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

3. Availability and accessibility

The second consultation theme included questions focused on the availability and accessibility of CLD for learners, and any financial costs for learners when accessing CLD opportunities.

Availability of CLD learning

Practitioners

Question 4. If someone wants to do CLD learning, how likely are they to find the learning they need or want?

A total of 387 practitioners provided a comment at Question 4.

Overall views were mixed on the availability of CLD learning. Some suggested that individuals generally have a realistic chance of finding the learning they need or want. Practitioners noted the multiple routes by which individuals can find out about and access CLD opportunities, and referred to effective approaches to promoting and signposting across a range of partners and associated sectors. There was also reference to the breadth of CLD opportunities in terms of subject area, target audiences, and learning model including youth work, community-based adult learning, family learning, and community development.

Others were less positive, pointing to a range of factors that can affect the ability of individuals to find and access CLD. These practitioners highlighted variation in the availability of CLD provision across Scotland, and noted that individuals are often unclear about what they want from CLD, and may not recognise that what they are looking for is CLD. It was suggested that those already engaged with CLD providers and partner agencies have better prospects of accessing the CLD learning they need or want, but that reaching others who would benefit from CLD remains a challenge.

“For the most part [they will find CLD] however it will depend on an individual’s confidence, ability to access information online, age and circumstance, and involvement with other agencies.”

Factors limiting availability of CLD

Practitioners identified a number of specific issues as potential barriers to individuals accessing CLD provision, the most commonly mentioned being the limited range of CLD services in some areas. It was suggested that, even with effective signposting, inconsistency in provision means that some communities have access to a more limited learning offer. Indeed, some indicated that individuals are often supported to choose the most suitable option from the opportunities currently on offer, rather than learners seeking out a particular topic. Resourcing was highlighted by some as a key issue affecting the availability of CLD, including a view that access to dedicated funding has been shown to be a key factor in enabling providers to reach more learners.

Other potential barriers included limited awareness and visibility of available CLD opportunities, with practitioners referring to variation how effectively providers communicate their CLD offer and that learners often use existing relationships with CLD providers to identify and access opportunities. It was also suggested that learners can find it difficult to navigate the range of CLD opportunities and associated eligibility criteria, such that access can be dependent individuals’ prior knowledge and capacity to access information online. In this context, practitioners saw a need for centralised information sources and support to help individuals find the CLD they want or need.

“Community learners often don’t know what it is they want to do, or they would have already done it. We need to assist people by giving them choices and sometimes direction.”

A number of practical barriers were also identified, most commonly that digital exclusion can limit access to CLD opportunities. Practitioners also referred costs associated with some CLD opportunities, including direct costs and the need for travel. Particular needs and vulnerabilities linked to individuals’ health, disabilities or addictions were also mentioned.

Stakeholder discussions: Factors limiting availability

Stakeholder feedback reinforced some of the key issues highlighted by practitioners and learners around availability of CLD. These included the impact of poor visibility of CLD on the ability of learners to find suitable provision, especially for those who are not already engaged with sector, inequality across Scotland in the level and diversity of CLD provision, and concerns around resourcing and future viability of services. Key points are summarised below.

Provision

Stakeholders expressed significant concern that current provision is insufficient to meet the need and demand for CLD. This included reference to CLD provision across Scotland as “fragmented” and “a patchwork”. Stakeholders also indicated that factors such as poverty, mental health and wellbeing had contributed to a significant increase in demand for CLD. This was contrasted with what was seen as reduced capacity across CLD providers. Difficulties were highlighted around attracting and retaining staff, decreasing volunteer numbers, difficulties accessing local venues and restricted access to the schools estate.

Resourcing was seen as a significant issue for CLD provision, including a view that community provision will continue to be reduced unless it is a statutory obligation. There was also concern that spend through local authorities has been dispersed to other priorities, and that the Covid pandemic and cost of living crisis have impacted the funding situation.

