This presentation may be freely adapted to suit individual needs p lease note that the w hole presentation is not intended to be used at o nce Revisiting the Competences for Community Learning ID: 811197
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Slide1
The CLD Standards Council for Scotland – an electronic guide to the Competences
This presentation may be freely adapted to suit individual needs;
p
lease note that the
w
hole presentation is not
intended to be used at
o
nce!
Slide2Revisiting the Competences
for Community Learning
and Development
Name
Date
Venue
Slide3The Competences
for Community Learning
and Development
Name
Date
Venue
Slide4What
can the Competences do for me?
An
introduction to
using the CLD Competences for training and development
Name
Date
Venue
Slide5The Community Learning and Development Standards Council for Scotland
Slide6The Standards Council is the new professional body for those working in CLD. Its core responsibilities are:
Approval
RegistrationContinuing Professional Development
Slide7The Standards Council is the new professional body for those working in CLD. Its core responsibilities are:Approving CLD training, skills and development opportunities;
Implementing a system of registration for CLD practitioners;
Developing models and standards for the delivery of Continuing Professional Development and training for the wider CLD workforce
Slide8More than 50 people from across the full spectrum of activity in CLD are involved. The committee members have a wide-range of knowledge and expertise, with backgrounds in the Voluntary sector, Social Enterprise and Local Authorities.
They include practitioners
, managers, trainers and academics; specialists in youth work, adult literacies, community development and more.
The
Standards Council
for CLD in Scotland is made up of four committees: Approval, CPD, Registration and
Executive
.
Slide9The Standards Council for Community Learning and Development for Scotland is the body responsible for the registration of CLD practitioners, the approval of training courses, and the continuing professional development of the sector workforce.
Our vision is one of supporting the continuing improvement of community learning and development practice to provide quality services for communities and individuals across Scotland.
Using CLD principles and values we work with our partners to raise standards, increase public satisfaction, and achieve sustainable progress
.
Slide10Setting up the Standards Council
The Standards Council for Community Learning and Development for Scotland is the new professional body for those working in community learning and development.
During a period of establishment from 2007, the staff team overseen by an Interim Standards Council talked to over 1000 people from the CLD sector, completed two research projects, set the refresh of the CLD competences in motion and made recommendations to the Cabinet Secretary, before advertising opportunities to sit on the four committees of the CLD Standards Council.
There was a strong response from the field, and now over 50 people sit on the Executive, Approval, CPD and Registration Committees.
Slide11The Cabinet Secretary for Education and Lifelong Learning has directed the CLD Standards Council to:
Deliver a professional approvals structure for qualifications, courses and development opportunities for everyone involved in CLD
Consider and establish a registration system available to practitioners delivering and active in CLD practice
Develop and establish a model of supported induction, CPD and training opportunities
Slide12Responsibilities
The CLD Standards Council will:
Approve CLD training, skills and development opportunities
Implement a system of registration for CLD practitioners
Work with Lifelong Learning UK to develop models and standards for the delivery of continuing professional development and training
Work with employers and Lifelong Learning UK to ensure high quality workforce development strategies, including the design of their supported induction
Advocate on behalf of the sector on matters pertaining to registration, training courses and CPD in CLD
Advise government with regard to registration, training courses and CPD in CLD
Slide13Objectives
Individuals, groups and communities will be supported by reflective, competent and confident CLD practitioners (whether paid or voluntary) to achieve their goals and aspirations
Practitioners will receive appropriate initial training and support to fulfil their roles
Practitioners will actively and continuously develop their skills and practice
The CLD sector will engage in a raised standard of professional debate with groups, communities and practitioners
Employers will promote, acknowledge and value the skills, knowledge and understanding of practitioners
The CLD sector will be widely recognised and valued amongst other professional disciplines, policy makers and the general public
Slide1414
Community Learning and Development and
the CLD Competence
Framework: a brief history
Slide1515
The CLD Competence Framework: a brief history
Slide16‘Community learning and development is learning and social development work with individuals and groups in their communities using a range of formal and informal methods. A common defining feature is that programmes and activities are developed in dialogue with communities and participants.
’
(Working and Learning Together, 2004)
What is Community Learning and Development?
Slide17‘Community learning and development is learning and social development work with individuals and groups in their communities using a range of formal and informal methods. A common defining feature is that programmes and activities are developed in dialogue with communities and participants.
