Independent Review of Community Learning and Development: consultation analysis

2. Awareness and visibility

The first consultation theme included questions focused on the visibility of CLD and the outcomes it delivers (for practitioners, learners and other stakeholders), how practitioners and others can raise awareness of CLD, and whether there are clear career progression pathways through CLD for practitioners and volunteers.

Visibility

Practitioners

Question 1. How visible is CLD, and the positive outcomes it can deliver?

A total of 391 practitioners provided a comment at Question 1. A number of these highlighted the importance of visibility in enabling providers to reach those who can benefit from CLD. It was noted that target groups for CLD are often marginalised, and that good awareness of CLD across potential referral routes is vital to ensure effective signposting.

Visibility

Views were mixed on the visibility of CLD and associated outcomes. Some described visibility as good in their area, especially across practitioners and partners, and referred to effective communication channels within the profession and with associated sectors. Others suggested that understanding of CLD, and the positive outcomes it can deliver, varies across practitioners and other professionals. Reference to areas and specific sectors where it was felt that visibility of CLD is poor included third sector agencies and partners such as youth work and mental health. It was also suggested that CLD is not always well understood by strategic leaders and funders.

In terms of visibility out with the profession, practitioners referred to learners having a good understanding of the CLD approach and impacts, although some suggested that learners may not recognise the specific term ‘CLD’. There was also a common view that awareness of CLD is much more limited across the wider population, including for potential learners. For example, some youth work practitioners described individuals having a poor understanding of CLD when they first engage with services, and contrasted this with better awareness of other post-school destinations such as further or higher education, apprenticeships and work. There was also reference to a lack of understanding of related terms such as ESOL.

“Out with [the sector] CLD is quite invisible with some areas never having heard of it.”

Factors contributing to visibility

Practitioners identified a range of factors that can contribute to or hinder visibility of CLD. These are summarised below.

Some identified aspects of national CLD policy and guidance as supporting visibility, but others suggested that CLD does not have a high enough profile nationally in terms of policy and media communication. These respondents saw a lack of national CLD structures and governance, specific CLD outcomes, and insufficient parity of esteem with other sectors.

There was concern that the sector is poorly defined, and that this may undermine visibility. Some cited local examples where a strong commitment to CLD was seen as supporting good visibility. However, practitioners noted that even where CLD is clearly making a contribution to specific policy objectives, this may not be identified as CLD, especially in areas where ‘fragmentation’ of CLD provision has increased the range of providers involved. Practitioners referred to examples of numeracy and literacy provision, and youth work services, that may not be described as ‘CLD’. It was also suggested that some practitioners and partners may not recognise their work as falling under CLD. These factors were seen as contributing to a lack of understanding amongst learners and the wider population of the range of CLD activities being delivered.

Respondents also perceived a lack of a clear national approach to promotion and information sharing around CLD as limiting visibility. Some suggested that more consistent and effective mechanisms are required to support greater visibility, and that local authorities could do more to support this. Examples were cited of effective communication around CLD provision and outcomes, including through collaborative working with partners, and sharing of learner stories and case studies. However, it was suggested that a more coordinated approach is required to make real progress in improving the visibility of CLD.

Discussion of communication included a specific focus on demonstrating positive impacts being delivered by CLD, and a view that awareness of CLD impacts is generally poor. Practitioners saw a need for a more consistent approach to measuring impact, and suggested that this is hindered by the lack of clear national CLD outcomes. There were calls for national organisations to articulate the impact of CLD more effectively in Scotland, although it was noted that describing “subtler” and more qualitative impacts can be a challenge.

Local services, venues and community groups were identified as playing a role in improving visibility of CLD, with some noting the importance of a physical presence at the community level. There was also reference to outreach work, and effective referral routes through local partners such as health and social care. However, a number of practitioners referred to a lack of resourcing resulting in limited visibility, for example through cuts to local CLD provision, and loss of local venues or public spaces that support local advertising. Learner voice was also seen as supporting wider visibility of CLD, through local word of mouth and the approach to engaging learners in promotion/communication around CLD.