Specific issues were highlighted in relation to ESOL provision. Reflecting concerns noted above, stakeholders suggested that demand for ESOL has continued to increase while funding and capacity is reducing. There was particular concern around the level of demand for ESOL in larger urban areas, and a view that funding is no longer adequate to meet this demand. Stakeholders suggested that insufficient policy priority at a national level was contributing to reduced funding and capacity, and referred to what was seen as a complex funding system for ESOL. Other concerns for ESOL included suggestions that ESOL does not have the professional standards in place across other CLD sectors, calls for a new national strategy, and for the Adult Learning Strategy to include a specific focus on ESOL provision.

Meeting needs

In addition to the scale of demand for CLD, stakeholders highlighted the importance of understanding the differing needs and circumstances of those seeking to access CLD, and ensuring that provision can meet a diversity of need.

It was noted that learner needs can vary significantly across different communities, and over time. Practitioners referred to an increase in learners in crisis and/or with varying vulnerabilities, such that individuals may need support to address these before they can engage with learning. This included examples of learners in significant financial difficulties or with limited literacy, and where individuals may require longer-term support (e.g. 12 months or more) before they are ready to engage meaningfully with learning. It was suggested that a framework for trauma informed provision would benefit learners and providers.

Stakeholders also highlighted the importance of a diverse and flexible learning offer, in terms of meeting the range of learner needs. This included reference to learning taking different forms, an understanding that a qualification is not always the preferred or most suitable option, and that engaging with institutions can be a daunting prospect for many CLD learners.

Equalities

Discussion of meeting learners’ needs also included a specific focus on equity of access to CLD, and the need to tackle equalities-related barriers. Stakeholders referred to a wide range of protected characteristics and other groups who may face particular challenges in accessing CLD, including people from minority ethnic backgrounds, people with disabilities, refugees and those in asylum hotels, and those in deprived and/or rural locations where digital poverty may be a significant issue. It was also suggested that there is limited evidence on the groups who may find it difficult to access CLD, and the form that those difficulties may take.

Stakeholders expressed concern around how effective the CLD sector is in addressing equalities issues, and in particular meeting the needs of people from minority and diverse backgrounds. Parts of the sector were seen as relying on tokenistic approaches, and it was suggested that CLD structures and workers are not sufficiently diverse. This included reference to providers and practitioners as lacking the lived experiences of people from minority and diverse backgrounds, and calls for a more diverse workforce to ensure practice is more inclusive and representative.

Some also suggested that training activities and materials do not do enough to ensure providers understand the experience and needs of people from minority and diverse backgrounds who wish to engage with CLD. For example, it was noted that programmes to improve racial literacy for teachers have been opened more recently to CLD staff, but that take-up remains low. It was suggested that a forum for equalities groups, self-contained and separate from the mainstream youth groups, would help to improve the sector’s approach.

Practitioners

Question 5. Do you have any concerns or hopes about the CLD learning offer in the future?

A total of 388 practitioners provided a comment at Question 5.

Concerns

Most of those commenting identified factors that were seen as a risk to the CLD offer, including some with significant concerns for the future of CLD and a view that the learning offer could reduce without change. These practitioners saw the Independent Review as a key opportunity to provide a clear future direction.

A lack of clarity around the definition and role of CLD was a significant concern for some, including a view that CLD does not have a strong enough statutory basis, particularly compared with formal education and other sectors. In this context, there was concern around what was seen as the limited scope for the Review, and the division of responsibility for different CLD strands at Scottish Government level was also seen as an issue. Practitioners also perceived a lack of esteem for CLD, the professionalism of practitioners and the impacts being delivered, including specifically at the national policy level.

Resourcing was a significant concern, including a view that ongoing pressure on public sector finances is likely to result in a reduced CLD offer, and some respondents raising questions around the future viability of provision in their area. There was concern that reduced resources will necessitate a more targeted approach to provision, such that some of those who could benefit may be unable to access CLD. Other resourcing related concerns included reference to the impact of short-term funding cycles, a perceived need for investment to improve regulation and professional development, the loss of experienced practitioners and volunteers in parts of the sector, and loss of venues and infrastructure to deliver CLD in communities.

