Independent Review of Community Learning and Development: consultation analysis

5. Pathways and progression

The final consultation theme included questions focused on pathways available to learners, supporting learners to progress, and measuring positive outcomes delivered by CLD.

Pathways

Practitioners

Question 13. How are learners made aware of opportunities to take their learning to the next stage e.g. volunteering, more advanced learning, employability support, etc?

A total of 372 practitioners provided a comment at Question 13.

Respondents confirmed that learners are made aware of opportunities through discussions with a range of staff and workers. Those mentioned most often were CLD staff/workers, and tutors. Others included community education staff, outreach workers, support workers, and employability staff.

A number of respondents stated that they signpost learners to appropriate services and opportunities. Several respondents commented that learners are signposted to volunteering opportunities. Some observed that volunteering is way for learners to gain skills relevant to employment and increase their employability.

Other respondents commented that supporting learners to the next stage often relies on the knowledge of CLD staff and the networks and connections practitioners have built up with other services, (including colleges and universities). Examples given of partnership working included arranging visits to colleges/universities and community training providers, and contact with employability schemes/agencies.

“We work closely with other agencies and are constantly circulating any information/opportunities that may benefit the learners in future learning, volunteering or employability support.”

Several respondents highlighted that individual learning plans are used to discuss potential next steps with learners. Additionally, ongoing assessment and evaluation on progress, alongside support to self-reflect, helps learners to plan ways to build on their skills.

Additional methods used to inform learners of opportunities included using social media, displaying posters or leaflets in libraries, shops, or community centres, holding community-based events, arranging volunteering events and ‘next steps’ sessions, and job clubs in the local library.

Word of mouth was also mentioned, as learners often want to share opportunities that they have benefitted from.

A few respondents commented on barriers to the next stages, including the last minute or temporary organisational funding, financial barriers for individual learners, and the progression routes available being dependent on where learners live.

Learners experience

Learners/Potential learners

Question 8. How do you think your learning will help you in the future?

A total of 698 learners answered Question 8.

Respondents were most likely to think that their learning will improve their career prospects and/or help them find or change employment. They wrote of their learning looking good on their CV and helping them find a job that is right for them. Specific examples included being able to access employment that suits their mobility requirements or considering starting or building their own business. There was also reference to individuals becoming aware of possible career options through learning.

“(I) am hopeful I will be able to get myself back into some sort of work. (I) am exploring the options of various employment that deals with children and childcare options that I genuinely wouldn't have known about without these courses.”

Some respondents reported that their learning had already enabled them to find employment, others that they plan to move on to college or university. There were also frequent references to learning helping learners to build and develop their social and communication skills and/or to helping build confidence. Respondents wrote of being better able to navigate daily life – for example their interactions with teachers, doctors or banks – and to becoming better at working as part of a team. They also referred to feeling more confident and optimistic about the future.

“It assists me to have confidence in myself & I now believe that what I put my mind to, I can accomplish!”

Often connected to increased confidence was learning or improving life skills. Examples given included learning to cook, sew and mend household items and improving budgeting or ICT skills. For focus for some was on their improved language, and particularly English skills, which was again sometimes linked to being able to gain employment.

Along with the practical benefits that come with gaining new skills, or further developing existing skills, respondents commented on the personal satisfaction and enjoyment they found in their learning and, as at other questions, they also wrote about making new friends and feeling less isolated. Increased knowledge and understanding about themselves, their community and wider society was also valued, as was simply learning about something new and having an intellectual change.

Finally, some respondents referred to the satisfaction they found in being involved in volunteering or community work, including their hope that they would be able to share and pass on what they have learnt.

“I would like to pass on the skills I have learned to younger and up and coming members of the group and future volunteers.”

Learners/Potential learners

Question 9. Have any of staff or volunteers spoken to you about your future learning?

A total of 693 learners answered Question 9. Most of these respondents reported that they have spoken to staff or volunteers about their future learning. In terms of the focus of those conversations, there was reference to:

• Continuing with, and building on, their current learning choices - for example by attending further group sessions, or by trying new activities in the class.
• Trying out new subjects and classes/groups, including on ICT, numeracy and literacy, and other life skills.
• Gaining qualifications, ranging from first qualifications through to moving on to college and further education.
• Career prospects, including improving their chances of progression and looking at future prospects or options. There was reference to training reviews, work experience through volunteering, and assistance with putting together a CV and with job applications.

“Staff members spoke to me when I was taking part in learning and how to progress my learning to gain a career. I wouldn't be in this job now if it hadn't been for the amazing youth workers that worked with me.”

