Scottish Governments’ Programme Board for DYW publishes DYW reports to highlight the progress made across the 5 Change Themes. The following reports have been published so far:
We’re working with the Scottish Government, local CLD partners and CLD Standards Council to host 10 Regional Engagement Events on Adult Learning and CLD policy. The morning sessions will focus on consultation on the development of the new Adult Learning Strategy and the afternoon will allow an opportunity for partners to explore the local and national context for CLD. See sign up details for each region below:
Forth Valley and West Lothian (Livingston 5th March)
Northern Alliance (Elgin 24th February)
Northern Alliance (Aberdeen 16th March)
South East (Edinburgh 27th February)
South East (Galashiels 24th March)
South West (Dumfries 17th March)
South West (Ayr 27th March)
Tayside (Dundee 11th March)
West (Glasgow 25th February)
West (Coatbridge 18th March)
Spòrs Gàidhlig, with support from Bòrd na Gàidhlig and Fèisean nan Gàidheal, are offering exciting activities to local fèis groups through Fèis-spòrs.
Fèis-spòrs is a new initiative delivered in partnership with Fèisean nan Gàidheal. They will come to you during your normal fèis dates and deliver activities with professional instructors and equipment. Local Fèis participants can access exciting outdoor activities using Gaelic.
Spòrs Gàidhlig, are also offering an new Fèis-spòrs camp which will combine the best of music tuition and drama with an exciting programme of outdoor activities. You can book online by visiting the website at www.spors.scot
For more information, please call Spòrs Gàidhlig on 01463 234138 or email email@example.com
Scottish Governments’ Programme Board for DYW has published its 5th Annual progress Report. The report covers the academic year 2019 – 19 and highlights early progress made in the first part of academic year 2019/20.
Please access the report here: https://www.gov.scot/publications/developing-young-workforce-fifth-annual-progress-report-2018-19/
In order to support the implementation of DYW at early learning & childcare and primary school level we aim to bring together teachers, practitioners and DYW leads with experience and interest in this area to enter into a professional dialogue and collaboration.
The aim of the focus groups are to:
• share current practice and experiences;
• scope requirements to enhance DYW implementation in this area;
• develop support for teachers and practitioners.
We have set aside the following dates for workshops early in 2020:
23 January 2020 Glasgow
26 February 2020 Edinburgh
24 March 2020 Stirling
The meetings will be one day events and held in Glasgow, Edinburgh and Stirling. You are only required to attend one of the workshops. We would be grateful if you could forward this information to relevant people from your authority/organisation, they can register their interest by sending a confirmation email to EDSDES@educationscotland.gov.scot stating their school, local authority and availability, by Thursday 19 December.
For more information please contact Peter.Murray@educationscotland,gov.scot (07780 225304)
Following the first meeting of the Adult Learning Strategic Forum for Scotland (ALSFS), in September, the Adult Learning Strategy Sub-Group set about getting 5 consultative workshops and an adult learning survey underway.
By late-October, the learning survey was up and running (https://www.smartsurvey.co.uk/s/AdultLearningSurvey2019/). This will remain live until at least the end of November, so please encourage and support your learners to participate.
The Strategy Sub-Group would like to thank the partners and colleagues who participated in the recent strategic themed workshops. These were organised around the themes of:
The Adult Learning Offer and Planning Progression
Advice and Guidance
Access, Empowerment and Change
Learning for Work
The rich discussion led to outputs and actions which the Sub-Group are now reviewing. These will be reported to ALSFS when it next meets in December. Although still early in its conception, work around the new Adult Learning Strategy has already gathered momentum and it’s hoped that colleagues and partners are already enjoying a sense of involvement and ownership of the strategy, which is expected in late 2020.
If you haven’t had the chance to input into the strategy yet, further consultation is planned over the coming months for local services, practitioners and learners – dates and locations to follow. We look forward to seeing you there.
This month marks 100 years of Adult Learning. Across our communication channels we have been busy highlighting the campaign and the work that Community Learning and Development (CLD) covers in adult learning.
The thing that surprises most people about CLD is the variety of roles and diversity of learning that is covered. People who work in CLD often have a variety of disciplines to cover and ensure they are equipped with the necessary skills and knowledge to provide these. The CLD Standards Council is the professional body for people who work or volunteer in CLD.
Adult literacy & Numeracy in Scotland follows a social practice model. It looks at the skills, knowledge and understanding that a learner has to build on and relates learning to a context within personal, family, working or community life. Provision is offered in a learner centred way and can use real life resources such as bills, letters, newspapers or other household resources to support learning to have a real life context.
ESOL is English for Speakers of other languages and community based ESOL is delivered by CLD teams across Scotland. Scotland has supported the Syrian Resettlement Scheme in recent years which also links to ESOL provision and wider CLD activity in communities although this can look different in different local authorities. ESOL learners can come from any country in the world and groups can be made up of a variety of languages and cultures.
Community based adult learning in Community Learning and Development (CLD) can cover a wide variety of learning opportunities that are intended to be informal, relaxed, friendly opportunities that aim to break down barriers for learners who are hardest to reach. These can be adults with multiple barriers such as mental health, physical health, learning difficulties, alcohol and drug addictions, long term unemployment and social isolation among others.
