CEC CLD Literacies for Employability January 2012 – December 2013 provided literacies learning programmes for young people aged (‘barrier removal’) - groups, courses, 1:1s, projects and educational guidance 3 CLD Workers working 21 hours per week focussing on young people, plus sessional tutors/project workers to cover all Edinburgh: - Lynsey

based and working in areas of multiple deprivation, tutoring and organising close working with Activity Agreement Advisers and Coaches in the City’s eight AA Hubs (16-19 yrs old) support the City’s Edinburgh Guarantee working to improve young people’s positive destinations

Values, principles and purposes follow the Adult Literacy and Numeracy Curriculum Framework for Scotland (Scottish Executive, 2005) and link with CfE: Promote self-determination Develop an understanding of literacy and numeracy Recognise and respect difference and diversity

You! In pairs – 2 mins: Your interest in this ? What would you like to learn ?

Outcomes In 2 years over 280 young people accessed literacies education through this extra funding and the clear focus (of whom about 250 would not otherwise have taken part) Achieved SQA qualifications, certificates, moved onto volunteering, employability training, FE, jobs

Achieved learning outcomes and more able to move onto and sustain next steps: learning and work choices Improved thinking, decision-making, and communication skills eg more successful at interviews for work, college, volunteering Options have widened, eg moved onto college (sometimes not seen as an option before) Behaviour and attitude changes and increased confidence have led to increased motivation and developing goals Impact on Young People - 1 Tried new things that have led to new interests or careers goals: youth worker; conservation work; attended drama group after becoming more confident with reading skills’ Social benefits from being in a group, and also increased confidence in participating in groups Proved to themselves they can achieve; Increased self- esteem and self-belief; felt their voice and opinion is valid; trusted and followed own initiatives ESOL skills and social capital gained and structured progression opportunities have opened pathways to FE and work and prevented disengagement from school Young people accessed public places of learning for first time such as the National Museum, Dynamic Earth and libraries

Gained employment and a job that they really want and enjoy social networks and friendships developed Group learning contributed to overcoming depression when isolated, by getting out of the house, socialising Widened aspirations and higher expectations of self developed Developed leadership and teamwork skills, more able to compromise and negotiate; Improved decision making skills Impact on YP - 2 Progression - positive destinations such as volunteering, further education and training Have been able to help/read to children and developed self respect as good role models for their children Gained SQA, Youth Achievement, John Muir Award qualifications Developed learning strategies and study skills eg in relation to dyslexia Gained knowledge, skills and understanding leading to active citizenship

Activity Describing Skills and Experience Workshop for SQA course and in a (motor) bike project -5 mins doing -5 mins discussion -