4 February 2003
Background
1 Introduction
2 Personal development with young people
3 Personal development with adults
4 Building community capacity
5 Ethos and values
6 Resources
7 Management, planning and quality assurance
8 Main conclusions and recommendations
Appendix I Indicators of quality
Appendix II Explanation of terms and abbreviations
(general)
Appendix III Explanation of terms and
abbreviations (specific to Aberdeen City Council and partner organisations)
Community learning and development refers to informal learning and social development work with individuals and groups within their communities. The aim of this work is to strengthen communities through enhancing people's knowledge, skills and confidence, organisational capacity and resources. Community learning and development makes an important contribution towards promoting lifelong learning, social inclusion and active citizenship.
Since 2000, community learning partnerships have been established in all local authority areas in Scotland. In this way, community and voluntary organisations, local authorities, police and health boards, further and higher education institutions and enterprise and careers agencies have begun to work together to achieve positive change in communities. Underpinning this work is a commitment to achieving the social justice targets for Scotland.
Scottish Executive policy regarding community learning and development was outlined in May 2002 in "Community Learning and Development: the way forward." Its contribution to community regeneration was further developed in June 2002 in "Better Communities in Scotland: closing the gap." Further guidance on community learning and development for local authorities and their partners is being prepared to complement the guidance on community engagement that will accompany the forthcoming Local Government in Scotland Act 2003.
HMIE is currently empowered under the Education (Scotland) Act 1980 to inspect the further education provision of local authorities. The scope of inspections of community learning and development accordingly covers the work of local authorities themselves, and the work contracted by them to community, voluntary and public sector partners.
The basis for inspections is set out in the self-evaluation framework published by HMIE in May 2002 as How good is our community learning and development?. The focus of most inspections is on geographical areas within local authorities, usually areas for which there is a community learning plan. Inspections of practice focus on the personal development of young people and adults and on activities that build community capacity.
The inspection
The inspection of provision for community learning and development in the areas of Northfield, Mastrick and Summerhill, Aberdeen City Council, took place in September and October 2002. HM Inspectors observed sessions of work on 25 occasions and carried out 56 interviews with staff, members of relevant organisations and participants in activities.
Appendices II and III of the report provide explanations of terms and abbreviations used.
Community learning and development in the authority
Aberdeen City Council has recently implemented an extensive restructuring of its services with the setting up of its new vision, entitled aberdeenfutures. Neighbourhood services teams have been established in the North, South and Central areas of the city. Prior to this process, Aberdeen City reviewed its Community Education Service and relocated staff into the three neighbourhood areas in January 2002. The team leader for Aberdeen North manages a team of fifteen core staff and is supported by the education officer. The Neighbourhood Services Manager for Culture and Learning in Aberdeen South has a strategic responsibility for community learning and development. The team leader is managed through the North Neighbourhood structure.
The area inspected
The area inspected covered Northfield, Mastrick and Summerhill in the north of the city. This area had a population of 30,232 people living in housing built by the local authority during the 1950s, 60s and 70s. The area of inspection had higher than the citywide averages on all measures of deprivation. Parts of the area were included in the authority's priority areas for regeneration. The inspection area had two community learning plans which were fully integrated into authority strategies and Aberdeen's community plan. Key themes of the community learning plans focused on children, young people, drugs, health, strengthening local democracy and lifelong learning.
|
Good practice The Drugs Action project and community learning and development staff had developed a partnership approach to work on drugs issues in the community. They worked jointly using detached work, small group work, and advice and information sessions to support vulnerable young people experiencing drug dependency in changing their lifestyle. The work included the provision of needle exchange facilities combined with counselling and referral and was focused on reducing harm to the individual and was focussed on reducing harm to the individual and to the community. |
Community learning and development with young people complements Scotland's national priorities in school education. It aims to build self-confidence and self-esteem; develop core skills such as communication and working with others; promote inclusion and equality; and encourage active citizenship.