Hopes

In terms of hopes for the future CLD offer, practitioners emphasised the importance of CLD having a clear role in national education and skills policy. In this context, practitioners wished to see a clearer strategic direction underpinned by detailed legislation, and clarity around how CLD fits with other sectors such as education and social care. This also reflected a perceived need for parity of esteem with other sectors, including better recognition for the impacts delivered.

There were also hopes for stronger CLD regulations to further support professional standards, and for development of specific outcomes for the sector. Respondents made specific reference to improved terms and conditions for CLD practitioners, and clearer progression routes and career pathways. Practitioners also wished to see a coordinated and longer-term approach to resourcing of CLD that moves away from annualised funding.

Practitioners also expressed hopes for the specifics of the future CLD learning offer. It was suggested that CLD opportunities should continue to be diverse, including in terms of the mix of formal and informal approaches, and responsiveness to varying local needs. Other future hopes included a widening of CLD opportunities beyond government employability pipeline approaches, improved visibility of the CLD learning offer, and ensuring that CLD is accessible to all and free at the point of access.

Stakeholder discussions: The future learning offer

Stakeholder discussion around the future CLD offer touched upon several of the above-noted concerns (e.g. policy priority and statutory basis of CLD, resourcing) and hopes (e.g. clearer strategic direction, stronger regulation). Key points are summarised below.

Definition, role and recognition

Stakeholders emphasised the complexity of the CLD. While the diversity of providers was seen as a strength, it was noted that this creates challenges for the sector in terms of recognition and clarity of role. There was a perceived need for a stronger strategic direction for the sector as a whole, and clarity on roles for providers and other stakeholders. This included reference to the relative roles of statutory and non-statutory providers, and calls for clearer governance setting out expectations for the sector directed by a single agency.

Discussion of a clearer strategic purpose for CLD included specific reference to its role in relation to education and schools. There were concerns that CLD and schools can be competing players, and a perceived need for parity of esteem and recognition for CLD alongside school-based learning. Stakeholders also highlighted the role of CLD in supporting other priorities and outcomes such as building a skilled workforce, addressing poverty, community capacity building, and contributing to health and social care policy.

Stronger regulation, including specific reference to compulsory registration, was seen as a key element in ensuring clarity around the definition and role of CLD. There was also a perceived need for more accurate data on the sector, including to provide a comprehensive picture of the CLD workforce across statutory and third sector providers, and volunteers.

CLD provision

Reflecting views noted at earlier questions, stakeholders’ hopes for the future CLD offer included a focus on ensuring a diversity of provision, that is adaptable to different circumstances. This included calls for a more learner-led approach to decision-making and service design, for more collaborative learning opportunities, and better recognition of the range of learning and skills development alongside formal qualifications.

Funding

Funding was a key concern for stakeholders, and there was a view that CLD funding is no longer sustainable. Some described this as the biggest barrier to learners accessing services. This included reference to what was seen as a gap in resourcing between the formal education sector and CLD, and suggestions that funding has decreased while demand for CLD has is increasing. It was noted that the requirement for local authorities to produce CLD plans is statutory, but that CLD budgets are not protected in the way that education budgets are. There were calls for ring-fenced funding for the sector.

Others suggested that the focus should be on the balance of funding across the sector, rather than specifically on increasing the overall level of resources for CLD provision. This reflected a view that funding allocations too often reflects what the funders want rather than learner needs, and that resourcing could be better used to maximise impact. There was concern that current data collection around spending and impact is insufficient to effectively inform allocation of resources.

Learner experience of CLD

Learners/Potential learners

Question 4. If you are doing, or have done some, community learning what made you decide to do this?

A total of 694 learners provided a comment at Question 4.

The two most frequently given reasons for taking part in community learning were for enjoyment or to acquire a new skill or learn new things.

In terms of learning for enjoyment or as a leisure activity, survey respondents referred to enjoying both the learning and social aspects, including the opportunity to have fun, meet new people and make friends. They also referred to keeping busy.

Acquiring a new skill or new knowledge, or building on existing skills, was also important for many respondents. As at earlier questions a diverse range of skills was cited, including literacy, digital and life skills, including cooking, decorating and sewing.

