Derbyshire Learning & Development Consortium. Review of Informal Adult & Community Learning

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1 Derbyshire Learning & Development Consortium Review of Informal Adult & Community Learning October 2011 Lisa Vernon 32 Charnwood Street Derby DE1 2GU Tel: Fax: Website:

2 BIS Consultation: Review of Informal Adult & Community Learning The consultation Derbyshire Learning & Development Consortium (DLDC) welcomes this consultation as an indication that this government values the role of Informal Adult and Community Learning (IACL) in helping individuals to achieve their potential and communities to grow and develop. The following response to the consultation is based on the experience of a small voluntary and community sector learning consortium and includes comments from our members. DLDC has also submitted a short response to the consultation on the structure of FE. Derbyshire Learning & Development Consortium Derbyshire Learning & Development Consortium was established in 2000 to support Voluntary and Community Sector organisations across Derbyshire to develop and deliver high quality learning and development opportunities for their staff, volunteers, clients and learners. In order to do this DLDC operates a dual role: As a consortium for the delivery of learning and skills by voluntary and community sector (VCS) organisations that have limited capacity to contract independently As a capacity building facility for the VCS to develop the skills of staff and volunteers in order to improve services, better meet the needs of their communities and develop learning and skills delivery. Delivery model DLDC is a consortium based on the hub and spoke model, all members of the consortium are partners with DLDC, this enables them to access and deliver contracts. DLDC membership stood at 160 organisations in September Contract Management DLDC has a successful track record of bidding for and delivering on countywide Skills Funding Agency contracts. These contracts are then delivered in partnership between DLDC contract management staff and DLDC members acting as community based delivery partners. This enables DLDC to gather information on the learning and development needs of local communities and individuals to inform the bidding process. It also means that small organisations that are best placed to meet local needs are effectively supported to deliver learning and development provision. Summary DLDC supports the definition of IACL as informal, usually non-accredited learning based in accessible community venues and addressing wider learning needs. DLDC is aware through it own work of the importance of IACL in personal development and well-being; encouraging people to be more active in their communities; and in supporting progression to further learning. Review of Informal Adult & Community Learning Page 2 of 13

3 DLDC believe that incentives for partnership working, equitable funding systems and flexible approaches to monitoring could maximise the contribution of IACL to wider policy objectives, such as building the Big Society and supporting individuals towards employment. Supporting local learning providers and local peer intermediaries though voluntary and community sector learning provision will deliver value for money by focusing public funding on people who would not otherwise have access to learning and maximising income from learners who can afford to pay. Incentivising networks and partnerships built on an equitable basis could support information sharing and progression, including to further learning, training and employment. Review of Informal Adult & Community Learning Page 3 of 13

4 CHALLENGE 1: The need to clarify Government objectives for spend on IACL and its role in supporting wider Government policy objectives on the Big Society, localism, wellbeing, and social and digital inclusion. Big Society Derbyshire Learning & Development Consortium believes that its programme of Neighbourhood Learning in Deprived Communities (NLDC - funded through Adult Safeguarded Learning) has contributed to the development of the Big Society in Derby & Derbyshire by encouraging those furthest from accessing learning to engage with local community groups and take up learning & development opportunities linked to volunteering and community work. We believe that there is scope for the role of IACL in supporting the Big Society by: Empowering local people to have a direct say in IACL content and providers Opening up public services by offering learning & development to community members to build up their skills for involvement in social enterprise and delivery of local services Supporting social action through learning and encouraging people to take a more active role in communities including as learning champions. DLDC members work with a wide range of groups including young people facing school exclusion, ex service personnel, socially excluded adults and older people. Our programmes are able to respond to the skills needs required to remain economically active but also contribute to community, family and individual well-being. This includes physical and mental health through agricultural, sport and creative activities. Our members include multi faith organisations whose work supports social integration and specialist charities that support vulnerable and isolated people to play a fuller part in society. DLDC believes that the strength of IACL lies in the flexibility of provision and the support for local organisations to meet the real needs of their communities. DLDC has developed a system for delivering NLDC that invites our members to identify need and work with communities to develop innovative and tailored approaches to meeting those needs. DLDC would welcome funding structures and measurements of success that incentivise this community focussed approach. Supporting Progression ACLS works well when combined with learning opportunities funded through other streams, such as Skills for Life. Partnership working is also a key element in ensuring that IACL is linked to progression routes and other learning opportunities. DLDC has developed a Learning Support Network to offer ICT training and equipment to learners in order to encourage more individuals to get on line and use assistive technology to meet their learning needs. IACL develops the motivation, confidence and skills to progress. Funding structures that rewarded or encouraged partnership working could capitalise on the benefits from IACL. If funding for IACL enabled broader progression it would become an effective Review of Informal Adult & Community Learning Page 4 of 13