Inspections of personal development with young people evaluate work with young people in community contexts and joint work in schools. Typically HM Inspectors visit and observe activities that include youth groups, projects and clubs, detached youth work, youth information services, award schemes, behaviour support programmes, and after-school clubs. Inspectors are also concerned with the ways in which young people are empowered to take action on the issues, such as health and community safety, that affect them. They conduct interviews with youth workers and young people. The principal focus is on the extent to which young people achieve positive outcomes in their personal and social development and in their development as active citizens.
Engagement and support for young people were very good. Staff had very productive contact with groups and individuals at risk of exclusion. The drop-in facility at Mastrick Young People's Project (MYPP) offered literacy support to young people. The xl club based in Northfield Academy and The Box detached youth café project engaged with vulnerable young people effectively. These projects for young people linked well with city-wide strategies on social exclusion and education for citizenship. Staff made good use of assessments of need to identify priorities and used marketing strategies effectively to inform the community about available learning opportunities. They had established very good systems for referral to and from other agencies and provided direct guidance to young people. However, young people did not always have access to appropriate information in every location.
The range of learning opportunities provided for young people was very good. It covered almost all of the priority needs identified in the area and was well matched to the social, recreational, educational and cultural needs of local young people. The Chess Development Project had developed effective home-school links. It was also improving the attainment and behaviour of participants. Staff ensured an effective transition for young people between the playscheme and youth activities in Northfield Community Centre. They delivered well-designed programmes relevant to the needs of participants.
The delivery of learning opportunities for young people was very good. Staff planned and prepared carefully to deliver literacy provision that addressed the needs and interests of participants and matched their learning styles. The Chess Development Project tutor used a range of approaches to achieve personal development. Staff in the Northfield Health Project provided successful learning for young people through ongoing support and positive intervention. In the xl club, staff collaboration and planning ensured effective deployment of specialist support materials and equipment. This was particularly evident in joint work with the student counsellor and in preparation for the multi-agency summer school.
The learning experience for young people was very good. It was enhanced by the wide range of opportunities for stimulating and challenging involvement. The environmental project at Northfield Academy provided a good variety of outdoor experiences for young people. Staff negotiated the content and organisation of learning activities with participants and chose methods which engaged them successfully. Young people involved in the xl club developed their personal portfolios outlining targets from a range of work choices. Detached youth workers at The Box negotiated the content of programmes with young people. At Summerhill, staff structured the playscheme review to encourage children's participation in the design of the future programme. Community learning and development staff regularly drew on the skills and knowledge of other professional agencies to improve the level of challenge and variety.
Assessment as part of learning was good overall. Methods of assessment were well matched to participants' goals and included the development of portfolio assessment in the xl club. Staff assessed, reviewed and recorded young people's progress regularly. They worked with young people to set targets. The Sound Project and Mastrick Millennium Volunteers Project submitted monitoring information to the Scottish Executive. Staff also worked in a joint project with staff from Drugs Action at Northfield Community Centre to monitor young people's progress. However, they did not assess young people's learning experience systematically.
Participant achievement was very good. The activities ensured that young people made very good progress towards agreed learning outcomes. Generally, young people who became involved in the xl club improved their attendance at school and their behaviour. A young person from MYPP had received an Adult Learner's Award for motivating others and for re-engaging in learning through the college outreach programme. School staff recognised an improvement in the self-esteem and concentration of young people participating in The Chess Development Project. Young people involved in the Northfield Health Project were able to apply their learning and improve their diet.
|
Good practice The Chess Development Project addressed young people's literacy and numeracy needs as part of their learning experience. The project offered opportunities to develop critical thinking, improvement in verbal reasoning and development of reading skills. In preparing learning materials, staff took full account of the overall needs of individual learners. The project had raised self-esteem among young people and improved their attainment levels. Teachers reported improved concentration and behaviour among participants who had been experiencing difficulties. |
Community learning and development with adults is a key element of Scotland's approach to lifelong learning. It provides opportunities for adults to return to learning in a familiar and supportive community context. In many cases it supports the development of the skills and knowledge adults need in their everyday lives. In particular, it plays a key role in improving levels of literacy and numeracy among adults.