Proposals to improve visibility

Consistent with the issues noted above, proposals suggested by respondents to improve visibility of CLD focused on the policy framework, mechanisms to enable more effective communication, and resourcing, as follows:

• Proposals related to the CLD policy framework included a more coherent approach to CLD policy, calls for a CLD policy team based in Scottish Government, and identification of national measures for CLD (and associated data collection mechanisms), The Independent Review and wider reform of the education and skills system were seen as opportunities to shape the wider policy framework.
• Some wished to see a more formalised sector, including reference to the role of clarity of language in legislation, accreditation, and protected job titles.
• Better communication was proposed to improve understanding of CLD, the role of stakeholders involved in developing and delivering CLD, and the outcomes being delivered. There were calls for additional investment to support awareness raising, including a stronger role for the learner voice.

Learner awareness

Learners/Potential learners

Question 1. What do you know about community learning opportunities in your local area?

A total of 704 learners answered Question 1.

Most respondents indicated that they were aware of some local CLD provision, although some noted that they only knew about the specific opportunities they had attended. In discussing specific opportunities, learners referred to a range of organisations, partnerships and community groups involved in delivery of CLD. These were most commonly local community organisations or venues, schools and further or higher education. Learners also mentioned a range of specific partnership structures and other providers.

“I have heard people talk about many opportunities in my local area but I only know the specifics opportunities I have engaged in.”

Some were aware of specific courses and learning opportunities. These were primarily related to adult learning, youth work, and ESOL and other language learning. Respondents also referred to opportunities targeting specific parts of the community such as family learning, and provision tailored to people with disabilities, additional support and/or mental health needs.

In addition to local learning opportunities, learners reported some limited awareness of positive outcomes delivered by CLD. This awareness typically appeared to be based on learners’ personal experience of CLD and/or that of family/friends. Reference to outcomes included working towards a qualification, developing skills, improving employability, and wider positive impacts for individuals’ health and wellbeing.

Learners also expressed a view that more CLD opportunities are required, and had included examples of individuals being unable to find suitable provision in their local area. Some referred to local provision being reduced as a result of budget cuts.

A number of learners indicated that they knew little or nothing about CLD opportunities in their area. This included those who had found it difficult to access their CLD learning, and who felt that there is insufficient information available for those who are not already involved in CLD.

Learners/Potential learners

Question 2. How did you find out about these learning opportunities?

A total of 699 learners answered Question 2.

These learners referred to a range of specific sources of information on CLD opportunities, with most highlighting multiple information sources. Word of mouth was the most common, with respondents citing positive stories from family members, friends, and other residents attending local groups or services. Learners also referred to finding out about CLD opportunities through their attendance at associated courses or volunteering, including examples of individuals having maintained contact with youth workers, employability and other CLD providers.

Other commonly mentioned information sources for CLD opportunities included via local education establishments, social media and other web-based information (such as the Young Scot and local authority websites), via local community groups or venues (such as community centres and libraries), and from key workers or other services with which learners are engaged.

“It’s a small community so I hear from friends, family, neighbours. Youth Work uses social media where they know we'll see it.”

“The first time I tried any learning it was through the community centre…with other courses I have done, I found out from community centre staff or the lecturer in the course.”

Learners/Potential learners

Question 3. If you wanted to learn something new in a community setting, how would you go about it?

A total of 697 learners answered Question 3.

Feedback indicates that these learners would generally rely on the information sources they used to find previous learning opportunities (as outlined at Question 2). Indeed, the most common ways that learners would find out about new CLD were via education establishments and other learning opportunities with which they were already engaged. This included reference to learners maintaining contact with CLD contacts such as youth workers, ESOL providers and family learning.

Learners also mentioned a range of other community groups and venues through which they would find out about new learning opportunities. Again these were similar to those mentioned at Question 2, including reference to local community hubs, libraries and other local venues. Other ways in which learners would find out about new CLD opportunities included local services such as council or health services, jobcentre or local employability services, and local advice services. A small number also mentioned local media including newspapers and radio.

Stakeholder discussions: Visibility and learner awareness

Stakeholder feedback through 1-1 discussions reflected a number of the themes raised by practitioners and learners. This included reference to issues around awareness of CLD, the need for a clearer definition of the sector, and concerns around status and recognition. Key points are summarised below.