In terms of who the learners had spoken with, they referred to a range of staff or volunteers, including tutors or lecturers; youth workers; community workers; course development officers; guidance and learning support staff; and career advisors. There were reports that staff were supportive, helpful and encouraging.

Those who said they had not spoken to staff or volunteers about their future learning did not always provide further comment, but some said they were yet to have that conversation, or that conversations to date had tended to focus on their current course and how to achieve their existing plans. Some noted that they were confident that information about future opportunities would be available as and when they needed or wanted it.

Stakeholder discussions: Learner pathways

Key points from stakeholder discussions around learner pathways are summarised below.

Stakeholder discussions highlighted the importance of links between schools, the wider learning sector and CLD in ensuring clear learner pathways.

This included a particular focus on the value of CLD in providing a pathway out with the traditional education system, and comments highlighting that positive learner progression does not necessarily involve a move into more formal education. Pathways involving other opportunities, including less formal learning, were seen as essential in enabling positive outcomes for learners and their families.

Concerns were raised around where responsibility for pathways sits, and that pathways are not a specific element in CLD plans. There were calls for regular updates to plans to ensure they reflect changes to learning provision and networks.

Progression

Practitioners

Question 14. How are learners supported with their learning to transition to the next stage?

A total of 356 practitioners provided a comment at Question 14.

Working with partners to support learners to transition was referred to by many respondents, with colleges mentioned most often. Training providers, employability staff/services, and organisations able to provide volunteer opportunities were also cited.

Many respondents confirmed that they signpost learners to next stage options. Some mentioned using individual learning plans to help learners review their goals and consider next steps.

A few respondents observed that the support required is different for each individual, with others indicating that a person-centred approach is taken. Some respondents highlighted that the relationship between the CLD worker and learner can support their transition, for example through confidence building. Some respondents mentioned that contact is maintained with the learner after they move to the next stage, to help transition.

“I think this is something that CLD practitioners always do. Their role is to work with learners where they are at and support them to get to where they want to get to, so this is a core element of the work we deliver.”

Other specific support for learners included:

• Introductions and referrals to potential next stage organisations.
• Accompanying learners on trips to college.
• Orientating learners to the college environment in advance (for example, by assessing learners at college, or having tutors come to learning hubs).
• Providing support classes to help with transition and/or skills development.
• Helping learners gain accreditation and/or awards, resulting in a sense of achievement and increased learner confidence.
• Helping learners create CVs and complete applications.
• Assisting in preparation for interviews and/or attending interviews with the learner.

Delivering positive outcomes

Practitioners

Question 15. How do we know if CLD learning is delivering positive/good outcomes for the learners?

A total of 373 practitioners provided a comment at Question 15.

Most respondents used a range of methods to judge if learning was delivering positive outcomes for learners. Respondents detailed ways they collected information to track learner outcomes and progression. These included learner feedback and learner evaluation through surveys, discussions and interviews, and focus groups (for group feedback).

The use of learner case studies or stories to illustrate the impact of CLD on lives was highlighted. Other respondents observed that progression will not always be about qualifications or employment and that a positive outcome for some learners may be increased confidence.

Several respondents discussed collecting quantitative data on learner journeys such as programmes undertaken, number of learners reaching learning goals, and awards achieved.

Other respondents referred to the use of key performance indicators (KPIs). Specific mention was made of the CLD Managers Scotland (CLDMS) KPIs which are used by most Scottish local authorities. It was suggested that there is further scope to improve understanding of the contribution of the CLD sector, by capturing data on national outcomes against an agreed set of KPIs. Some respondents commented that research could be used to show the impact of CLD services.

“At an operational level, CLD practitioners gather a range of data, both qualitative and quantitative, to evaluate and measure the impact their services are having. This information is used to report progress on outcomes within the CLD plan.”

Other mechanisms used to assess outcomes included:

• External scrutiny, with HMIe CLD inspections highlighted.
• The Youth Work Outcomes and Skills Framework (referenced in relation to monitoring the impact of youth work).
• Feedback from external stakeholders, including parents and carers.

Stakeholder discussions: Measuring outcomes

Key points from stakeholder discussions around measuring outcomes are summarised below.

Stakeholder feedback reinforced the view that CLD as a sector does not do enough to communicate the positive outcomes being delivered, for learners and for communities more widely. It was suggested that a sector-wide CLD outcomes framework is required to support the measurement of outcomes, with the National Youth Work Outcomes Framework identified as a potential basis for this approach.