Inspections of personal development with adults evaluate learning groups in the community such as formal classes, family learning groups, literacy and numeracy groups and individual tuition, and aspects of adult guidance. Typically HM Inspectors visits and observe groups, classes and individual tuition. They interview staff and adult learners. The principal focus is on the extent to which learners are achieving positive outcomes in relation to their individual, family and working life and to their development as active citizens.
Engagement with and support to adult learners were good. Community learning and development staff had made contact with a range of excluded groups and individuals to encourage them to participate in learning and development programmes, but the approach was not systematic. Advertising and outreach work by Aberdeen College had led to the recruitment of a large number of adult learners but had not specifically targeted excluded groups and individuals. The adult education co-ordinator in Summerhill and Mastrick provided well-judged guidance and information to individuals and groups. However, some staff were not clear about their role in providing such guidance.
The range of learning and development opportunities for adults was good. Staff had focused on literacy, numeracy, information and communications technologies and family learning as priorities for the area. This work complemented a large programme of adult learning provided through partnership with Aberdeen College. The local secondary school, the new community school and the family centres supported work with parents. However, staff had not taken sufficient account at the planning stages of potential progression opportunities for learners. The development officer for adult education was reviewing practice to ensure complementary working arrangements between adult basic education staff and the recently recruited literacies staff. Staff had not yet developed sufficiently focused intended learning outcomes but had made some progress in matching learning to priority needs.
The delivery of learning opportunities was very good. Staff prepared well and made best use of available accommodation. They had received training in Learning Evaluation And Planning (LEAP) and How good is our community learning and development?. Staff inputs to personal development activities were successful in facilitating learning. The Positive Parenting course was well structured to support a good pace of learning that challenged participants appropriately. The range of teaching methods ensured that the needs of participants were met. Overall, staff provided participants with good support but in some cases they did not take sufficient account of their abilities or prior attainments.
The learning experience of participants was good overall. Learners participated well in those activities where staff had matched methods to their learning styles. On a few occasions, staff had negotiated the content of the learning programme very well. However, tutors from Aberdeen College, delivering courses on behalf of the service, offered limited opportunity for participants to develop ownership of the content and organisation of the tasks. Individual learning plans were a key feature of ABE and literacies provision but were not evident in other learning activities. The Positive Parenting course and the outreach learning activities delivered by community learning and development staff offered appropriate challenge to participants.
Assessment as part of learning was fair. Literacies and ABE staff assessed students regularly. The college outreach programme also included assessment as an integral part of accredited learning activities. Community learning and development staff did not employ a systematic range of approaches to assessment. They did not assess core skills and personal development. There were no systematic arrangements to ensure that participants had records of achievement across the range of learning activities. Overall, staff did not provide systematic and consistent guidance to participants.
Participant achievement was good. Participants in college outreach programmes and in ABE and literacies activities achieved intended learning outcomes. However, staff in community based-adult learning activities had not sufficiently identified clear learning outcomes for core and life skills. This omission made it difficult to measure achievement in these areas. Participants in ICT courses applied knowledge in a range of contexts including workplace activities, supporting their children's learning and improving their job prospects. Participants in the Positive Parenting course considered that it enabled them to become better parents. The course had made them more confident in themselves and their ability to cope with challenging behaviour. One parent had progressed from playgroup parent, to playgroup leader, to adult learner, to tutor. The refresher English course provided additional support for students studying English at Standard Grade and Higher Level.
Community learning and development plays an important role in Scotland's community regeneration strategy. It aims to engage local people in tackling the issues and problems in their communities and in developing local solutions. It plays a key role in ensuring that communities of place and interest are positively engaged in community planning and in the development of local community plans.