“I love the experience of learning new skills and have used those skills in my everyday life…I have painted and wallpapered my home, I have done some minor woodworking projects and have used my sewing skills.”

However, respondents mostly referred to wanting to learn a new language or wanting to improve their language skills. This included improving English skills, learning Gaelic or British Sign Language (BSL), and picking up some knowledge of another language before a visit abroad or holiday.

Learners also referred to the benefits associated with community learning; the two most frequently referenced were improved mental health and improving their employment prospects and options. In terms of improved mental health, respondents talked about reducing social isolation and building confidence in particular.

“It helped me come out of my shell and get out and about. It really gave me a confidence boost at a time when I was very low and could not have come at a better time for me.”

Helping to improve career prospects was also important for many, with references to courses to help people access employment, such as early education, to gaining necessary accreditations and to learning how to set up a business/social enterprise. Respondents were also looking to acquire or build on skills that would support their volunteering or community work. For example, they referred to wanting to make a difference in their community and to help others, such as training in walking/camping leadership, and having the skills to be involved with community ownership and running of a local community centre.

Although respondents were not asked for any biographical information, a number of the responses appear to have been submitted by younger people. They referred to youth groups (or equivalent) offering safe and fun spaces where they felt valued and listened to.

“Youth Work is different to school (and better). It takes our needs, wants and opinions into consideration and we go because we choose to. It gives us something to do at night that is fun and focused.”

A small number of respondents referred to the benefits of community learning for those in older age groups, including people who have retired, and to having more time to explore new ideas and opportunities, but also the wellbeing benefits of countering social isolation.

Learners/Potential learners

Question 5. If you had goals you set out to achieve through your learning, do you feel you achieved them?

A total of 698 learners answered Question 5, with most saying that they had achieved their goals and/or that their learning had been a positive experience. There were references to feeling a sense of achievement, and to not only meeting but exceeding goals.

Some learners referred to having more to do, as still learning, or feeling as if they are working towards achieving their goals, or to goals shifting and growing as part of the learning journey.

“…lifelong learning is a process, by the time you are approaching one achievement you already have a view of the next one.”

In terms of the types of goals being achieved, the most frequently referenced were learning to develop and manage relationships effectively, improving social skills and making new friends, learning a new skill or new things, or further developing a skill. Examples given included learning how to download and use apps on a tablet, taking a scuba diving and water safety programme which then led on to becoming a certified diver, and gaining an HNC in working within the communities that led on to a degree in community learning and development.

Those learning a language, and particularly learning English, referred to improving their verbal and written skills and of the positive impact this has had, including with confidence building and making friends.

Reflecting this point, while there were many references to acquiring or developing skills, and gaining qualifications, some respondents wrote of having achieved gaols relating to their confidence and mental health, including finding it easier to manage anxiety and being less nervous about attending school or meetings.

“I feel that I’m a better person, it helps me to talk to people and make new friends. I was quite shy at the start now I take lead in some things and show people how to do stuff…My mental health is a lot better.”

In terms of qualifications or other formal awards or recognition, there were references to SQA qualifications, Professional Development Awards (PDA), the Junior Award Scheme for Schools (JASS), Duke of Edinburgh awards. Respondents also wrote of having taken up volunteering positions or as working in a new field or finding employment.

Although most of those answering this question felt they had achieved, or were working towards achieving their goals, this was not the case for everybody. This was sometimes about the scale of the task they had taken on, but there were also references to teaching styles not suiting them or to a lack of resources, including classes being too infrequent, already full and/or to not having enough classroom hours to make the progress they would like. Respondents also referred to not having enough time to devote to their learning, including because of work and family commitments.

Accessibility of CLD learning

Practitioners

Question 6. To what extent do you feel that CLD learning is available at a time and location that works for the learner?

A total of 385 practitioners provided a comment at Question 6. A number of these respondents emphasised the importance of CLD learning being available at times and locations that suit learners, including a view that provision must fit with learners’ lives and other commitments including childcare and employment.

Improving availability of CLD

A number of practitioners commented positively on the availability of CLD learning, including examples of how provision is adapted to be available at the times and locations. It was suggested that this flexibility is a key strength of CLD, and noted that providers make use of experience and learner feedback to tailor their learning offer. Key considerations identified by respondents are summarised below.