’
(Working and Learning Together, 2004)
What is Community Learning and Development?
Slide18‘Community learning and development is learning and social development work with individuals and groups in their communities using a range of formal and informal methods. A common defining feature is that programmes and activities are developed in dialogue with communities and participants.
’
(Working and Learning Together, 2004)
What is Community Learning and Development?
Slide1919
The CLD Competence Framework: a brief history
Slide20Key Dates
1995
Community education competences written
1998 New term introduced -
community
learning
1999 Scottish Parliament established
2004
New term introduced -
C
ommunity
Learning
and
Development
What are the CLD Competences?
There were three broad reasons for the refresh:
Changes in the CLD workforce
Changes in the funding environment
Developments in policy
Slide21Key Dates
1995
Community education competences written
1998 New term introduced -
community
learning
1999 Scottish Parliament established
2004
New term introduced -
C
ommunity
Learning
and
Development
Why
refresh
the
Competences?
There were three broad reasons for the refresh:
Changes in the CLD workforce
Changes in the funding environment
Developments in policy
Slide22Key Dates
1995
Community education competences written
1998 New term introduced -
community
learning
1999 Scottish Parliament established
2004
New term introduced -
C
ommunity
Learning
and
Development
Why
refresh
the
Competences?
There were three broad reasons for the refresh:
Changes in the CLD workforce
Changes in the funding environment
Developments in policy
Slide23In August 2008, the Interim Standards Council commissioned a refresh of the CLD competences.
The brief was to update the competences in line with recent research and changes in the policy context and CLD field since they were written in 1995.
The approach involved direct participation in discussions by 161 CLD practitioners and survey responses from 255.
This work was undertaken by Linked Work and Training Trust leading a consortium of
Youthlink
Scotland,
Avante
Consulting and SCDC.
The refresh process
Slide24Refresh of the CLD Competences
To engage with the community
To
practise
community education within different settings
To
use evaluative practice to assess and implement appropriate changes
Know
and understand the community in which we work
To
organise
and manage resources
To empower participants
To
develop relevant learning and educational opportunities
Provide
learning and development opportunities in a range of contexts
Build
and maintain relationships with individuals and groups
Facilitate and promote community empowerment
Organise and manage resources
Develop and support collaborative working
Evaluate and inform practice
CeVe
(1995
)
2009
Slide25Competence in
Context: understanding what makes effective practice
Slide26Competence in Context
These competences and indicators should be read in conjunction with the definition of a competent CLD worker.
Slide27Competent CLD workers will:
ensure that their work supports social change and social justice, and is based on the values of CLD
use a collaborative, anti-discriminatory and equalities-focused approach
challenge discrimination and its consequences
work with diverse individuals, communities of place or interest and organisations to achieve change
initiate, develop and maintain relationships with local people and groups and work with people using:
non-formal contact;
informal support; and
informal and formal learning and
development opportunities
Competent CLD workers have:
good interpersonal and listening skills; they can influence or lead people, understanding when this is or is not appropriate
self-management skills, such as time management and communication
respect for the knowledge, experience and aspirations of all those they work with
Slide28Competent CLD workers will:
ensure that their work supports social change and social justice, and is based on the values of CLD
use a collaborative, anti-discriminatory and equalities-focused approach
challenge discrimination and its consequences
work with diverse individuals, communities of place or interest and organisations to achieve change
initiate, develop and maintain relationships with local people and groups and work with people using:
non-formal contact;
informal support; and
informal and formal learning and development opportunities
Competent CLD workers have:
good interpersonal and listening skills; they can influence or lead people, understanding when this is or is not appropriate
self-management skills, such as time management and communication
respect for the knowledge, experience and aspirations of all those they work with
Slide29Competent Practice is
Reflective Practice
Critically reflective CLD workers
CLD practitioners are aware of their values and principles, and critically reflect on their practice and experience so that they integrate their knowledge, skills, values and attitudes and use these effectively in their work.
They use self-assessment, participative processes and evidence of the impact of their work to plan and manage their activities.
These skills are essential to their ability to develop and manage their own practice and identify their own learning and development needs.
Slide30Effective Practice is
Reflective Practice
Reflection...
Doesn’t have to be formal or written
Is not about what went wrong
Is about learning and development
Should be part of every day!