Inspections of community capacity building work evaluate the training and support that services deliver to community and voluntary groups and organisations, including youth action groups. Typically HM Inspectors visit and observe project or programme management groups. They interview a range of community activists, volunteers and staff. The principal focus is on the empowerment of communities and on the extent to which they are engaged in shaping public policy, planning and service delivery.
Work with communities to identify their needs was very good. Staff had helped to create directories of community organisations in both Northfield and Mastrick. The service had access to detailed baseline information about regeneration communities, and had used a good range of methods to audit need during the development of community learning plans. The service had also used a needs index comprising ten indicators to identify priority geographic areas. The CLPs contained targets developed for action with partners and the community. The service had good information on some excluded groups, particularly vulnerable young people, but was less well informed about other priority groups. Staff used local networks effectively to collect views on how services could be improved.
The development of skills and confidence was good. Staff organised training opportunities to assist community leaders and activists in their roles. They used training materials that were suitable but did not lead to a recognised qualification. Staff had facilitated training for young people in MYPP to enable them to advise other young people with debt problems. Staff supported active community members effectively, encouraging them to plan and reflect on their work and providing individual support when necessary. However, staff plans had not identified this aspect as a priority with these groups.
|
Good practice Staff had worked with young people in MYPP who had experienced debt problems. They organised a briefing session for the local credit union to explain to the young people how it might help their situation. Six young people had completed training to become tellers, and now operated an outreach point of the credit union within the project. This approach both tackled the debt problems of the initial group and also enabled them to provide an important service for other young people in the area. |
Promoting participation in community affairs was very good. The local authority had developed a very clear and appropriate policy to guide staff on the use of volunteers. Staff had subsequently delivered a very effective Mastrick Millennium Volunteers Project, which linked well with other initiatives. Staff also encouraged young people to participate in the community through activities such as attending the launch of Volunteers Week. However, the service was unable to implement the authority's volunteering policy in full due to budget constraints. Staff provided very good support for tenants' groups and self-help initiatives such as Enough is Enough, and actively encouraged inclusiveness and openness.
Assisting communities to exercise power and influence was very good. Staff provided broad support to a wide range of groups and organisations, and encouraged them to engage positively with other bodies. Northfield Parish Church produced a free newspaper which provided an important focus for community life. The community also maintained a local events diary in the local library. Enough is Enough had been involved in Scottish Executive policy consultations and MYPP had held a youth hustings during the last UK Parliament election campaign. Some groups managed local services, such as the fitness centre in Mastrick Community Centre. However, the service was insufficiently active in encouraging community control over local assets and programmes.
Monitoring and evaluation as part of building community capacity was fair. Staff had undertaken evaluations of some specific projects such as Enough is Enough. However, the service did not have consistent procedures for monitoring and evaluating the work of community organisations. Service managers were developing a quality assurance handbook which had the potential to assist this process. Staff were not consistent in setting objectives for their involvement with community groups, and monitoring and recording the progress that the groups made. They had limited evidence of their impact on community organisations. The service had conducted nationally sponsored research into aspects of citizenship, but had not done enough to put the findings into action.
|
Good practice The service's very effective support to the "Enough is Enough" group resulted in it being instrumental in a change to Scottish law. Five local women from MYPP had formed a campaign group following an awareness-raising day organised by the project. They wished to see a change in the Matrimonial Homes Act 1981 to provide single women with increased protection from a violent partner. Staff had helped the group to organise a conference, meet with their local MSP and form links to other groups with similar aims. The women were invited to the Scottish Parliament and consulted on the details of the Family Law Bill. The group achieved its aims and won the Grampian TV Adult Learners Award. Further, in evaluating the experience, the women recognised that their personal gains in skills and confidence were having a very positive impact on their day-to-day lives. |
Community achievement was good. Throughout the area, strong local organisations exerted considerable influence on their communities. They had often secured external investment and worked well with other agencies and public bodies to improve their communities. Some groups had had success in tackling key issues, such as domestic violence, crime and drug abuse. Enough is Enough had been particularly successful in that it had influenced a change in the law concerning the Matrimonial Homes Act (1981). Such successes demonstrated the service's growing impact on increasing social capital and achieving social justice.