• Local, community based CLD provision is crucial in enabling people to access CLD learning, especially in rural areas where they can face significant barriers. Practitioners highlighted work to involve communities in the design and scheduling of local provision.
• Scheduling is crucial, including ‘out of hours’ opportunities during evenings and weekends. This flexibility was identified as a particular strength of CLD, with practitioners noting that the range of providers enables a diversity of provision.
• Online delivery was seen as having a role to play in enabling learners to access CLD when and where they want.
• Youth work was seen as valuable in identifying learning needs, supporting individuals to find and access CLD at a time and place that suits them.

Barriers to accessibility

Some respondents were of the view that CLD provision is not sufficiently flexible or responsive to learners’ needs, referring to a range of factors limiting accessibility including constraints on providers and barriers for learners.

For providers, finding appropriate spaces for delivery of learning was identified as a key issue with practitioners noting that CLD requires safe, accessible, affordable and inclusive spaces. It was suggested that this has become more of an issue in recent years through disposal of public buildings and closure of local spaces such as community centres, halls and libraries. Other issues for providers included access to sufficient resourcing, ensuring locations can be accessed via local transport options, accessing sufficiently robust connectivity, availability of practitioners especially out of hours, access to effective communication and referral mechanisms, and difficulty in identifying local need for CLD.

Discussion of barriers for learners included some simply noting that the availability of CLD can vary significantly across Scotland. Specific barriers identified by practitioners included the travel required to access CLD (local community-based provision was seen as important to minimise travel), limited evening and weekend opportunities, digital exclusion preventing access to online learning, and limited visibility of CLD opportunities. Practitioners also referred to challenges for learners maintaining engagement with CLD in the face of other commitments and costs, especially where CLD opportunities require a significant time input. Several specific groups were identified as being particularly affected by the above barriers, most commonly those with children, those in rural areas, and those in employment.

Learner experience

Learners/Potential learners

Question 6. Is there anything that makes it hard for you to keep going with your learning?

A total of 695 learners answered Question 6, with the most frequently given answer that there is nothing that makes it hard for them to keep going with their learning. However, many respondents did share barriers, or potential barriers to their learning, a number of which related to their personal and life circumstances.

A lack of time, including because of family and childcare commitments, or other personal commitments, was raised often. For example, there were references to attending medical appointments, caring for a child with additional needs, or providing support to older relatives. Respondents also referred to childcare costs and the impact of school holidays. Work or volunteering commitments, including juggling those with other family and personal commitments, were also challenging for some respondents.

“Time - I work full-time and am a single parent so I don't have a lot of time or energy left at the end of each day for much.”

In relation to work commitments, shift patterns and variable working hours were a particular challenge for some.

The other factor that respondents often referred to as making it hard to continue with learning was their own mental health. Learners wrote of anxiety, and a lack of confidence, making it difficult to attend and participate in classes, but also of their determination to continue and the benefits of a supportive environment.

“I have mental health difficulties, and this can affect my ability to interact with the class at times, but I persevere.”

“My mental health sometimes stops me coming. The group are supportive and understanding which really helps.”

Physical health issues, or mobility problems, were also making it hard for some. Examples given included visual impairment, arthritis, being in chronic pain and having long COVID. Sometimes connected to health issues and time constraints, respondents also highlighted that maintaining focus and staying motivated can be a challenge.

While some of the challenges cited were personal to the learner, respondents also commented on some of the systemic barriers they came up against. These included:

• Transport, and particularly using public transport to travel to and from classes. There were references to public transport services being reduced and to bus timetabling not fitting around groups or classes, and especially returning home after evening groups/classes. There were also references to the cost of using public transport.
• Financial constraints, including (as above) the cost of travelling to groups or classes and of course fees.
• The location of the learning centre or classes/groups people were attending. This was connected to issues of time, cost and availability of public transport. For example, one learner refereed to it taking 45 minutes to travel to their class and another to the venue being 20 miles from their home.
• The range of courses and opportunities available, and in particular courses not being run regularly or having been cancelled. Examples given included BSL, archery, craft, and creative writing courses being cancelled.

