners. However, practitioners saw scope for this to improve, including to recognise that learner progression is not always about qualifications or employment. It was suggested that consideration should be given to data collection on national outcomes against an agreed set of KPIs.