Slide31Slide32CLD practitioners work in diverse roles and settings...
We recognise and celebrate this diversity in provision. To sustain this, all practitioners need to ensure they maintain and develop their competence through reflective practice and CPD...
Most importantly, each practitioner must take responsibility for their own learning.
Slide33A Toolkit
NOT
A Checklist
X
Slide34The Competence Framework
Slide35Slide36Purpose
Indicators
Questions
Context
Slide37Purpose:
so
that practitioners can work with
individuals and
communities to identify and plan action based on knowledge of some of the internal and external influences at work.
Slide38Context:
understanding the context within which our work takes place will be based upon our knowledge of social, political and wider environmental influences on communities.
Competent CLD practitioners are aware of the relevant global and local factors that impact on the community with which they work.
Slide39As a competent practitioner, you will be able to demonstrate that you can
conduct an external community/ environment assessment, considering the political, economic and social context of the community
investigate internal views and information relating to the area within which you work
critically analyse internal and external factors impacting on individuals and communities
identify needs, assets and opportunities using relevant information and evidence
involve other stakeholders in identifying and agreeing needs and local priorities
evidence an awareness of challenges relating to barriers to participation within the local community/environment
ascertain conflicting needs and demands
Slide40Slide41Purpose
Indicators
Questions
Context
Slide42Purpose
:
so that people’s ability and opportunities to work together are enhanced.
Slide43Context
:
CLD is built upon the interactions between people, be these community members, activists or those working with organisations offering support. These relationships provide the basis to support learning and engage people in action to support change within their communities.
Slide44As a competent practitioner, you will be able to demonstrate that you can:
seek out and engage with individuals, groups & communities
practise in different roles, such as facilitating, supporting, leading, advocating, that are appropriate to the work in which you are involved
use informal dialogue in individual relationships and within groups
handle challenges and opportunities constructively
understand and deal with the underlying dynamics at work within relationships and groups
work towards the resolution of conflict
recognise the power dynamic and action needed to equalise power relationships in decision making
facilitate endings for individual and group relationships where appropriate
Slide45Slide46Purpose
Indicators
Questions
Context
Slide47Purpose
:
so that people can identify and achieve their
individual and
collective goals.
Slide48Context
:
CLD is based on providing learning and
development opportunities
that are accessible and responsive
to individual
and community priorities. These opportunities create
personal and community benefits such
as improving
self-confidence and skills and
enhancing employment
opportunities, as well
as supporting health and
well-being,
community regeneration
and
individual and
community activity.
Slide49As a competent practitioner, you will be able to demonstrate that you can:
provide education and development opportunities that are developed in dialogue with individuals and communities
generate learning opportunities that will stimulate personal and community change
tackle barriers to participation
develop, design and deliver learner-centred programmes
take advantage of learning and development opportunities in everyday situations
use appropriate methods and techniques
support progression and transition
use appropriately targeted methods to promote learning and development opportunities
Slide50Slide51Purpose
Indicators
Questions
Context
Slide52Purpose
:
so that people can take individual and collective action to bring about change
Slide53Context
:
CLD practice is built on critical analysis of internal and external factors that influence individual and community priorities and has a distinctive role in working with people to take action to identify and influence decisions that impact on the quality of individual and community life.
Slide54As a competent practitioner, you will be able to demonstrate that you can:
analyse and understand power dynamics and decision-making processes
use community action as a means to achieve change
be inclusive and involve the wider community
interact within and across communities
participate in decision-making structures and processes
campaign for change
identify and manage community assets
Slide55Slide56Purpose
Indicators
Questions
Context
Slide57Purpose
:
so that individuals, communities and organisations can achieve effective management of community assets and resources, services and organisations.
Slide58Context
:
CLD practitioners need to understand the culture of organisations, the responsibilities of those involved and how organisation and management styles, practices and governance relate to sustainable organisations.
Slide59As a competent practitioner, you will be able to demonstrate that you can:
develop and plan programmes and project activities
manage and monitor programmes and project activities
manage and monitor programmes and project activities
organise, deploy and monitor resources effectively
recruit, manage and support people (staff, volunteers)
identify and access funding/ resources
understand and manage risk
interpret and apply relevant legislation (e.g. equalities, Child Protection, Health and Safety)
Slide60Slide61Purpose
Indicators
Questions
Context
Slide62Purpose
:
so that people can enhance decision making and collaborative activities that impact on the quality of life of individuals and communities.