There was also a perceived need for clear and systematic evidence gathering to enable the sector to better demonstrate outcomes and a need to tailor use of data to the specific role and purpose of CLD. These comments reflected concerns that measures used for school performance do not take account of other, more “human” aspects of CLD. This included reference to delivering positive experiences for learners, to health and wellbeing impacts, and to the potential for wider economic benefits. It was suggested that better use could be made of existing evidence to measure outcomes, including data collated by CLDMS.

Learner event feedback

Participants talked about their pathways and progression from CLD with reference to four key outcomes: personal, social and community, education, and volunteering and work.

Personal

Several participants talked about the personal impact of participation in CLD. In many cases, this related to increased feelings of self-worth, with some participants talking about the way in which attending groups had made them feel more positive about themselves. One participant said they had ‘a new lease of life’ (Highlands Focus Group 3), while another felt that the group they attended gave them a sense of purpose.

Participants talked about an improved sense of confidence and autonomy over their lives. Sometimes this was related to confidence in doing new things, or things that has cause anxiety in the past, such as talking to people or reading:

“If I didn’t have experience of talking in front of people, I couldn’t do this talking here today.”

Another participant reflected that trying new things really boosted their mood, and it had helped them to feel a lot more accomplished and willing to try other new things.

For others, it was about gaining the confidence to pursue new opportunities, such as further learning or looking for new jobs. One young person reflected:

“I don’t think I’d be doing what I’m doing at Uni, or what my plans are for my future career if I hadn’t got involved, and had that support, so definitely confidence for me has been the biggest one.”

In several cases, increased confidence was linked being able to do things that they hadn’t been able to do independently before. For literacy learners, this was often linked to being able to read and fill in forms independently. ESOL learners talked English language learning giving them the confidence to access services, such as making a GP appointment or speaking to their child’s teacher. For digital learners, their experiences often centred on being able to do online tasks, such as video calling, sending emails, and paying bills. A few participants said they were glad they no longer had to rely on family members to take care of everyday tasks for them.

Several participants talked about CLD as a source of fun and enjoyment. Some older learners commented that they didn’t have particular work or education related ambitions for the future, but just enjoyed learning. A couple of participants who were carers talked about the value of CLD in enabling them to do something just for them, and to have time to themselves. Another participant said that they were enjoying life more as a result of taking part in a local learning group.

Other personal impacts shared by participants included having a focus, or something to do. A small number of participants talked about the value of having something to do while recovering from illness, which had limited their ability to work or do the kinds of activities they had previously. A small number of participants talked about the profound impact that participation in CLD had on their lives, with one person reflecting that ‘I wouldn’t be here if it wasn’t for these classes’ (Edinburgh Focus Group 3). Some youth work participants talked about the respite groups provided from school related stress and difficulties, including bullying.

One participant reflected on the value of having a reason to get out of the house:

“If it wasn’t for my classes, I would be miserable lying in my bed all day.”

Another participant comment that their group:

“Makes you feel like less of a burden and that you're not just existing.”

Social and community

Several participants talked about the social and community impacts of participation in CLD. Many focus group participants talked about the sociability of groups and the opportunity to meet people from a similar background or situation. This was especially the case for groups organised for young people with a particular characteristic, for example, a group for autistic young people and in a group for LGBT young people. One disabled and LGBT young person talked about how difficult it was to fit in to society, explaining that it was really hard for them to find things that they could do. They felt it was really important that they were able to access the group and meet other young people with similar experiences. Another young person talked about realising that they were trans but not feeling they could talk to anyone about it. The group provided a space to talk, hang out, and make new friends. In another group one participant commented:

“I just moved [to study] and was looking for culture from back home – looking for people who are not from here as I only see white people. I am queer…I wanted to meet people who are like me.”

While some participants talked about making friends as a result of participation in learning, others talked about the value of more casual conversations and opportunities to meet other people. One participant, who was part of a national youth work organisation, observed that this had made moving from an island community to a city easier, as they already had social connections in the new location and had experience of socialising with people from across the country. They reflected that their involvement in the group had ‘made my moving down almost less lonely’. A small number of participants talked about having the opportunity to meet people from a wide range of backgrounds, that they wouldn’t otherwise have met.

A small number of participants talked about feeling a sense of connection to a wider community. A few ESOL learners talked about better understanding Scottish culture and communities, and feeling more connected to their new community. Some youth work participants talked about wanting to change things for other young people in their community, in some cases by becoming a youth worker.

Education

Several focus group participants talked about the way in which CLD had enabled them to learn new skills, or to pursue further learning. In relation to skills, several felt that they had learned skills that helped them to manage day to day tasks, such as making appointments, form filling, or using their mobile phone. As mentioned earlier, ESOL learners talked about English language giving them the ability to speak to their child’s school, or make GP appointments independently. Participants reported learning a wide range of other practical skills, including cooking, sewing, gardening and DIY.

