Independent Review of Community Learning and Development: consultation analysis

4. Support and learning

The third consultation theme included questions around training and qualifications of CLD practitioners, the learning environment, feedback for learners, ensuring a joined-up approach with other services, and the role of further and higher education.

Trained and qualified CLD staff and volunteers

Practitioners

Question 8. Are CLD staff and volunteers trained/qualified to support a learner’s journey towards achieving high-quality positive outcomes?

A total of 385 practitioners provided a comment at Question 8.

Overall, there was general agreement that staff and volunteers have the required training and/or qualifications to support learners in achieving their outcomes. Staff were more likely to be CLD qualified, with both staff and volunteers receiving ongoing training and support. Learning opportunities (for staff and volunteers) may be more limited in rural areas, and recruiting qualified and experienced CLD workers may also be challenging.

Some respondents highlighted vocational qualifications including the PDA Youth Work, SVQ and Modern Apprenticeship Community Development, and PDA Supporting Adult Literacies Learning. Vocational qualifications were seen as potential pathways for volunteers wishing to become qualified and enter the CLD workforce. There was support for the CLD Competent Practitioner Framework and the National Youth Work Induction Checklist. Some comments focused on the use of induction and CPD to ensure standards.

“CLD staff are trained to degree level and are continually attending training and development opportunities in relation to work areas/themes to ensure that we are in a position to support learners to achieve, high-quality positive outcomes at their own pace.”

Other specific issues are outlined below.

Challenges in the availability of funding for training/qualifications reduces investment in staff and workforce development, including the ability to provide PDA awards or support for specialist ESOL qualifications and training. It was suggested there should be employer funded qualification pathways at SCQF level 9 and above, and introduction of funded graduate apprenticeships.

In relation to CLD graduate programmes, degree course content could be strengthened. Courses are seen as being currently driven by academic theory and delivery, with less focus on the practical knowledge and interpersonal skills needed to support the learner journey. Employers informing course content, and a role for CLDSC in programme endorsement and validation were both suggested.

Placements could better equip students with the skills to cope with the emotional challenges of the job and societal issues faced by learners. Some placement students may not have a qualified CLD supervisor or mentor, meaning the focus may not be fully on CLD. Improved training and vetting of qualified CLD placement supervisors was suggested, with placements potentially being paid.

There can be inconsistency in the qualifications held by CLD practitioners, including at senior levels. This could be addressed through recognised careers pathways, and clarity on the qualifications and experience required for CLD disciplines and specific job roles.

“CLD staff and volunteers are trained to support learners, however, the CLD qualification is no longer a requirement for most CLD jobs and as such is being de-valued.”

In terms of the profile and status of the profession, clear career pathways and qualification routes, alongside improved approvals processes for CLD qualification routes are important for parity of esteem with related professions. A strengthened role for CLDSC and potential mandatory registration at SCQF Level 9 and above was suggested.

Most respondents referred to the use of skilled volunteers to support CLD activities. The role of volunteers should be recognised through statutory inductions, guidance on job roles and responsibilities, and supervision by a qualified CLD practitioner. A mandatory ratio of staff to volunteers would ensure that volunteers are appropriately supported to assist a learner’s journey. Volunteers could also be given the opportunity to undertake an accredited qualification at the appropriate SCQF level.

Stakeholder discussions: Trained and qualified staff and volunteers

Key points emerging through stakeholder discussions around qualified staff and volunteers are summarised below.

Stakeholder discussions around the CLD staff and volunteers included comments highlighting the value of a diverse workforce, and reference to providers seeking a balance of individual skills and experience, not just based on qualifications. However, there was also concern around the number of practitioners without a qualification and the risk of professional workers being replaced with volunteers as financial pressures worsen. Similar concerns were raised around the ability of providers to continue to meet the cost of CPD for the workforce.

A perceived lack of pathways for CLD staff to gain qualifications was identified as a source of frustration for providers, and there were calls for more coordinated and streamlined pathways to professionalism. Stakeholders referred to organisations identifying and responding to their own CPD needs, but saw a need for improved consistency and standards across the CLD workforce. This included a role for national programmes to share and develop practice.