Awareness of CLD

Discussion of awareness included a particular focus on visibility for funders and decision makers. Some suggested that decision makers generally have a good understanding of local CLD provision and the positive outcomes it can deliver, although there was still a perceived need for work to maintain visibility of CLD in strategic planning. Others cited examples of funders and decision makers with more limited awareness and understanding of CLD, and concerns that this can make the sector more vulnerable to budget cuts. There were calls for national bodies such as COSLA to play a stronger role in ensuring CLD has sufficient visibility with decision makers.

There were concerns that visibility for learners and the wider public is limited by a lack of understanding about the term CLD, although it was suggested that communities have a better understanding of different elements of CLD. Improving visibility was seen as requiring work at a national and local, and at a national level there were calls for more promotion and endorsement of CLD by Scottish Government. This included a perceived need to target those who are most detached from the learning and skills system, reflecting concerns that these are often the individuals most likely to benefit from CLD.

Definition and identity

A number of stakeholders expressed a view that CLD as a sector has struggled to establish a clear identity. This was contrasted with other professions which were seen as having a clearly identified identity such as social workers or teachers.

The diversity of professions working within CLD – seen as a strength in terms of flexibility to meet different learner needs and preferences – was seen as adding to a lack of clarity for the sector. This included reference to variation across Scotland in provision and funding approaches, such as use of unqualified CLD practitioners and an increasing number and range of CLD providers.

Stakeholders also suggested that there is a lack of clarity on roles and referred to inconsistency in use of terminology across the sector, citing differences in how services, qualifications and job roles are described. Again this was seen as a weakness in comparison with social work and teaching. In this context, there were calls for greater clarity of purpose and strategic role for CLD to ensure a shared identity and purpose across the diversity of providers.

Status, recognition

Issues around understanding of CLD and clarity of identity were seen as having contributed to the sector being undervalued. Stakeholders suggested that the value of CLD and the outcomes being delivered do not receive sufficient recognition, and linked this to a perceived lack of clarity and leadership at a national level on the role of the sector and the contribution it can make to national outcomes. Some questioned why responsibility for key strands of CLD (i.e. community development, adult learning, youth work, and ESOL) sits with different Ministers and Directorates.

Parity of esteem for CLD, particularly in relation to education, was seen as a significant issue. Stakeholders felt that communication around national education and skills policy has contributed to a lack of esteem and recognition for CLD, and there was concern that this can be a particular issue in the context of competition for reducing resources.

There were calls for clearer messaging to ensure CLD is recognised as a professional sector that has a statutory responsibility, and to reinforce parity of esteem for all forms of learning.

Awareness raising

Practitioners

Question 2. If you work in CLD or are a local decision-maker, please tell us how you go about making people aware of CLD learning opportunities?

A total of 375 practitioners provided a comment at Question 2. These respondents referred to range of ways in which people are made aware of CLD opportunities, including some providing a detailed account of their approach.

Most of these involved direct approaches and targeted information sharing to reach those who could most benefit from CLD. Awareness raising through schools was commonly referenced, including information sharing via local education services and school leaders, and advertising of specific opportunities within schools. Local outreach through CLD partners and other sectors was also highlighted by a number of practitioners. This direct engagement approach was seen as particularly effective in enabling providers to share richer information with prospective learners, and to address any queries or concerns.

“Our approach is about meeting people where they are - we do this through community events, advertising online and through the third sector interface, referrals from partner agencies…learners often signpost friends to us.”

A substantial number of practitioners noted the role of partnership structures in making people aware of CLD opportunities, and ensuring awareness at a strategic level. This included awareness raising via Community Planning Partnerships, voluntary sector forums, and national CLD networks. More than half of those providing comment mentioned use of web-based and social media promotion in raising awareness of CLD, via partnership structures and more widely. Nationwide organisations noted that they are able to share information on CLD more widely via web-based and social media promotion, and there was reference to the value of coordination with national campaigns such as National Numeracy Day and Adult Learners’ Week.

Word of mouth was identified as an important way for CLD providers to raise awareness, across both partners and learners. This included specific reference to the value of the learner voice, with several respondents describing ongoing work to support learners to share their experiences.

