1. CLDMS KAREN MCARDLE

2. BACKGROUND TO PROJECT Changes in local CLD Statistics and Stories, Delving Deeper, Train the Trainer Systematic Review

3. SYSTEMATIC REVIEW Systematic reviews are a transparent means of gathering, synthesising and appraising the findings of studies (Sweet & Moynihan, 2007). Systematic review is based on theoretical assumptions that are made explicit, not on opinions. It is rigorous and embraces generalizability, seeking to comment using evidence in a practical manner. It aggregates what is known and seeks to assist political judgements which need to take into account a range of factors such as values, politics, evidence, judgement, needs and capacity

4. WHAT IS THE IMPACT OF CLD PRACTICES ON THE WELL-BEING OF YOUNG PEOPLE AND ADULTS ? Definitions of Terms For the purposes of this review, young people will be those aged between 15 and 25. Youth Work will embrace all those activities outside school (or indeed in school where they are not part of the formal curriculum) which involve a dimension of informal learning. Adult Education is more difficult to circumscribe and will be defined as learning which embraces models of learning that are consistent with the value base of the CLD profession in Scotland. These characteristically involve informal, social practices activities and are focused on a lifelong learning agenda. Adult Education for the purpose of this review will not include professional education, continuing professional development or study in a further or higher education context, except insofar as the latter is located in outreach/extension services and is informal in character.

5. FINDINGS 3 time periods The Humanistic – equality, democratisation, civil society The strong economic period – restricted economic view Softer economic period – individual choices, creation of own human capital Now where are we?

6. ZYGMUNT BAUMAN- LIQUID TIMES Liquid phase of modernity. Society is short term; Divorce of power and politics; Withdrawal of state insurance (welfare) Collapse of long term thinking, planning. Weakening of social structures; Individuals are expected to be free choosers, consumers and are fearful.

7. REVIEW OF EU DOCUMENTS (2014) Themes which contribute to lifelong learning policy: Transformation Process orientation Biographical change orientation Action learning in organisations Innovative learning (content) Definitions were infrequent: EU agenda of Adult Learning :

8. EU AGENDA OF ADULT LEARNING Refers to how adult learning is essential to: Competitiveness Employability Social inclusion Active citizenship Personal development

9. SO WHAT IS CLD PRACTICE? We have a language challenge. Some of us stuck in the humanistic age. Some of us stuck in other ages.

10. WHAT IS CLD – PETER JARVIS Transformative Process. Transformative through new experiences – experience is socially constructed Transformation involves the whole person – problem solving, reflective learning, learning by doing. This learning is incorporated into life history and a new person is formed who possesses more experience.

11. FUTURE DIRECTIONS Innovation – elearning, complexity, interdisciplinarity. competititveness Narrative - life stories.

12. REFERENCES Bauman, Z. (2007) Liquid Times: Living in an Age of Uncertainty. Cambridge, Polity Press. Engesbak, H., Tonseth, C., Fragoso, A. Lucio-Villegas (2010) Adult education in transition: three case studies and periods compared. International journal of lifelong education. 29:5 617-636 Jarvis, P. (2006) Towards a comprehensive theory of human learning: Theory and praxis. London Routledge, Falmer Press Szakos, E.F. (2014) Learning as Renewal: Contribution to the present theoretical background of the lifelong learning policy of the EU. International Journal of Lifelong Education 33:4 504 – 522