Standards and regulation

Discussion also focused on the role of standards and regulation in ensuring a trained and qualified workforce and volunteers, and a view that the current statutory approach requires “more teeth”. CLDSC was seen as having a key role to play here, although it was noted that membership is voluntary. Mandatory registration was seen as having potential to strengthen the professional identity and status of CLD, and enable parity with teaching as a profession.

Learning in a safe and welcoming environment

Practitioners

Question 9. From your experiences, is learning taking place in a safe and welcoming environment?

A total of 381 practitioners provided a comment at Question 9.

Most respondents expressed the view that CLD learning takes place in a safe and welcoming environment. The most used venues were community spaces (centres/hubs/halls), schools, and libraries. Some respondents also listed third sector venues, youth centres/clubs, leisure centres and colleges. Learner’s own homes were mentioned by a very small number of respondents.

Some practitioners gave examples of ways in which they made spaces feel more welcoming for learners, including providing refreshments and/or food/snacks. Risk assessments and safeguarding processes were used to ensure that buildings, staff and attendees are safe. Some respondents commented that they use learner feedback to check that venues are suitable from their perspective.

“Having a safe and welcoming environment is of the highest importance to staff and volunteers who are very aware that learners need to feel welcomed and safe to allow for a good learning experience.”

Whilst many respondents reported that the accommodation available was appropriate for staff and learners, others expressed concerns (which were often linked to budgetary constraints). Issues raised included:

• Lack of investment in the repair and maintenance of buildings (which are often already older).
• Closure of venues sometimes making it hard to find alternative local community options, which may result in learning provision being cut.
• Budgetary constraints limiting options when renting suitable accommodation, for example if there is a need to move venue.
• Leaking roofs, dampness, and mould evident in some buildings.
• Venues inaccessible for people with a disability, for example, no lift access.
• Limited or unreliable public transport links.
• School buildings perceived as unsuitable for some learners, who may associate the settings with previous (sometimes negative) experiences.
• Lack of digital connectivity/IT infrastructure.

A few respondents commented that reception and other building staff are (sometimes) not very welcoming towards learners.

Some practitioners, specifically those responding from a youth work perspective, commented on the importance of having dedicated spaces for young people, giving them a sense of ownership and helping support them towards achieving key outcomes.

Feedback on learning

Practitioners

Question 10. Are learners encouraged to give and receive regular feedback on their learning, and if it is meeting their goals?

A total of 373 respondents provided a comment at Question 10.

Most respondents confirmed that learners are encouraged to give regular feedback. There were fewer specific comments on how respondents gave feedback to learners, although this would be implicit in the mechanisms used. (For example, individual learning plans will include goal setting and a discussion of learner progress). Methods used by respondents included:

• Specific planning tools - individual learning plans, group learning plans, and family learning plans.
• On-going evaluation including through learner feedback, questionnaires, and surveys.
• One-to-one conversations with learners.
• Group feedback from learners, sometimes at the end of sessions or blocks of learning.
• Goal setting with short, mid-term and long-term goals and assessment of the learner journey against these.

“I would say this is a key strength of CLD. CLD is learner centred. Learner voice is pivotal in all our work.”

Learners were encouraged to self-reflect on their progress. A few respondents highlighted review diaries being used by learners to evaluate themselves against their goals.

Some respondents observed that there can be obstacles to learners giving feedback. These included difficulties with language or literacy, time pressures, budgetary constraints, and staffing pressures. Goal setting was, at times, a challenge for some young people.

Several named tools or frameworks were referenced, including the National Youth Work Outcomes Skills Framework, SHANARRI wellbeing outcomes, the Glasgow CLD Learner Promise, and WOW statements.

Some respondents commented that they use learner feedback to ensure services are relevant, to shape services, and to inform future planning.

Learners experience

Learners/Potential learners

Question 10. Tell us about the support you get with your learning from staff and volunteers?

A total of 690 learners answered Question 10, with many noting that they have been supported by staff and volunteers and/or that the support they have received has been of good quality and much appreciated.