In addition to direct engagement with current and potential learners, practitioners also outlined approaches to improve wider visibility and understanding of CLD, including awareness at a strategic level. This included reference to prominence in local policy, and effective communication of impacts via local and regional structures such as Community Planning Partnerships and third sector forums. Some also noted wider promotion as raising the profile of CLD provision and making individuals aware of specific opportunities.

Several respondents emphasised the role of data in shaping their approach to raising awareness. This included use of data to identify potential need for CLD and enable targeted of advertising, and reference to data on CLD impacts as supporting awareness raising.

Stakeholder discussions: Awareness raising

Stakeholder discussions reinforced a number of the points noted above in relation to raising awareness of CLD, such as the importance of word of mouth. Key points are summarised below.

Stakeholder discussion around the importance of word of mouth highlighted the role of the learner voice more widely, and the potential positive impact of learners talking positively about their experience of CLD.

It was also suggested that the majority of people are likely to be unaware of CLD, and that reaching this wider audience is a key challenge for awareness raising. This included reference to a lack of a national reporting framework as limiting the sector’s ability to raise wider awareness of CLD and the impacts it delivers.

However, there was also concern around the potential for more effective awareness raising to result in a level of demand that providers may not be able to meet. It was noted that reduced resourcing has limited activity to raise awareness of CLD, and also the capacity of providers to respond to increasing demand.

Career progression pathways

Practitioners

Question 3. Do you think there are clear career progression pathways in CLD for practitioners or volunteers?

A total of 384 practitioners provided a comment at Question 3.

Some of these respondents suggested that there are well-established progression pathways in CLD, referring to examples of progression from participation as a learner, to volunteering, through qualification and on to paid employment. This included specific examples of pathways focused on developing the local workforce, and for progression within specific sectors such as youth work, and ESOL. Practitioners also highlighted the role of professional networks such as the CLD Standards Council (CLDSC), and regional professional learning alliances in supporting professional learning and development.

“There are some great examples of local ‘grow your own’ approaches to building the local CLD workforce. Where this works well there is a clear pathway for local people and learners to engage, volunteer, train and take up practitioner and leadership posts.”

Other participants were of the view that progression pathways are more limited. There was reference to specific areas or sectors as having no clear pathway such as more senior qualified practitioners, those working within smaller organisations, those in more rural areas, and those wishing to practice and work towards a CLD qualification in the youth work sector. Some also suggested that, even where there are progression pathways, these may not be widely publicised and practitioner awareness is variable.

A number of participants noted that pathways will be less clear for those not actively involved in the sector and who have a more limited understanding of CLD. This included a view that there are generally fewer pathways for volunteers, and that awareness of available pathways can be dependent on the volunteer having existing relationships with staff or organisations who can signpost and/or support their access to progression pathways. However, it was also suggested that volunteers may not be interested in progressing to a professional qualification or career pathway in CLD, for example where they volunteer alongside a career in another sector.

Factors limiting clarity of pathways

A number of factors were identified as limiting the clarity of pathways for CLD practitioners and volunteers:

• A lack of clarity around the professional identity of CLD was seen as a key issue. Practitioners linked this to a perceived lack of an agreed definition of CLD as a profession, lack of strong legislation, fragmentation of the CLD workforce, inconsistency in the CLD offer across Scotland, the prevalence of providers employing unqualified practitioners, a lack of qualified CLD professionals in leadership and management roles, and limited promotion of CLD careers in schools.
• Insufficient parity of esteem and levels of pay with other sectors, including a perceived lack of recognition from partners and employers in associated sectors such as education, health and social care.
• A lack of established professional qualifications and routes into the sector, regional variation in the availability of qualifications and professional learning for CLD practitioners, limited access to support for practitioners in identifying suitable progression pathways, and lack of funding for mature students to access post-graduate qualifications.
• Funding constraints leading to a reduction in CLD services and available positions, were seen as a particular concern in more rural areas. It was also suggested that funding constraints have limited scope to support practitioners to access professional learning more generally.