5 and flexible learning route that could be linked though partnership working to a range of other learning & skills opportunities. DLDC supports the TSNLA viewpoint that Other Government funding for adult learning and skills are already heavily targeted in terms of progression in learning and work outcomes. Centrally determined outcomes would endanger the flexibility and responsiveness that enables IACL to be so effective in engaging and supporting vulnerable groups. Progression may include improved confidence and communication skills as well as increased contribution to the wider community. Mechanisms for measuring distance travelled such as the Outcomes Star and Social impact studies can be used as effective measurement of progression in the softer skills that are often essential for employability and social interaction. National versus local approaches to planning and delivering IACL DLDC welcomes systems that are flexible and responsive to local needs whilst also taking account of national policy agendas. DLDC would therefore welcome the following: Funding that allowed for local decision making and local community based identification of learning needs Clear indication of the importance of VCS learning providers in delivering IACL that meets the needs of individuals and communities. Support for local VCS organisations to facilitate local decision making on local funding priorities for IACL and strengthen accountability to local communities Encourage diverse learning providers by limiting barriers to learning delivery from social enterprises, charitable bodies and voluntary sector organisations. Respective national and local roles in relation to IACL DLDC would support the Government s focus on setting the broad aims and priorities of ACLS and developing an equitable and effective means of distributing funds and resources to a diverse range of learning providers. At a local level DLDC feel that local communities, advocates and representative groups have a key role in decision making about the type of programmes offered. It should also be at the local level that providers are held to account in terms of ensuring that they respond to, and meet local needs. This learner voice is essential but will also require support or funding that is independent from learning providers. A wider local provider base DLDC recognises the funding implications of a wider and diverse provider based as well as understanding the challenge to the monitoring arrangements. Consortia arrangements for VCS learning providers have been particularly effective in overcoming some of the barriers of creating a wider provider base by offering centralised quality assurance, staff development and communication with specialist training by member organisations in the heart of the community. Review of Informal Adult & Community Learning Page 5 of 13

6 CHALLENGE 2: The need to ensure that Government funding is sufficiently focussed on the most disadvantaged. Comfortably off, educated learners are currently overrepresented. However they pay fees which can cross-subsidise those who can t afford to pay. Targeted provision Whilst we welcome any support for learners who are unemployed or are facing particular challenges DLDC has concerns regarding the introduction of targeted provision rather than universal for a number of reasons; Social exclusion is not always visible or linked to financial resources. Any means tested charging policy can create social stigma that creates a barrier to learning. We believe that this will be pertinent in Derby & Derbyshire as we develop learning initiatives for those affected by the recent wave of redundancies in the area. One of the benefits of IACL is the mixture of individuals from different backgrounds that can be achieved by open accessible learning activities. Targeting provision at particular communities could result in a narrow IACL offer, leading to some community groups becoming isolated. There is potential for resentment amongst learners if they felt that their course fee was paying for another learner. This could undermine the community cohesion element of IACL. DLDC would like to stress that provision that is perceived as only for disadvantaged adults creates silos with separate provision for rich and poor, this is ultimately a failure of the purpose of bringing communities together. Challenges to generating fee income DLDC already use a well-established system for fee charging, however most of our NLDC provision is free to learners at the point of access or funded from personalisation budgets. We have developed a system of funding our capacity building programme by charging private sector companies a higher rate than the VCS then identifying them as companies that support development of the Third Sector. As a Voluntary Sector Learning Consortia DLDC has three main concerns about generating fee income: Collecting fees through the hub and spoke system would be complex and could either be achieved by giving our members less funding, or creating a central fee collection point. Reducing funding is likely to result in small local providers, who are experiencing funding restrictions from elsewhere, withdrawing services. A central system would be time consuming and costly and add to the costs of delivery. Our current fee income is generated on our accredited courses. This gives us a clear sanction for obtaining fees; certification depends on payment. This system cannot be applied to informal and non accredited learning. Review of Informal Adult & Community Learning Page 6 of 13