Learners wrote of staff and volunteers being kind, friendly, welcoming or approachable and as making people feel accepted. There were also references to them being encouraging and helping people stay motivated, including by recognising peoples’ achievements.

“The youth workers are always so nice and helpful, they see when we struggle with things and always make sure we have a space to learn in our way.”

In terms of the type of support received, learners referred to being given or pointed in the right direction for information and advice, and to:

• Learning support with school, college or course work, including through one to one or small group tutorials, being able to ask questions and ask for help between lectures/classes and being supported in the home study. There were also references to receiving support with literacy and numeracy.
• Emotional support and being able to talk about what is happening in their life.
• Checking on progress and looking at their future options, including future learning or training opportunities.
• Creating a supportive environment and encouraging people to make connections and learn together.

“The support I have with the others in the group has meant I'm not on my own with tasks. We are all in it together.”

Although most of the comments referred to support received, there were also some references to classes or groups being more about social opportunities and having fun, and not necessarily being the route through which someone would seek any support they needed.

Learners/Potential learners

Question Q11. Where would you raise any concerns about your learning and/or the place where you learn?

A total of 685 learners answered Question 11.

Some learners stated that they did not have any concerns about their learning or place of learning. If they had concerns, a number of learners commented that they would speak to someone at the college or school, for example tutor or lecturer. Others indicated that they would contact those who run the course. Several learners also referenced ESOL staff as those they would raise concerns with.

“I have a great relationship with my tutor so initially I would discuss it with them.”

Some learners stated that they would liaise with someone from the community learning team at a community learning hub/centre. Others that they would contact someone they saw as being connected with the local authority, including the community learning team or an elected member. A few learners said they would contact their local Health and Social Care Partnership (HSCP), which may have been where information about/referral to CLD had come from.

“If I have any problems or concerns about my studies, I can always discuss them with teachers, tutors or support staff at my institution. They can provide guidance, resources or make adjustments to help improve my learning experience.”

Other staff or teams specifically mentioned by learners included youth workers, resettlement staff, the job centre, employability coach, library staff, literacies team, and social worker. A small number of learners indicated that they would talk to a parent, carer or friends.

‘Joined up’ services

Practitioners

Question 11. How ‘joined-up’ are CLD services to other related services, such as schools, mental health support, benefits/money advice, employability services, etc?

A total of 382 respondents provided a comment at Question 11.

Many respondents reported overall good joint working with other services with some suggesting that pressures on budgets had, at times, strengthened partnership working, through the need to share funding, staff, and other resources. Some respondents reflected that there was room for improvement in joint working with social work, community planning, HSCPs, health services the NHS, although others observed they had good relationships with these and other services.

Several respondents highlighted networking and the good working relationships between individual employees in the different services being an important component. Examples were given of CLD partnerships and related planning groups comprising CLD practitioners and colleagues from other services. Other respondents drew attention to CLD practitioner involvement in strategic planning and multi-agency networks and working groups. A few respondents confirmed that referrals take place to and/or from CLD services.

“We work fairly closely together, but this always depends on individual staff members who have willingness to engage with partnership work.”

Schools were frequently mentioned with examples given of the positive work taking place. This included youth workers embedded in schools, family learning teams working alongside teachers, and bespoke learning services for young people. A small number of respondents focussed on the challenges of working with schools. Those mentioned included differences in culture and approaches to partnership working.

Some respondents commented on a lack of recognition from other services for the contribution of CLD services and a need for parity of esteem, including with education. It was also observed that CLD not being valued as a profession can impact on partnership working.

Other respondents referred to inconsistencies in the approach taken to CLD in different local authorities or localities which impacts on provision and accessibility.

A few respondents from smaller rural and islands communities suggested that their size meant services had greater awareness of each other’s work making joined up approaches easier.

Respondents commenting on ESOL raised some concerns including, in one area, the low level of resourcing available for the co-ordination of ESOL impacting on services joining up, to the detriment of learners in that area. Other respondents felt that referrals and ESOL partnerships were working well.

Stakeholder discussions: ‘Joined up’ services

Key points raised through stakeholder discussions around joined up services are summarised below.