Proposals to improve clarity of pathways

Practitioners suggested several ways in which the clarity of progression pathways could be improved for CLD. Several of these related to the national policy framework and leadership including calls for a national CLD workforce plan incorporating simplification of qualification pathways and better promotion of the sector as an area for people of all ages to work. Some proposed stronger legislation to safeguard the CLD profession. There was also a perceived need for better recognition of CLD as a distinct profession, including detailed job roles and titles for practitioners, and clearer naming of CLD courses and qualifications.

Other proposals included calls for more investment in provision for professional qualifications and access routes by FE/HE and employers, recognition of micro-credentials, creation of funded apprenticeship opportunities, and funding to support access to qualifications at different ages and stages of life.

Learner event feedback

Finding out about CLD

Participants found out about CLD opportunities in a range of ways. Most commonly this was via another service or professional, who either told the participant about the learning opportunity or made a direct referral. Some participants had found out about CLD from staff in other local authority services, such as libraries or leisure centres. Others had found out through third sector services they were already accessing:

“I heard there was a meeting for old people with [local] services and someone from [this organisation] starting games and thought I could meet people and from there I have just went on to other things. When the IT stuff came up I went as everything is online now – it is an ongoing thing – it has really been good and great company.”

Some were directly referred to learning opportunities, such as literacy and numeracy classes, by the Job Centre or local employability service:

“I was at the job centre and met someone to help with reading and encouraged me to come along and made real progress with my reading.”

Several young people explained that a teacher or other professional had encouraged them to get involved in youth work groups. A small number of ESOL learners were given information about ESOL provision via the resettlement scheme they were part of or from their children’s school.

A small number of participants talked about encouragement from family or friends.

“A friend told me as I wanted to learn about computers and how to fill in forms as my mum used to do all that stuff for me.”

A small number of participants talked about actively seeking out learning opportunities, for example, checking relevant websites or visiting local hubs. Some participants had come across information about CLD opportunities, most often in person, for example, posters or leaflets in a library, but sometimes on social media.

Barriers to finding out about CLD

Some participants talked about some of the barriers to finding out about CLD, although in much less detail than facilitators. The main barrier discussed was access to information about learning opportunities, which some participants felt should be advertised more widely.

One learner felt that there was a stigma attached to adult education, which could operate as a barrier:

“Adult learning has got…a little bit of stigma attached – in this day and age there should not be any stigma attached to adult learning. We all have to learn new skills at some point and things are changing all the time.”

“Some thrive in school some don’t. I wasn’t one for thriving in school – I couldn’t get out of it quickly enough. I got enough at the time but it’s not enough for this day and age.”

Another participant talked about the availability of learning opportunities, noting the difficulty of getting a place in some classes.

Motivations for engaging with CLD

Participants reported a wide range of motivations for accessing CLD. Intrinsic motivations often centred on wanting to grow in personal confidence or independence. Some participants talked about wanting to grow in confidence with particular skills, such as digital skills, literacy, and numeracy. Others talked about just wanting to have fun, highlighting the enjoyment they got from taking part in CLD. A small number talked about wanting to have something to focus on or a sense of purpose after ill health.

Extrinsic motivations were linked to further learning, work, and social or family life. Several participants talked about developing the skills they needed for work:

“In former employment I struggled with a safety test which was digital, didn’t know how to use a mouse so had to learn new IT skills to be able to pass a test.”

Others were motivated to engage with CLD for support with job-seeking related administration, such as searching for vacancies, making up a CV, and applying for jobs. In some cases participants talked about the difficulties they experienced with job applications and other forms:

“They think I’ve got a wee bit of dyslexia, reading, writing…any forms I can’t understand… I make an appointment, I go in, [my support worker] looks at it and that’s it away.”

Some participants were motivated by a desire to progress to further learning. One young person talked about working towards a Youth Award, while an adult learner had ambitions to apply for a postgraduate teaching degree.

Some CLD learners were motivated to learn for reasons relating to their children. For some, this was about having the skills to help their children with homework, or to have the language skills to speak to their child’s teacher. One learner talked about the value of setting an example to her children:

“I just want a career and this is good for my kids to see me learning.”

Some people described social motivations, such as wanting to meet people or connect to others in their community.