7 Local systems for generating income may be one method as well as ensuring access to a range of different funding streams so that surplus from one area can be used to fund another. As VCS learning providers we do not aim to make a profit and redirect our surplus into supporting our members and their staff, volunteers, clients and learners. Accountability DLDC supports the statement that commissioners and providers will need to manage and account for the use of public funds. We believe that VCS involvement in Local Enterprise Partnerships, Employment & Skills boards and Local Authority strategic plans will support the localised model and develop strong leadership to ensure local accountability and challenge. DLDC has developed effective links through the VCS to other local services and we already account for our use of public funding though our SAR, Annual Report and Representation on local boards. Working across a diverse membership with access to a wide range of communities offers a valuable opportunity for challenge and consultation from local communities etc. As a non profit organisation that uses local links and resources to support its provision we use and reuse public money for the benefit of our local communities. By taking the Local Multiplier effect into account DLDC plans to generate local wealth and use Social Return on Investment in future reporting. Review of Informal Adult & Community Learning Page 7 of 13

8 CHALLENGE 3: The need to provide robust evidence for IACL. Social and economic impact measures for BIS-funded IACL are under-developed and Government does not collect data on non-government funded IACL. The Department for Business, Innovation and Skills document gives three options Which, if any, of options a) b) and c) presents a proportionate approach to measuring impact? a) responsibility for measuring impact is left to the recipient of funding and there is no attempt to capture a national picture this would enable providers to develop an appropriate local approach. However, the absence of national impact data could leave IACL highly vulnerable in future spending review discussions b) responsibility for measuring impact is left to the recipient of funding and this information is aggregated to present a national picture. As set out above this would enable providers to develop an appropriate local approach and would offer the added benefit of capturing impact at a national level. The risk is that simply aggregating data from a range of different sources would not provide a coherent national picture c) in addition to the recipient of funding taking responsibility for measuring the impact of IACL investment, there could be a national learner survey that captures learners views on BIS-funded IACL activity shortly after they have completed their learning. The survey could subsequently be re-run with the same learners to capture information on whether the perceived outcomes from the learning were realised. The survey could be supplemented by data from national surveys such as the Integrated Household Survey1 or monthly Opinions Surveys, together with case studies which capture the benefits of targeted learning activity, linked to national work on identifying social returns on investment. Impact DLDC believes that their should be proportionate measuring of social impact not simply financial measures and that a national picture is important not only for protection in future spending reviews but also to promote the importance of IACL nationally to potential learners. We believe that learning providers should undertake option b as part of their own Self Assessment process and that nationally option c could be used to generate a national picture. This should ensure however that the reporting requirement on providers is proportionate and costs for reporting should not reduce the funding available for learning delivery. Review of Informal Adult & Community Learning Page 8 of 13

9 Management Information DLDC supports the integration of MIS from the range of different departments and funding bodies so that one reporting mechanism can be used for all provision. We welcome the idea that providers should report on how they are ensuring accountability to their local communities and on how they are collaborating with other providers as we believe this a particular strength of the VCS. DLDC believes that its members excel in supporting groups representing the protected characteristics and would welcome the opportunity to demonstrate success through information collected on participation from equalities groups and the impact of collecting fee income. We would also welcome opportunities to have our impact through any sub contracting arrangement recognised through MIS. CHALLENGE 4: The need to address funding anomalies. Funding is currently based on an historical, and in many cases inequitable, distribution. Securing a more equitable distribution of funding across areas DLDC supports the allocation of funding to each area based on demographics as well as deprivation and other criteria rather than the previous historical system. We urge the government to consider issues such as rural isolation and poverty as well as areas with higher levels of retired and elderly individuals. DLDC commissioned a report into the impact of funding cuts on Rural Communities which was published in April Rethinking the overall approach to IACL funding allocations DLDC welcomes the chance to rethink the approach in order to give local people more say in decisions about content and providers and to enable charities, social enterprises, private companies and co-operatives to compete to offer people quality services. The Department for Business, Innovation and Skills document gives three options. Which, if any, of options a), b) and c) above would best secure more localised delivery and are there alternatives that could be considered? a) Funding allocated directly to providers. This would maintain the status quo and leave the responsibility for making links with other providers with the individual provider. b) Single local commissioning body (or commissioning partnership). This body would be responsible for identifying suitable providers to deliver in the local area they are responsible for they could deliver provision themselves. The funding would flow to this body and they would be responsible for managing the funding through those they subcontract with. c) Tender out a few large contracts across England. This option could attract, but would not be exclusive to, large voluntary organisations. These organisations would then be responsible for contracting out delivery. It would need to ensure Englandwide coverage, so each organisation would have to set out in their tender their plans for securing local buy-in for the providers they commission. This is a similar approach to that used by DWP for the Work Programme. Review of Informal Adult & Community Learning Page 9 of 13