Adult learning in CLD covers a variety of areas such as confidence building, health issues, bereavement, life changes (such as divorce or redundancy) focussing on areas of high deprivation where poverty impacts on households and families.
CLD is a value-based practice and CLD professionals have committed themselves to the values of self-determination, inclusion, empowerment, working collaboratively and the promotion of adult learning as a lifelong activity. Programmes and activities are developed in dialogue with communities and participants, working particularly with those excluded from participation in the decisions and processes that shape their lives.
The focus of CLD in all areas of adult learning are improved life chances for people of all ages, through learning, personal development and active citizenship with stronger, more resilient, supportive, influential and inclusive communities.
The Education Scotland CLD Team works to support the CLD sector in delivering high quality learning opportunities relevant to the communities that are in need. The Education Scotland CLD Team supports professional learning across different areas of adult learning in CLD and supports the creation of new policies and strategies. The team is keen to share and promote interesting practice that is of interest delivered by CLD workers who work tirelessly to improve the communities and individuals they work with. Get in touch if there is a piece of work you would like us to share! Contact Laura.McIntosh@educationscotland.gov.scot for more information.
I have for a long time been an advocate for children’s rights, and embedding rights-based approaches into all services that are involved with children and young people. Learner empowerment is a very important aspect of this, and I strongly believe that we cannot have effective systems for learners if we don’t seek their views and opinions, and act upon these.
Research clearly shows that when learners are involved in making decisions about their learning, schools and communities that there is an improved culture and ethos and raised attainment and achievement. Being involved in decision making also provides children and young people with important skills that will help them to become confident learners, responsible citizens, effective contributors and successful learners.
Those are the very same capacities that Scotland’s Curriculum for Excellence sets out to achieve by putting learners at the heart of education. It really highlights the value of empowering learners and the impact it can have on shaping the people they become.
As someone who is passionate about children’s rights, I welcomed the chance to work with children and young people to develop new guidance that sets out clear principles and a rationale for empowering learners. I met with children and young people from primary, secondary and Additional Support Needs (ASN) backgrounds to shape this new guidance which will remain in draft over this academic year to allow even more people to help shape this valuable resource.
Many schools and other education settings have planned systems to ensure that learners are fully involved in making decisions, and are able to lead and contribute to school improvement. I met learners who are regularly asked about their experiences of their learning and what is working well or could be improved. And many practitioners are open and transparent with children and young people, and value and act upon their views and opinions.
It is wonderful that so much focus is already being placed on learner empowerment across Scotland and as one (empowered) Primary Six pupil said to me “kids know what schools should be like for kids”. I couldn’t have put it better myself!
Maxine Jolly, Senior Education Officer at Education Scotland
New guidance has been published as drafts which aims to support an empowered education system in working together to improve outcomes for children and young people.
The range of draft guidance has been developed in partnership with those working in our education system through the School Empowerment Steering Group.
Each tailored guide sets out what empowerment should look like in practice for eight key partners in an empowered system, including school leaders, teachers and practitioners, support staff and parents and carers.
Gayle Gorman, HM Chief Inspector of Education and Chair of the Steering Group said: “Evidence shows that successful education systems are those where decisions about the education of children are made as close to them as possible so it is important that educators feel empowered to make those decisions.
“It is also important that everyone involved in the education of our children works together and shares their knowledge for the shared aim of achieving the best educational outcomes for our children and young people.
“Over the coming academic year, we would encourage those working in education across Scotland to refer to these new guides which clearly set out what an empowered system looks like in practice and feel confident to make the decisions that will have a positive impact on the attainment of our young people.”
Feedback will be gathered over academic year 2019/20 before final versions are developed by June 2020.
For further information and to view the guides, visit https://education.gov.scot/improvement/learning-resources/an-empowered-system
Scotland’s Developing the Young Workforce Programme has been awarded the Future Policy Silver Award 2019 by the World Future Council during the 141st Assembly of the Inter-Parliamentary Union in Belgrade, 16 October. The Future Policy Award is the only global award that recognises policies for the benefit of present and future generations.
The DYW programme has been selected among 67 nominated policies from 36 countries. Also known as “Oscar for Best Policies”, the Future Policy Award highlights the world’s most impactful policies which empower youth. The other winning laws and policies come from Rwanda, Estonia, Nepal, Los Angeles (USA), Senegal, South Africa and Europe.
This is an amazing achievement for the Developing the Young Workforce Programme. It is also a wonderful accolade for all the partner organisations involved and for those at every level in Scotland who have worked tirelessly to tackle youth unemployment, address inequality and develop new pathways to help young people into positive and sustained destinations. Above all, it recognises the success of young people across Scotland who have strived to overcome barriers to employment and have been empowered to develop skills for learning, life and work and to embrace new opportunities and pathways.
A great deal has been achieved and there is much we can be proud of. However, I’m sure you’ll recognise that there is still work for us to do. The next few years will be crucial as we strive to support those young people in Scotland facing the biggest barriers to employment.
More information about the award is available from the World Future Council website: https://www.worldfuturecouncil.org/p/2019-empowering-youth/