Several learners access CLD specifically to improve their digital skills, including using computers, browsing the internet, and using their phone or tablet. This enabled people to do various tasks online that they couldn’t previously, such as paying bills, making video calls, and using word processing software instead of writing by hand. Some of those accessing digital skills classes talked about being better able to stay in contact with friends and family, as a result of being better able to use their mobile phone or video calling platforms.

One learner commented:

“I got a new phone that I did not know how to use – all the apps and things. I needed to work out how to use it. This [group] has been really good to show me what to do and keep connected online and up to date.”

Some participants reflected that you had to be able to look and apply for work online in order to access jobs, as well as to access online interviews, and so it was essential to learn digital skills. Some learners had gone on to do qualifications in ICT, after developing their basic digital skills.

Several learners also talked about the impact of developing their literacy skills. One learner explained that he had left school without being able to read well, so was now accessing an adult literacy class to develop his reading and writing skills. Another learner reflected on their experiences:

“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... I got referred by [another service] as I was finding it hard to read. I have come to reading and writing classes and it has made a big difference to me and has made things at work easier. I have had good help and getting used to big words...I enjoy doing the lessons and we are reading a good book just now – it is intense with big words and it is helping me with my vocabulary.”

The participant went on to say that being able to read had helped them at work, as they could now understand forms that they couldn’t before. This had given them the confidence to think about progressing to a more specialised role. They had also been able to fill in forms and apply for housing.

Some participants talked about working towards specific awards or qualifications. A few young people were taking part in the Duke of Edinburgh’s Award or other award schemes. Some adult and ESOL learners talked about working towards specific SVQ graded qualifications in topics like English or ICT. Other participants talked more generally about progression to further learning opportunities. One participant was undertaking a numeracy course, with the ultimate ambition of retraining as a teacher. A young person who was part of a politically focused youth forum explained that they wanted to go on to study politics at university.

Volunteering and work

CLD was a route into volunteering for several participants, which could in turn contribute to job-finding. One participant explained he was working towards becoming an outdoor instructor, but was taking part in volunteering to build his confidence and experience first. An ESOL learner commented that they were using the English language skills they had learned to volunteer in a charity shop. Another learner who had attended a cooking class at a community hub had progressed to volunteering in the hub kitchen.

For several participants, CLD, and the opportunities it afforded in terms of achieving qualifications and gaining volunteering experiences, was a stepping stone to employment. Talking about digital skills, one participant said:

“[The] more times I practice the more it sinks in, hopefully it will get me into employment as I have not worked for 10 months. When I go for applications I struggle on computers so this is helping me all the time. I am glad of it.”

Others talked about CLD helping them to better understand what kind of employment they would like to pursue. Some learners had gone on to become CLD practitioners, using the skills they had learned to undertake CLD qualifications. Another participant explained that they were planning to attend college to study childcare, and that attending and helping out with a youth work group had helped her arrive at this decision.

As discussed earlier, a key advantage of many CLD groups was that learners were provided with wider employment support, such as finding and applying for jobs, and practicing interview skills. Some participants described receiving help to satisfy the 35 hours work search activity required to receive Universal Credit. Others described receiving support that led to employment, for example, one participant talked about the way in which her local employability group had helped her access a Modern Apprenticeship:

“Once I finished school, I wanted to do a modern apprenticeship, so I got some help from [a staff member], who helped me with the application because I didn't really know how you'd do the application...they’ve also helped me now with applying for full time jobs for when my MA ends…[they] helped me with interviews, interview tactics, so I know what was coming.”

Another participant reflected on the support he had received to apply for jobs, and his hope to gain employment in the future because of the life satisfaction it would bring. Talking about his application to a bin collector role he said:

“I know it’s a lot of lifting, cold weather, I know it’s a case of starting [early]… [that] doesn't bother me. It’s something I would like to do because I could work in a team, then, it’s it would give me more confidence, just to say, I know it’s going to be hard emptying the bins, it’s going to be heavy, out in all weathers, it’s going to be, it would be a case, it would give me joy to say right, I just want to be chucked into the deep end…once you start, you will feel, day one, come home, then I’ll get in, have a shower, sit in the big chair and go ‘ahh’, [and] put my feet up.”

This participant explained that he had been out of work for a while, and struggled with form filling due to dyslexia, but that his worker at a local employability service had found, and helped him apply for, the bin collector role.