10 Opening up opportunities DLDC believes that opening up opportunities for more charities, voluntary organisations and social enterprises will increase the diversity of provision and we support the aim of ensuring more accountability to local communities. We believe that option c) will not achieve these aims as it often takes financial resources out of the local community and reduces opportunities for local consultation. We would have particular concerns about large scale contracts for IACL as this also reduces the potential for generating local surplus on provision. DLDC currently uses surplus for its learning & skills contracts to support its work as advocates and representatives of the sector and the needs of our learners. We provide a key role in gathering local intelligence on learning needs from our members and feeding that into local policy making. Our direct contract enables us to play a flexible role and respond quickly to the emerging issues in our local environment and link up delivery at a local level. We act as strategically positioned advocates for small organisations and potential learners as well as speaking out on behalf of groups that are engaged in learning but have a limited voice due to geographic or social isolation. DLDC would support option a) if the procurement process was open to local providers and the commissioning process required providers to account for how they ensure engagement and challenge from local communities. Option b) might be effective if the costs of co-ordination were combined with other local commissioning and planning processes and again if the commissioning partnership/body is inclusive and transparent in its approach. Review of Informal Adult & Community Learning Page 10 of 13

11 CHALLENGE 5: The need to create the conditions that will enable a much wider range of informal adult and community learning to thrive, whether this is supported by Government, self-organised in local communities, delivered in the private sector or enabled by harnessing the power of the internet. Securing an appropriate balance between direct participation and investment in capacity building and innovation DLDC would support a balanced approach to funding direct participation at a local level with a majority of funds being directed towards this provision. This could include learning champions but also building capacity of local people to contribute to the identification of need and to challenge local providers. We believe an innovation and capacity building fund would encourage development of new effective programmes and would suggest that VCS learning providers could be a priority for development as they have received limited funding for tutor development in the past. We would like to see a priority given to developing the capacity of voluntary organisations and charities to deliver IACL. CHALLENGE 6: Ensuring that workforce training and quality assurance arrangements support the new vision for BIS-funded IACL Quality DLDC has robust quality assurance mechanisms in place and supports its members to develop self assessment processes. We are committed to the achievement of high quality opportunities for our communities and learners and believe that quality assurance arrangements should be proportionate and appropriate to the informal and community focus of IACL. Workforce training and development We support the idea that IACL teachers may also need other skills such as supporting vulnerable and challenging learners and community development and would encourage funding for tutor development to be directed across the whole of the FE sector in order to benefit VCS tutors but also to support skill sharing from the VCS to other learning providers. DLDC delivers an effective tutor training programme, however we feel that the current QTLS arrangements are too restrictive and are inaccessible for many part-time communitybased teachers. We would welcome the introduction of a more flexible approach and recognition of Community Development and specialist qualifications. This may also apply to those working on provision funded though other funding streams including communitybased programmes for the unemployed and Skills for Life. Review of Informal Adult & Community Learning Page 11 of 13

12 References We are grateful for the input of our members and strategic partners into this response including those who attended the Future Focus event in August We are also grateful to the Third Sector National Learning Alliance and the National Institute for Adult & Continuing Education for their communication, briefing events and reports regarding the current round of consultations. Reports DLDC has drawn on findings from a number of its projects and reports. East Midlands Learning Support Network The East Midlands Learning Support Network is aimed at organisations that deliver learning programmes and support learners with learning difficulties, disabilities and or mental health support needs. Forward Communities Forward Communities is funded by the Learning and Skills Improvement Service (LSIS). LSIS was formed to accelerate quality improvement, increase participation and raise standards and achievement in the learning and skills sector in England. For more information on the Forward Communities Partnership, contact Jayne Quantrill, Learning and Skills Development Officer at One East Midlands, on or jaynequantrill@one-em.org.uk Rural Learners A report published by Derbyshire Learning & Development Consortium highlighting the impact that spending cuts will have on learners in rural communities in Derbyshire and across England. The report was researched by the National institute for Adult & Continuing Education and suggests that older learners and young learners could be the ones most affected by the cuts and changes to education funding systems. For more information contact Lisa Vernon, Chief Executive at Derbsyire Leanring & Development Consortium on or lisa.vernon@consortium.org.uk Review of Informal Adult & Community Learning Page 12 of 13

13 Derbyshire Learning & Development Consortium Delivery Model Review of Informal Adult & Community Learning Page 13 of 13

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