Stakeholders were clear on the value of joined up services and collaborative working across the CLD sector, including sharing of resources and best practice. This was seen as critical in ensuring a coordinated approach to CLD provision, and preventing fragmentation and unhelpful competition between different parts of the sector. There was a particular focus on the need for a joined-up approach across CLD and education, with some of the view that in places there is currently more competition than collaboration particularly around resourcing.

Some suggested that there is more collaboration around planning and provision of CLD now than in previous years, including reference to local examples of partnerships and structures to support this process. These were seen as essential in continuing to grow the role of joint working and collaboration, although there was a perceived need for a clearer framework and strategic leadership to support collaboration across the sector.

The role of further and higher education

Practitioners

Question 12. What role do Colleges and Universities play in CLD?

A total of 376 respondents provided a comment at Question 12.

For CLD Practitioners/Students

Most respondents gave details of the support provided by colleges and universities. This included a range of professional qualifications at various levels (including degree level), practitioner training, volunteer progression and support, career and progression pathways, and CPD.

Some respondents observed that there was no CLD course provision locally, meaning that remote learning or travelling to the nearest institution is the only option for students wishing to qualify. It was suggested by some respondents that there could be more CPD made available.

Other comments included:

• Degree courses are not sufficiently aligned, with CLD ‘on the ground’ providing the theory but not enough on the practical elements of role required to prepare students for the workplace.
• CLD could be better advertised as a career option, with the CLDSC having a role in promoting learning opportunities and career pathways, validating and endorsing courses, and regulating content.
• Confusion about the identification of CLD in the workplace in relation to job titles and role descriptions is reflected in university programmes, which should be consistent in their course titles and course focus.

Some suggested that module/practice placements on CLD should be part of teacher training and/or that shared course modules should be delivered to CLD students alongside social workers/teachers training students.

For CLD Learners

Respondents observed that colleges and/or universities are key partners in supporting learners by providing community courses, SQA accredited courses, ESOL provision, employability courses/schemes, Community Achievement Awards, and pathways for progression to further learning. Delivery to learners can be a mix of campus and outreach in community settings.

“Our local college…has been a strong supporter of the CLD approach to learning and has encouraged links with existing provision and, in some cases, the creation of new programmes … to accommodate the needs of community-based learners.”

Some respondents felt that reductions in budgets and staff in institutions has impacted on joint working and community-based learning.

Other comments included:

• College/university learning tends to be more formal and pre-designed, as opposed to the learner-centred, co-designed CLD approach, based on CLD competencies.
• Some learners may lack have the skills or literacy to study at college level or may not want to take part in more formal learning due to previous adverse experiences, underlining the importance of CLD in the community.
• Some learners may also lose social security benefits if they progress, or have family, or other responsibilities, which create barriers to further college/university studies.

Several respondents commented on issues with current Scottish Funding Council ESOL funding model. These included observations that it is challenging for CLD services to draw down ESOL delivery funds from colleges. Additionally, the focus on accreditation for ESOL, tied to funding, has been detrimental to the planning of community provision which appears to have resulted in constraints on the availability of places for learners.

Learner event feedback

Enablers to learning

Participants talked at length about what could enable them to learn. Some participants talked about the value of self-directed learning as an enabler, with the ability to have agency and access holistic, one-to-one teaching. In one youth group, for example, participants talked about the way in which they could choose what they wanted to focus on and explained that they really valued this autonomy.

Peer support was an important enabler discussed in several focus groups, particularly those with youth work participants. Learners described how they had the opportunity to share their culture with each other at classes, and how learners would take care of each other and help each other. While in some cases a one-to-one approach was used instead of a group to avoid distractions, in many instances peer support could help with promoting confidence, making learning more enjoyable and less scary. For example, one learner described how:

“We can share our experiences with them, and just tell it’s not that bad…They know they can have people to talk to, and it’s not scary…we felt the same way, so we can talk to them.”

Another participant, who was part of a youth group for young people with autism, talked about how the group looked out for each other when they were out and about. He explained that when the group was out everyone would make sure their peers were ok and would look after one another.