Learners/Potential learners

Question 7. Are you learning at a time and place that meets your needs?

A total of 693 learners answered Question 7, with most saying that they are learning at a time and place that meets their needs, and some commenting specifically on either time or place.

Further comments relating to place included that classes or groups are held locally and close to where they live, are central, and are in a pleasant venue that is suitable for the course. There were also references to the needs of participants being considered.

“Since members live across the county, the location of the group's venue has been changed to be centralised for more convenient travel.”

There were also occasional references to venues being well served by public transport, and particularly bus services.

In terms of time, learners wrote of times that particularly met their needs, including groups or classes being held during schools’ holidays, at weekends or straight after school. Other times highlighted included evenings or mornings working best for people. There were also references to classes and meetings/sessions with tutors being arranged at a time that suits the learner’s needs and commitments. In terms of working round other commitments, there were occasional references to online learning allowing people to combine learning with employment.

Although most of those answering said they are learning at a place and time that meets their needs, this did not apply to all learners. Most of the concerns related to place, and to needing opportunities to learn that are closer to home.

“I need somewhere in my hometown…as I have disabilities and don't have my own transport.”

This was sometimes connected to public transport and other travel-related practicalities, including needing to leave a class early in order to catch a bus or buses not running in the evening. The unreliability and timetabling of ferry services was also highlighted as an issue.

Other comments or suggestions, including from some respondents who were positive overall, included there being more opportunities to learn during the daytime (and especially during school hours when people do not have childcare commitments), at the weekend and in the evenings, and to classes being held more frequently, and with more learning hours per week. There were also references to the range of courses available. These points were often connected to language learning, including learning English, Gaelic, or Polish.

Financial costs

Practitioners

Question 7. Are you aware of any financial costs for learners in accessing CLD learning?

A total of 381 practitioners provided a comment at Question 7.

A substantial number of these respondents highlighted that there is little or no cost to learners at the point of accessing CLD provision. Practitioners noted that minimising cost to learners is a key principle in the design of CLD provision, and suggested that even a minimal cost can be a significant barrier to access. However, around half of those providing comment identified financial costs that learners may face when accessing CLD learning. These included fees charged by providers, and other costs associated with accessing provision.

• Fees were seen as essential to the financial viability of some CLD provision, particularly where specialist equipment is required. Practitioners highlighted that providers work to minimise any such costs, including reference to services running at a loss or with concerns around ongoing financial sustainability. However, there was concern that rising costs for providers have already led to an increase in fees for some provision, and that continuing financial pressures could result in more providers levying fees. Practitioners highlighted exemptions and fee waivers, although it was suggested that availability of financial support to access CLD has been reducing.
• Discussion of other costs associated with accessing CLD was most commonly related to the travel associated with accessing in-person learning, with practitioners noting that many learners choose learning opportunities that minimise travel costs. Other costs referenced by practitioners included childcare costs, food and subsistence, loss of employment income while accessing learning, and device or connectivity costs for those accessing online learning.

Discussion of the potential impact of these financial costs for learners included a view that any cost associated with CLD is likely to rule out provision for those on limited income. Some suggested that this had worsened as learners have been impacted by increasing living costs, citing examples of individuals having to stop their learning to prioritise employment income. Specific groups identified as being particular vulnerable to impacts associated with financial costs included people with disabilities, those in rural areas, and young people.

Practitioners referred to a range of ways in which providers seek to “poverty proof” CLD provision to minimise the impact of any costs. These included support for travel costs, help with childcare, providing food or refreshments, and discretionary grants, with some highlighting the importance of providing learners with up-front payment to cover costs. It was also noted that providers work alongside partners to maximise income and access available financial support. However, there were concerns that continuing financial constraints and increasing demand for CLD may outstrip efforts to mitigate costs associated with learning.

Stakeholder discussions: Accessibility of learning

Key points highlighted by stakeholder discussions around accessibility of learning are summarised below.