Climate and relationships were very good. Staff had high credibility with partner organisations and community learning participants. They ensured that participants identified strongly with their own roles and nurtured positive links with other bodies. Morale was generally high despite some confusion regarding staff posts within the new aberdeenfutures structure. Staff felt valued and were effective in fostering a good atmosphere throughout the service. The service made a very effective contribution to important partnership initiatives.
Expectations and promoting achievement were very good. Most staff were committed fully to promoting high expectations and an ethos of achievement. Staff involved in The Chess Development Project and the xl club promoted high expectations among participants and celebrated their achievements. Generally, staff were skilled at making effective use of praise, recognising achievement, delegating responsibility and encouraging participant contribution. These skills were evident in their engagement with young people and adults.
Values were very good. This strength had a significant impact on staff effectiveness. All staff were highly committed to the active empowerment of participants. The Northfield Area Forum was a very good example of an empowered organisation. Staff supported Northfield playgroup to develop multicultural activities. However, the service provided limited opportunities for socially excluded groups to access community-based adult learning.
Accommodation and facilities were fair overall. They ranged from unsatisfactory to good. The kitchen was out of use in Northfield Community Centre due to health and safety problems and toilets were in a poor condition. Staff accommodation in Mastrick Community Centre was cramped. During the inspection, a number of health and safety issues were identified. Office staff were adversely affected by the close proximity of a smoking area in Summerhill Community Centre. Signposting in most establishments was poor.
Provision of resources was fair. Operational budgets were insufficient to support work with socially excluded adults and young people. Staff were unclear about the existence and amounts of budgets available and did not feel involved in decision making. Centres relied on self-generated income, resulting in uneven availability of resources, which restricted the potential to support developments in some cases. The service had no record of equipment and resources which resulted in staff being unclear about what was available. Staff had insufficient access to the Internet and to ICT resources for community learning and development activities. The service had submitted a funding bid to support developments and had seconded an officer to develop an ICT strategy.
Staffing was good overall. The full-time professional staff were well qualified and brought a good range of expertise to their work. They were very knowledgeable about current issues and developments in community learning and development. Three development officers had a city-wide remit to support staff in adult and youth learning and community capacity building. A team leader supported the Aberdeen North team. However, there were insufficient resources to employ sufficient part-time staff to support youth learning activity. The service had recognised the benefits of having school-based youth workers. The service was currently investigating the creation of permanent youth work posts which would have opportunities for accreditation. Some short-term posts which were grant funded, however, were unlikely to be sustained in the longer term.
Staff effectiveness and deployment were good overall. They were deployed on the basis of a needs index compiled from social deprivation indicators. All were hardworking, committed and enthusiastic, working well individually and as part of a team. Clear job descriptions and appropriate remits enabled community learning and development staff to function effectively in their role. Staff who had head of establishment responsibility were more restricted in their ability to deliver community learning and development priorities. A substantial amount of their time was taken up dealing with other management responsibilities. Clerical staff sometimes had to carry out janitorial duties due to problems with cover. There was insufficient clarity about the role and remit of community development staff operating within the office of the Chief Executive.
|
Good practice The service deployed community learning and development staff to meet priorities of local communities using a needs index. The needs index was based on ten demographic indicators which included indicators of social deprivation. The application of the index gave a score to each electoral ward, indicating the comparative level of need. The service now plans to allocate budgets and deploy other sessional staff using a similar process. |
Staff review and development was fair overall. There was no systematic framework for staff review and development. The service operated a support and supervision system and the team leader carried out checks to ensure that it was applied. The service planned to introduce a corporate appraisal scheme and to implement a three-year training programme. It intended to support this programme with an initial training budget. The development officers' function included a key role in identifying staff training needs and designing training programmes. The service encouraged part-time workers to take advantage of the training available and staff had a variety of opportunities for secondment. Training for administrative staff included ICT, child protection and first aid. There were no formal local induction programmes for new staff.