In addition to relationships between peers, the importance and value of relationships with CLD staff, teachers, youth workers and other facilitators was also emphasised in several focus groups. In one case a learner described appreciatively how the CLD team called to check on them after they missed a couple of sessions. In another case, a practitioner stayed with a learner at a group until they were feeling more confident. In all of these cases, learners reported excellent quality of support from CLD practitioners and tutors. One youth work participant reflected that they felt their youth worker knew more about them than their teachers. Several learners talked about the relationship they had with one staff member in particular. Often this was someone they could rely on, and felt that they could come to for help with any issues that arose. Participants talked about the profound impact these relationships had on their lives, with one learner reflecting:

“I don’t think I would be in the position I'm in if it wasn't for the support of my Support Worker and other staff as well.”

Sometimes the benefit of relationships with peers and facilitators came in the form of improved mental health. One learner described how they found new ways to cope with anxiety:

“I feel like it’s definitely improved my mental health in a lot of different ways…we were learning different ways to cope with situations…with me, sometimes I struggle with anxiety…I feel like this group has definitely helped me find new ways to help cope with situations that I wouldn’t have been able to cope with before.”

Linked to the value of the relationship with staff, some participants talked about how helpful it was to be able to access support with wider issues in their lives, rather than just learning. Participants shared several examples of issues they had been able to get support with, including housing, getting a bus pass, sorting out an incorrect energy bill, and form filling. Some learners described how they had been supported to explore other opportunities more widely such as volunteering, qualifications, jobs or other learning. For example, one learner talked about how ‘empowering’ it had been to have the opportunity to speak at an external event (National Focus Group 1). The ability to access wider support and opportunities helped participants to build a relationship with staff and contributed to the learning environment feeling safe and supportive.

Some participants also talked about the value of the learning environment feeling relaxed and welcoming. One participant reflected:

“All my friends want to do is drink – it is good to find this space away from home and work where you can just be.”

Echoing earlier comments about the difference between school and CLD, a couple of learners reflected on the way in which CLD environments felt much more welcoming than formal classrooms:

“In [the group] it’s a more comfortable environment and … you can feel more relaxed…in a classroom where you’re just kind of having to sit and be quiet most of the time … you can’t really share your true opinions, because people do judge you…fear of being judged by other people.”

A small number of ESOL participants expressed a different view, noting that they valued more structured, focused learning. For one participant, this was linked to a desire to improve his English language skills as quickly as possible, to enable him to engage with his child’s school and access further learning and work opportunities.

Barriers to learning

Participants talked less about barriers to learning but did highlight some issues. One area of discussion centred on how emotions, mental health and trauma may be barriers to learning. For example, participants in one focus group discussed the need for more trauma informed practice in relation to dealing effectively with mental health challenges. Some participants talked about the particular mental health challenges experienced in island communities. For one learner, feeling unsafe was a critical barrier to learning:

“It’s [the CLD group] made me want to come to school more…when I started last year, I was going through, like a really tough time and I didn’t want to come to school because the person…who the situation involved worked at the school…I didn’t really feel safe at the school.”

Earlier diagnosis of Additional Support Needs (ASN) and other learning challenges was raised by one participant. While formal diagnosis processes may be beyond the direct control of CLD practitioners and organisations, this is an issue that could have widespread prevalence among many CLD learners.

One focus group discussed how time-limited groups need to signpost learners onto further learning, next steps or alternative groups that might be running. Greater availability of groups (e.g. times of day, days of week) could help – for example more classes at university level and college level aiming at further and wider study and employability. Another example raised was when people go into employment, the opportunity to learn may diminish if the learning groups have limited availability at certain hours.

Adaptation of learning to the needs of learners, and tracking progress through some form of certification, could potentially be barriers for some individuals. For example, one learner called for more visual learning and outdoor opportunities for people who might struggle to learn via online and classroom-based methods. While one focus group talked about how SQA certification could give structure to learning, in another case a participant spoke about the need for more or better certification to show progress in ESOL learning.

One participant felt that the better use of community centres as hubs for the community was needed, with support from local businesses. Another area for improvement identified was the need for investment in skills and learning that would address the needs of the community overall, to promote a sense of belonging and community feeling, leaving people in the area feeling more empowered to participate and be involved.