Slide63Context
:
CLD practitioners need to understand, recognise and value the benefits of collaboration and build appropriate and effective alliances, networks and other forms of working together.
Slide64As a competent practitioner, you will be able to demonstrate that you can:
develop and support collaborative working within your own organisation
initiate collaborative working with relevant organisations
participate in partnership and collaborative working
support community participation in partnership and collaborative working
clarify and articulate the role of your own organisation and that of others
negotiate and agree roles in collaborative and joint work, taking a leadership role where appropriate
identify, put in place or provide appropriate training and development opportunities for collaborative working
challenge and be challenged on issues undermining effective partnership working being aware of tensions and conflicts
manage the ending of collaborative and joint relationships
Slide65Slide66Purpose
Indicators
Questions
Context
Slide67Purpose
:
so that robust evidence can sustain, inform, influence and change policy and practice.
Slide68Context
:
Competent CLD practitioners require to build evidence-based practice based on an appreciation of the value of research and evaluation.
They
need a knowledge of the methods and techniques commonly used and an understanding of the current issues and challenges in evaluation, quality assurance and performance measurement in CLD.
Slide69As a competent practitioner, you will be able to demonstrate that you can:
understand the differences between research, evaluation and associated concepts
employ appropriate tools, frameworks and methodologies in the evaluation of practice
draw on evaluation findings to inform your own practice
use participative evaluative processes
promote and support community led research and evaluation
analyse policy, research and evaluation evidence
learn from other perspectives and challenge your own assumptions
interpret and use evidence related to outcomes and impact
present evidence to a range of audiences using appropriate tools and technologies
Slide70Slide71Using the Framework
Slide72Using the Framework
Personal and professional development
Improving practice
Planning career development
Assessing achievement
Recruitment and selection processes
Performance management
Individual, organisational and partnership development
Developing, structuring and evaluating learning programmes
Explaining the values, principles and functions of CLD
Slide73Using the Framework as a Practitioner
Identify your learning needs and relevant resources
Update your CV
Link your work to your
organisation
/ team /
partnership goals
Plan and improve your performance in competence based job interviews
Support volunteer development
Describe and define CLD work for the individuals, groups and communities you are working with
Slide74Using the Framework as a
Practitioner – career development
Evidence in support of job application / promotion
In my current post, I
supported
a group of young mothers in the community to start up a weekly social morning. I approached a local caf
é and
secured their agreement
to open earlier once a week, and worked with the
local health centre
to provide relevant resources for the attendees, including contact details for other local support networks.
Build and maintain
Collaborative working
Slide75Using the Framework as a
Practitioner – planning learning
Competence Area
Current Level of
expertise
(Low / Medium
/ High)
Evidence
Priority
(Low / Medium / High)
Know and understand the community in which we work
Medium
Have used Scottish neighbourhood statistics to produce profile of
community; have attended a variety of existing community projects
High
Build and maintain relationships with individuals and groups
Provide learning and development opportunities
Facilitate and promote community empowerment
Organise and manage resources
Develop and support collaborative working
Evaluate and inform practice
Slide76Using the Framework as a
Practitioner – evaluation
Facilitate and promote community empowerment
How did the decision-making process work?
Was any particular group more or less powerful than others?
Were any members of our community not included?
How can we make sure that we are effectively involving the wider community?
Did we get our points across?
What changes will we see now? Are there other changes we want?
Do we know what and where our assets are?
What could we do to manage them more effectively?
Slide77Using the Framework as a Leader
Design competence based recruitment processes
Design criteria for evaluating job roles and staff grades
Identify areas for staff development
Develop evidence for organisational quality systems
Provide specifications for contract tendering and monitoring of contracts
Plan and assess how your organisation will cope with change
Support applications for funding and resources
Slide78Using the Framework as a
Leader – appraisals
Develop & support collaborative working
Assessment of Performance
Indicator
A
Excellent
B
More than satisfactory
C
Satisfactory
D
Less
than
satisfactory
Supervisor
comments
Develop and support collaborative working within your own organisation
Initiate collaborative working with relevant organisations
Slide79Using the Framework as a
Leader – organisational development
Organisational goal/target
Who needs to deliver
Competence required
Current assessment
0 - 5
Increase number of participants in community based learning moving on to Further Education
Senior CLD practitioners in partnership with ESOL specialists and local FE college
Provide learning and development opportunities in a range of contexts
2
Slide80Using the Framework as a
Leader – link training and development with organisational needs
Organisational goal/target
Who needs to deliver
Competence required
Training needs
Increase number of participants in community based learning moving on to Further Education
Senior CLD practitioners in partnership with ESOL specialists and local FE college
Provide learning and development opportunities in a range of contexts
Understanding
of current SCQF levels, guidelines and pathways through.
