Learning: For All. For Life. A report from the Independent Review of Community Learning and Development (CLD)

Appendix: Approach and Methodology

Putting Learners at the centre of the review

When thinking about how best to tackle the challenge of carrying-out an independent review of Community Learning & Development (CLD) across Scotland, in line with Ministerial expectations as set out in the review Terms of Reference (ToR), and to the very tight timescale, my starting point was that learners – their interests and perspectives – had to be central to it. That remained my approach throughout.

Hearing from many and diverse voices

My approach and methodology – how I went about doing the review – had to make sure that there was enough information from a wide and varied range of sources to allow me to provide recommendations to Ministers on the specific points set out in the ToR:

[to] provide information and recommendations relating to:

• Effective and consistently measured outcomes delivered through CLD and reported across the sector. This includes data on the CLD workforce, engagement opportunities and outcomes for learners.
• Delivering positive outcomes and improved life chances for marginalised and vulnerable learners in communities, in the context of wider education reform and public finance constraints.
• A strong and suitably professionalised CLD workforce equipped to deliver high quality outcomes for learners.

Engaging with Integrity

In carrying out the review, both I and the secretariat supporting my work, adhered to the Principles of Public Life in Scotland. This included acting with objectivity, openness, honesty and respect, and upholding and acting in accordance with the law and public trust.

Literature Review

Following consultation with me and my secretariat, analysts from the Scottish Government's Advanced Learning & Skills Analysis team prepared a Literature Review, which provided helpful insights into prior studies relating to CLD in Scotland, and to approaches/ lessons from a range of other countries.

Gathering Evidence

My approach to gathering evidence and opinions about the areas covered by the ToR was based around 4 Key Themes:

• Visibility & Awareness of CLD
• Availability & Accessibility of CLD
• Learning & Support in CLD
• Pathways & Progression

The themes were used as a guide for designing the online survey questionnaires; formed the basis of structured discussions with stakeholders; and provided a framework for the focus groups with learners and potential learners.

Citizen Space Consultations – I took advice from professional social researchers to help design an online questionnaire for CLD learners and potential learners (see Independent review of community learning and development: Call for evidence – Learner and Potential Learner – Scottish Government consultations – Citizen Space. A BSL version was also prepared, together with translations into a number of languages to encourage participation from those who do not have English as their first language. An MS Word version of the learner questionnaire was also made available on request to assist those who could not complete the survey on Citizen Space, along with the option of submitting the returns to the CLD Independent Review email inbox.

In parallel to the consultation intended for learners/potential learners, a further set of questions was developed for answer by CLD practitioners, stakeholders, decision-makers, budget-holders, and those working in related service areas. See Independent Review of Community Learning and Development: Call for Evidence – Practitioners – Scottish Government consultations – Citizen Space.

Both online surveys were hosted on Citizen Space, running from 22 January to 3 March.

The CLD Independent Review email inbox was made available for learners and stakeholders, etc to submit survey responses and any additional relevant information or data. My team and I encouraged them to do so. 292 submissions were received through the Inbox, of which 201 were completed learner/potential learner surveys.

The response to both surveys exceeded expectations:

• 717 learner/potential learner responses were received;
• 423 responses were received from practitioners, stakeholders, etc.

Regional Engagement Events – Given their statutory role in securing the provision of CLD within their geographical areas, it was essential for the review to hear directly from CLD practitioners in Local Authorities (LAs), together with their LA colleagues involved with Community Planning Partnerships (CPPs) and/ or Regional Improvement Collaboratives (RICs). Representatives from all Local Authorities were invited to attend one of a series of Regional Engagement Events in the course of February 2024.

Separate in-person events for CLD and CPP/ RIC representatives practitioners were held in Glasgow (for LAs in and around Glasgow/ West), Edinburgh (for LAs in and around Edinburgh and the Borders), and Dundee (for LAs in and around Dundee).

Unfortunately, logistical challenges and the potential for highly-unpredictable Scottish weather in February meant that I was unable to meet and hear in-person from CLD practitioners and CPP/RIC representatives in the Highlands & Islands. I am grateful to those working in those areas for their understanding, and for their engagement in the virtual events that were put in place.

Online sessions with Third Sector Interfaces (TSIs) from across Scotland were also held.

Focus Groups with Learners & Potential Learners – It was a great pleasure and privilege to be able to meet with and hear directly from a cross-section of CLD learners and potential learners in a series of focus groups across the country. For simple logistical reasons, some of these had to be held online via MS Teams, whilst others were face-to-face. I'm grateful to all those who participated and shared their (often emotional but uplifting) CLD learning journeys. A total of more than 110 learners and potential learners – including those involved with Youth Work, Adult Learning, family learning, ESOL, literacy, numeracy, digital skills, etc – participated in the groups. My thanks also to Scottish Government professional social researchers who helped by facilitating discussions in the groups.

Given the timescale for the review, it was always going to be difficult to hear from as many learners and potential learners as I would have liked. In addition to the focus groups noted above, I also strongly encouraged CLD practitioners working in LAs and in the Third Sector to host their own learner focus groups, and to include the notes from those groups in returns to the online surveys or direct to the review email inbox. Topic guides, information sheets and consent forms were shared by the secretariat to help with this.

Structured Discussions with Stakeholders – The review has also benefited from more than 40 separate group or individual discussions I have had with stakeholders (including those who wouldn't identify themselves specifically as CLD stakeholders), decision-makers, policy- makers, and budget holders from a range of different organisations and bodies. Notes were made by the secretariat during those discussions, which were subsequently shared to ensure that key points were accurately recorded.

Analysis of the Evidence

To guarantee an objective and holistic process, and in accordance with the Scottish Government's Procurement Strategy, Craigforth Consultancy and Research were contracted to analyse the survey responses, meeting and event notes, and additional relevant information and data submitted through the review inbox.

To ensure the Independent Review's recommendations were evidence-led, the contractors maintained weekly contact and provided emerging findings. Their full report has been published alongside this document.

Time and budget constraints for preparing the evidence report meant that the focus group notes were analysed by the Scottish Government's professional social researchers/ analysts who facilitated the groups on my behalf. The findings were provided to Craigforth and have been incorporated into the final evidence report.

Online Information Session

Craigforth presented the emerging findings from the evidence gathered at two separate online sessions on Thursday 16th May. More than 300 participants joined the sessions.