Organisation and use of resources were fair. The process of restructuring had resulted in a lack of clarity in the organisation of resources. The service intended to devolve budgets to team level and engage staff in the process of decision making. It also proposed to allocate budgets fairly according to the needs index. The development officer remit involved creating a bank of materials to support staff and the service intended training staff in their use. The service had successfully gained small-scale funding for developments. Some large-scale funding applications were pending, including a New Opportunities Fund application.
Planning for community learning was good. The service had taken good account of the local context and identified priority issues through an effective consultation process. The good range of partners involved in the two local CLPs continued to meet as a monitoring group to review progress. The team leader had an active and effective role in the process. Both staff and partners considered the community learning plans to be effective operational tools. The partnership had provided a vehicle for joint planning and working. However, some partners had been unable to commit resources to fulfil their agreed roles.
Self-evaluation was fair overall. Individual members of staff evaluated their own work effectively. However, the process was not applied systematically throughout the service. The adult learning and development group was reviewing literacies work using the national good practice guidelines and a mapping to LEAP and the quality indicators in How good is our community learning and development?. The service planned to implement a quality assurance framework. The development officers' remit included a key role for quality assurance.
Planning for improvement was good. Staff had individual work plans which used the LEAP framework. The intention was to integrate these plans into the quality assurance framework. The team leader undertook effective reviews of progress towards targets. He monitored staff time effectively. The service had a clear plan, which linked to individual work plans. An interim team plan was in place and work was ongoing to develop a revised development planning process for the service. The work plans also linked well to community learning plans. The service was not yet using LEAP to monitor staff time against service delivery.
Partnership working was very good. Commitment to partnership working was strong and staff were involved with a wide range of partners. Links included a formal partnership agreement with Aberdeen College to deliver adult learning opportunities, joint work with teaching staff in Northfield Academy and links with library services. Community learning and development staff played an effective role within the partnerships, and partners were clear about their role and contribution. A very good range of partners was involved in building community capacity. A good example was the effective partnership working between youth projects and health board staff. Staff were aware that the wide range of partnerships sometimes led to overlap and duplication and were keeping this under review.
Leadership was very good at all levels. It provided clear vision and strategic direction. Staff were positive about the management team at all levels and felt involved in most aspects of decision making. Managers had handled the process of change following the community learning and development review and restructuring effectively. The team leader fulfilled his own role well and encouraged effective team working. Staff perceived him to be both supportive and challenging. Communication was generally effective. However, clerical staff were insufficiently aware of community learning and development.
The authority provided a good service in supporting the delivery and development of community learning and development in the area. Community learning and development staff were committed and highly motivated. They worked well in partnership with a range of other agencies to deliver effective services to local people. Leaders provided a clear vision and directed the service effectively. The service had clear plans for future developments, which included the development of locality planning linking to the community plan. However, it did not have a consistent and systematic approach to monitoring outcomes and participants' progress. The service's provision for staff review and development did not meet staff needs. The structure for self-evaluation was inadequate. Resource allocation did not fully meet local needs and some facilities were in a poor condition.
Anne Stoker
HM Inspector
On behalf of HM Chief Inspector
HM Inspectors use quality indicators when making judgements in their inspections of community learning and development. The quality indicators used in this inspection were published in May 2002 in the HM Inspectorate of Education publication How good is our community learning and development?. This publication is available on the website www.hmie.gov.uk .
In the report and in this appendix we make clear the judgements made by using these word scale categories:
|
VG |
very good (major strengths) |
|
G |
good (strengths outweigh weaknesses) |
|
F |
fair (some important weaknesses) |
|
U |
unsatisfactory (major weaknesses) |
The categories awarded for the indicators of quality are set out in the table below.
Categories for the quality of provision for young people and for adults are shown in the first table.
