Community learning and development. More of our residents have the skills needed for employment - Xxxxxx Xxxxxx Introduction Scotland has a long tradition of valuing learning for the wider benefits that it can bring to the individual, to society and communities and to the economy. For example, qualification levels reflect a long-term higher level of investment in education than the rest of the UK. It is also important that individuals acquire the skills that are required by employers, now and in the future. Employers expect potential employees to have skills that, in their view, they should have learned at school. However, there is a significant number of adults in Scotland who do not meet employers‟ essential skills criteria. The Scottish Government‟s Skills Strategy: A Lifelong Skills Strategy [37] for Scotland sets out the objectives needed to develop a cohesive lifelong learning system that is centred on the individual but also responsive to employer needs. The strategy covers education and learning at all stages, from the early years upwards and emphasises the importance of developing a wide variety of skills in compulsory education that “will be of high value to themselves, their parents and carers, employers, colleges and universities”. A key element of establishing firm foundations in the early years is helping parents with literacy and numeracy to enhance their ability to support their children‟s learning. The Scottish Survey of Adult Literacies published in 2009 indicates that more than 1/3 of Scotland‟s population may experience some challenges with some type of literacy. The Adult Literacies on Scotland 2020 Strategic guidance explains, “Literacy and numeracy affect people‟s lives. Strong literacies skills help people fulfil their potential , achieve their goals and take advantage of opportunities. When individual do well, so do their families, communities and employers”. The Moray Adult Literacies Partnership is made up of both learning providers and intermediary agencies who work together to address the issue of low levels of adult literacy and numeracy in Moray and reduce the number of adults who struggle with reading, writing and using numbers. Essential Skills Learners New Learners Continuing Learners 250 200 81 73 150 100 93 50 0 133 111 151 2007/08 2008/09 2009/10 Over the three years from 2007/08 to 2009/10 there were approximately 200 learners each year, most of who were new learners. A small proportion of learners, around 10%, receive accreditation each year [49]. Repor...
Community learning and development. (CLD) Community learning and development represents mainly non-formal and informal learning delivered in community based settings, as well as dedicated community development activity and youth work. It includes work with parents and families aimed at building social infrastructure and quality of life. The range of community based activity undertaken means that many of those who work with LLUK standards in this area may be recorded as being employed in another sector. For example, health visitors work with LLUK standards but are sited within the ‘Skills for Health’ footprint, or English Sure Start staff who are captured within the ‘Skills for Care and Development’ footprint. Much of this constituency’s activity is voluntary, although volunteers are often coordinated by a smaller number of dedicated full-time professional staff. Employers can range from local councils and local authorities to small community groups and alliances, which are run by local committees. Funding comes from a variety of sources, including government and local authority grants, statutory training and education funding bodies, private charities and trusts, and the European Social Fund (ESF). The CLD constituency comprised seven discreet strands, which in Scotland find expression in three national priorities: The CLD constituency comprises seven discrete strands: • Community based adult learning (CBAL) involves young adults through to older people and takes a range of contexts from community centres primarily focused on adult learning, to social services settings, regeneration projects and the work place. In England part of this strand is sometimes referred to as adult and community learning (ACL) and also personal and community development learning (PCDL). Where the terminology ACL & PCDL are used, this refers to those particular areas only. • Community development – relates to community development activity, which does not have individual learning as its focus, pertaining to activities such as campaigning, building community capacity and empowering communities to take charge of their own development. • Community education encompasses the lifelong range of learning needs with a close integration in approach between work with adults, young people and children, and in providing educational support with community development. Its emphasis is upon the provision of community based learning and development support for individuals and groups based around identified needs and issues. • Develo...
Community learning and development. (CLD) Community learning and development represents mainly non-formal and informal learning delivered in community based settings, as well as dedicated community development activity and youth work. It includes work with parents and families aimed at building social infrastructure and quality of life. The range of community based activity undertaken means that many of those who work with LLUK standards in this area may be recorded as being employed in another sector. For example, health visitors work with LLUK standards but are sited within the ‘Skills for Health’ footprint. Much of this constituency’s activity is voluntary, although volunteers are often coordinated by a smaller number of dedicated full-time professional staff. Employers can range from local councils and local authorities to small community groups and alliances, which are run by local committees. Funding comes from a variety of sources, including government and local authority grants, statutory training and education funding bodies, private charities and trusts, and the European Social Fund (ESF). The CLD constituency comprises seven discrete strands: • Community based adult learning (CBAL) involves young adults through to older people and takes a range of contexts from community centres primarily focused on adult learning, to social services settings, regeneration projects and the work place. In England part of this strand is sometimes referred to as adult and community learning (ACL) and also personal and community development learning (PCDL). Where the terminology ACL & PCDL are used, this refers to those particular areas only. • Community development – relates to community development activity, which does not have individual learning as its focus, pertaining to activities such as campaigning, building community capacity and empowering communities to take charge of their own development. • Community education encompasses the lifelong range of learning needs with a close integration in approach between work with adults, young people and children, and in providing educational support with community development. Its emphasis is upon the provision of community based learning and development support for individuals and groups based around identified needs and issues. • Development education explores the links between people living in the "developed" countries of the North with those of the "developing" South, enabling people to understand the links between their own lives and those of people...
Community learning and development. (CLD) Community learning and development includes non-formal and informal learning delivered in community based settings, as well as dedicated community development activity and youth work. It includes work with parents and families aimed at building social infrastructure and quality of life. The range of community based activity undertaken means that many of those who work with LLUK standards in this area may be recorded as being employed in another sector. For example, health visitors work with LLUK standards but are sited within the ‘Skills for Health’ footprint. This constituency is comprised of employees and volunteers, although volunteers are often coordinated by a smaller number of dedicated full-time professional staff. Employers can range from local councils and local authorities to smaller community groups and alliances, which are run by local committees. Funding comes from a variety of sources, including government and local authority grants, statutory training and education funding bodies, private charities and trusts, and the European Social Fund (ESF). The CLD constituency comprises seven discrete strands: • Adult and community learning (ACL) / community based adult learning (CBAL). • Community development – relates to community development activity, which does not have individual learning as its focus, pertaining to activities such as campaigning, building community capacity and empowering communities to take charge of their own development. • Community development learning (CDL) – relates to learning as communities, rather than individuals, and is one of the techniques used within community development. • Development education – a very small strand, which is, in reality, a sub-set of ACL and community development, specialising in education for the sustainable development of communities and concentrating on areas such as overseas aid and environmental campaigns. • Family learning – the workforce that concentrates on community based training activity for the family unit, supporting the family to learn as a whole. • Working with parents – the workforce that trains those who work with parents specifically, both to support and enhance the development of parenting skills. As well as direct work with parents themselves, such workers may, for example, provide training support to health visitors, family court judges and other professionals who operate in a family support role. • Youth work – the workforce designated as working with young people with...