Familiarity with current offers at local college.
Slide81Using the Framework as a
Learning
Provider
Evaluation of individual learners
– assessing how well a competence has been attained and identifying
future training and support needs
Designing
learning programmes
Writing
learning
outcomes
Matching learners to placements
Evaluation of learning programmes
Slide82Using the Framework as a
Learning Provider – planning placements
Competence
Build and maintain relationships with individuals and groups
Strengths
Weaknesses
Placement Requirements
Practise in different roles, such as facilitating, supporting, leadership, advocating, that are appropriate to the work in which you are involved
Use informal dialogue in individual relationships and within groups
Handle challenges and opportunities constructively
Understand and deal with the underlying dynamics at work within relationships and groups
Work towards the resolution of conflict
Recognise the power dynamic and action needed to equalise power relationships in decision making
Facilitate endings for individual and group relationships where appropriate.
Slide83Using the Framework as a
Learning Provider – writing learning outcomes
Competences
Build and maintain relationships with individuals and groups
Facilitate and promote community empowerment
Evaluate and inform practice
Develop and support collaborative working
Â
Learning Outcomes
Students will be better able to:
Â
Analyse how partnerships function, how best to intervene and support their development
Describe the nature of power and how it is exercised in communities
Develop and support collaborative working in community settings both at a strategic and operational level
Facilitate and promote community empowerment in communities
Analyse the institutions and processes through which policies are developed and delivered to develop work with communities
Slide84Using the Framework as a
Learning Provider – self evaluation for learners
Competence
Evaluate and inform practice
Learning Outcomes
Description of learning activity
What did I learn? [Knowledge / Skills / Understanding]
How will I use this?
Do I need further support to use this effectively?
Further learning needs identified:
Slide85Using the Framework as
an Employer
Recruitment and selection including job adverts and interview questions
Design and evaluation of job roles
Staff appraisals
Organisational development
Planning and assessing how the organisation will cope with risk
Supporting partnership working
Slide86Using the Framework as
an Employer – interview questions
Take this competence area:
‘Know and understand the community in which we work’
Select one of the indicators:
‘Involve other stakeholders in identifying and agreeing needs and local priorities’
Turn this into an interview question:
‘Tell us about a time when you tried to make sure that other stakeholders were involved in identifying the needs and priorities of the community you were working with, and what the challenges and opportunities presented were’
Slide87Using the Framework as
an Employer – organisational development
Intended Outcome
:
We live longer, healthier lives.
Indicator:
Reduce the percentage of the
adult population who smoke
to 22% by 2010
What will we do
:
Organise educational programmes and campaigns in;
Schools
Youth clubs and youth projects
Community centres
Adult learning projects and groups
What competences do staff require
:
Build and maintain relationships with individuals and groups
Provide learning and development opportunities
Develop and support collaborative working
What level of competence do staff currently have:
3 senior staff qualified/ experienced at SCQF level 9
1 worker qualified to SCQF level 7
3
unqualified
staff
Only 2 have good experience of collaborative working
Slide88Using the Framework as
an Employer – designing job roles
Organisational Aim
Key Tasks/ Activities
Competence Required
Targeting support services to increase the number of young people aged 16 - 25 using the services
Understanding the target audience
Consulting and involving young people in developing the service
Introducing service changes and overseeing delivery
Monitoring and evaluating the impact of service changes
Know and understand the community in which we work
Build and maintain relationships with individuals and groups
Facilitate and promote community empowerment
Organise and manage resources
Evaluate and inform practice
Slide89Using the Framework with Partners
How does our work link to the Values and Competences of CLD?
How do the outcomes we are involved in achieving connect to social change and social justice?
Is our partnership making the most effective use of everyone’s strengths?
Using the Competence framework as the basis for discussion, you could explore these questions:
Slide90www.cldstandardscouncil.org.uk