Categories for the overall contribution of the authority's relevant services are shown in the second table.
|
Personal development |
Young People |
Adults |
|
Engagement and support |
VG |
G |
|
Learning opportunities |
VG |
G |
|
Delivery |
VG |
VG |
|
Learning experience |
VG |
G |
|
Assessment as part of learning |
G |
F |
|
Participant achievement |
VG |
G |
|
Building community capacity |
||
|
Work with communities to identify their needs |
VG |
|
|
Developing skills and confidence |
G |
|
|
Promoting participation in community affairs |
VG |
|
|
Assisting communities to exercise power and influence |
VG |
|
|
Monitoring and evaluation as part of building community capacity |
F |
|
|
Community achievement |
G |
|
|
Ethos and values |
||
|
Climate and relationships |
VG |
|
|
Expectations and promoting achievement |
VG |
|
|
Values |
VG |
|
|
Resources |
||
|
Accommodation and facilities |
F |
|
|
Provision of resources |
F |
|
|
Staffing |
G |
|
|
Effectiveness and deployment of staff |
G |
|
|
Staff review and development |
F |
|
|
Organisation and use of resources |
F |
|
|
Management, planning and quality assurance |
||
|
Community learning planning |
G |
|
|
Self-evaluation |
F |
|
|
Planning for improvement |
G |
|
|
Partnership working |
VG |
|
|
Leadership |
VG |
|
Terms in italics are themselves explained in this appendix
Audit
Needs assessment, together with assessment of the resources that
are or could be available to meet the needs that are identified.
Building community capacity
Support to communities which develops confident
and able individuals, groups and organisations that can address issues affecting
the quality of life in their community.
Community Access to Lifelong Learning
A New Opportunities Fund
programme to improve access to ICT-based learning in communities.
Community-based Adult Learning (CBAL)
Courses, programmes or other learning opportunities, which are generated
in the community in consultation with local learners, and which address issues
of importance to improving the life chances of learners and their community.
Learners negotiate the organisation and domestic arrangements related to the
course and are likely to make a substantial contribution to the course content.
Community learning and development
Informal learning and social development
work with individuals and groups within their communities. The aim of this work
is to strengthen communities through enhancing people's knowledge, skills and
confidence, organisational capacity and resources.
Community learning plan
A continually evolving action plan which is relevant
to a local area or to a community of interest and which is jointly owned by
those participating in it.
Community learning strategy
The overall scheme for community learning
which covers an entire local authority area and is informed by the local community
learning plans. It is jointly owned by organisations which have a significant
interest in community learning in the authority's area.
Community plan
A plan which covers all public sector interests and is
drawn together by the local authority and public bodies working in its area.
It is intended to set out overall objectives which all share, and to clarify
relationships among their fields of interest. It should make it easier for individuals
and groups within the area to communicate their interests and concerns to those
responsible for services.
How good is our community learning and development?
A quality framework
for use in self-evaluation by providers of community learning and development.
It is the framework used by HM Inspectors in inspections of the community learning
and development provision of local authorities.
ICT
Information and communications technology. This includes computing
but also the use of other technologies, such as video and telephone communications.
Individualised learning
Tuition in which the objectives, content and
methods are worked out by the tutor and the learner together to suit the learner
and meet his or her needs and aspirations.
Learning opportunities
Any activity, whether formal or non-formal in
structure and operation, in which there is deliberate action that helps those
involved to grow in confidence, knowledge, understanding and skills, including
social skills.
Literacy and numeracy
The definition of literacy and numeracy used in
the report "Adult Literacy and Numeracy in Scotland" (published in 2001) is
"the ability to read, write and use numbers, to handle information, to express
ideas and opinions, to make decisions and solve problems, as family members,
workers, citizens and lifelong learners".
LEAP
Learning Evaluation And Planning. This scheme was developed for
the Scottish Executive by the Scottish Community Development Centre. It helps
all of the partners involved in community learning plans to plan and
evaluate the implementation of the plan effectively. The scheme covers inputs,
processes, outputs and outcomes.