Local accessibility of provision was identified by stakeholders as a key issue. There was reference to a lack of a central source of information on available provision, and variation across communities in terms of a clearly identified CLD lead and availability of local infrastructure to support access to CLD.

Stakeholders also highlighted financial barriers for potential learners as limiting equality of access. Travel to learning was seen as a particular issue, in terms of cost and the availability of transport services to access specific CLD opportunities. In this context, it was noted that the move to online services is challenging for some learners. Difficulties for some learners around personal skills, engaging with peers and developing trust with providers were also flagged as a potential barrier to access.

Learner event feedback

Enablers to Access

Participants discussed a range of factors that enabled them to access CLD. On a personal level, some talked about a particular motivation to learn, which encouraged them to continue accessing CLD. One participant in an employability group talked about accessing support with his driving theory test, with the ultimate ambition of passing his driving test. Another discussed his ambition to become an outdoor instructor, and explained he was accessing a local group to build his confidence and work towards a relevant qualification. A further learner talked of the requirement from his employer to complete an IT based assessment. This learner did not know how to use IT equipment such as a mouse and had accessed CLD to learn digital skills for this purpose.

A small number of participants talked about the value of support from family and friends. For some, this was encouragement from friends and family to attend their CLD group. For others, it was about having a friend accompany them, or already knowing someone who attended the group:

“I would not have known if I hadn’t known a friend who was in the group. If I was not with them I would not have known and chickened out.”

Several learners talked about the location of learning opportunities, and the mode of provision, as enablers to engagement. For example, one participant reflected that learning at their local youth group was very different to more formalised learning in school. Another made a similar comment, explaining:

“School wasn't for me but this style of learning is much more suited to me.”

In this case, the learner had been able to gain qualifications, undertake volunteering opportunities and ultimately progress to work as a result of being involved in the group.

The value of flexible learning provision, available at a time and place that suited the learner was discussed in some of the focus groups. Participants also talked about the value of hybrid learning opportunities. Some aspects of a hybrid approach to learning were felt to promote availability and accessibility – for example one learner described how it helped them with reading and writing. Another participant said that, while digital learning was not a replacement for meeting in-person, a hybrid approach could have advantages:

“...CLD / Youth work adapted for the pandemic, everything moved online and a lot of learning has been taken from the pandemic on online connectivity. I don't think it’s a replacement for in-person youth work activity and that experience at all, but I do think that...to have that hybrid approach definitely opens up new opportunities, and being able to be flexible around young people's schedules in terms of work, school or university.”

Barriers to Access

Participants also reflected on barriers to accessing CLD opportunities. Knowledge of opportunities was mentioned as a potential barrier in some focus groups. One ESOL learner talked about the challenges of finding out about English learning opportunities and having to search extensively for information. They felt that all information should be available ‘in the one place’ (Glasgow Focus Group 5). Another participant noted that it would be helpful to have a mix of digital and paper advertising to promote accessibility.

Having resources, such as money for travel or childcare, could be a barrier to accessing learning. For example, one participant living in Glasgow said

“I feel stuck here living in Glasgow due to the cost of transport.”

Transport challenges more generally were highlighted in some of the focus groups. Poor bus links or limited public transport options in some cases were making it more difficult for learners to join community groups. Participants based on an island community talked about travel barriers, with several hours of bus travel sometimes required to access services. Another participant from a mainland, rural location said that due to lack of public transport she had to get a taxi or walk for 2.5 hours to get home in the evening. Transport issues were particularly highlighted in rural and remote areas, but it could also be a barrier in urban areas as highlighted above.

Digital access was mentioned in some focus groups as a possible barrier to access. Connectivity in island communities was raised in one focus group. In another, one participation felt that online provision of learning could pose a barrier to people with dyslexia or other additional support needs (ASN), reflecting that ‘“a lot of [learning opportunities] depend solely on access to laptop/ internet’

There were calls for a flexible hybrid approach, as already highlighted in the previous ‘enablers’ section. Some youth work participants emphasised the value of having the opportunity to meet in person, alongside online opportunities. Another participant noted the value of in person sessions, as it provided the opportunity to get direct, face-to-face help from staff.