Needs assessment
Identification of what it is that individuals, groups
and communities want and need to learn. In community learning and development,
learners and potential learners should be involved in the needs assessment process.
Activities include desk research and fieldwork.
NOF (New Opportunities Fund)
Funds provided by the national lottery and
disbursed on the basis of priority programmes established to address specific
needs.
Outcomes
The learning and development gains that people involved (as
participants) in community learning and development hope to achieve. Such gains
are sometimes hard to measure in simple terms, for example, a growth in confidence.
Outputs
The specific and measurable results which particular work and
resource commitments are intended to achieve.
Personal development
Growth in confidence, knowledge, understanding,
skills, including social skills. In community learning and development,
people are helped to achieve the personal development they want and need in
the context of their own lives and communities. These may be local or interest
communities. The core skills of communication, numeracy, problem solving, working
with others and ICT are particularly important.
The Box
A youth café facility operating from a converted police
box leased from Grampian Police. It is managed by young people supported by
youth workers.
Mastrick Young People's Project (MYPP)
A former urban aid funded project,
managed by young people, which is now part of mainstream community learning
and development provision.
The xl club
An initiative developed through the Prince's Trust based
in Northfield Academy in which community learning and development staff and
teaching staff work together to target young people at risk of exclusion.
The Chess Development Project
A NOF project which provides chess clubs
across the Northfield Associated School Group. More than 300 primary and secondary
pupils currently participate.
Environmental Project
A partnership project involving countryside rangers
and youth workers targeting Northfield Academy pupils. The project is designed
to raise environmental awareness around the task of path construction in a country
park.
Northfield Health Project
A cultural arts project which raises awareness
of other cultures through exploring lifestyles and health issues.
Positive Parenting Project
Targets parents with young children as part
of the Surestart programme.
Mastrick Millenium Volunteers Project
This is funded by the Scottish
Executive and involves 50 young people aged 16-25 years participating in voluntary
work in the local area.
Enough is Enough
This involves a group of single mothers who successfully
campaigned for an amendment to the law on domestic abuse. The project and volunteers
have received city, regional and national awards for Adult Learning and the
promotion of equal opportunities.
The Sound Project
Drugs diversionary project funded by Scottish Executive.
It was set up jointly by CLD staff, Northfield Academy staff and police. It
also involves other voluntary partners.
Drugs Action Project
Organisation offering services advice and information
to drug users and their families.
Copies of this report have been sent to the Director of the department responsible for community learning and development and to senior and local staff, local councillors and appropriate Members of the Scottish Parliament. Subject to availability, further copies may be obtained free of charge from the address below or by telephoning 0131 244 0925. Copies are also available on our web site: www.hmie.gov.uk
Should you wish to comment on or make a complaint about any aspect of the inspection or about this report, you should write in the first instance to Ian Gamble HMCI at:
HM Inspectorate of Education
Victoria Quay
Edinburgh
EH6 6QQ
If you are still dissatisfied with our services, you can contact the Scottish Public Services Ombudsman, Professor Alice Brown directly or through your member of the Scottish Parliament. The Scottish Public Services Ombudsman is fully independent and has powers to investigate complaints about Government Departments and Agencies. She will not normally consider your complaint before the HMIE complaints procedure has been used. Instead, she will usually ask you to give us the chance to put matters right if we can.
Complaints to the Scottish Public Services Ombudsman must be submitted within 12 months of the date of publication of this report.
The Ombudsman can be contacted at:
Professor Alice Brown
The Scottish Public Services Ombudsman
23 Walker Street
Edinburgh
EH3 7HX
Telephone number: 0870 011 5378
e-mail: enquiries@scottishombudsman.org.uk
More information about the Ombudsman's office can be obtained from the website: www.ombudsmanscotland.org.uk
Crown Copyright 2003
HM Inspectorate of Education
This report may be reproduced in whole or in part, except for commercial purposes or in connection with a prospectus or advertisement, provided that the source and date thereof are stated.