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The CLD Standards Council for Scotland – an electronic guide to the Competences
This presentation may be freely adapted to suit individual needs; please note that the whole presentation is not intended to be used at once!

Revisiting the Competences for Community Learning and Development
Name Date Venue 2

The Competences for Community Learning and Development Name Date Venue

Name Date Venue What can the Competences do for me?
An introduction to using the CLD Competences for training and development Name Date Venue 4

The Community Learning and Development Standards Council for Scotland
The following slides give information about the CLD Standards Council at different levels of detail. *PLEASE NOTE* You should not use all of these slides in one presentation.

Continuing Professional Development
The Standards Council is the new professional body for those working in CLD. Its core responsibilities are: Approval Registration Continuing Professional Development The Standards Council began in 2007 with an interim body; the first meeting of the Standards Council proper was on March 1st 2009. These responsibilities were decided by the Cabinet Secretary for Education and Lifelong Learning.

The 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

The Standards Council for CLD in Scotland is made up of four committees: Approval, CPD, Registration and Executive. More 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. 8

The 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. This is the Standards Council vision statement as approved by the Executive Committee in February 2010. 9

Setting 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. 10

The 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 11

The CLD Standards Council will:
Responsibilities 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 12

Objectives 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 13

Community Learning and Development and
the CLD Competence Framework: a brief history The following section gives background information on CLD and the refresh of the Competences. *PLEASE NOTE* You should not use all of these slides in one presentation.

The CLD Competence Framework: a brief history

(Working and Learning Together, 2004)
What is Community Learning and Development? ‘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 to Build Stronger Communities, Scottish Government Guidance for Community Learning and Development, 2004) (Working and Learning Together, 2004)

The CLD Competence Framework: a brief history

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 Key Dates Community education competences written New term introduced - community learning Scottish Parliament established New term introduced - Community Learning and Development 20

Why refresh the Competences?

The refresh process In 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.

Refresh 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 This slide just provides you with a clear picture of how the Competences have been refreshed. Allow delegates a few minutes to read over this. It will allow a pause for any questions. Ok we have looked at where the Competencies came from and we have touched on why they matter but lets look at what they are and why they matter in a bit more detail. CLICK FOR NEXT SLIDE Going to pass you over to SB at this point..

Competence in Context: understanding what makes effective practice
The following section offers a definition of a Competent Practitioner and gives the context for reading and using the individual parts of the Competence Framework. *PLEASE NOTE* You should not use all of these slides in one presentation.

Competence in Context These competences and indicators should be read in conjunction with the definition of a competent CLD worker.

Competent 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 27

Competent 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 28

Competent 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. 29

Effective 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! 30

Five skill sets

CLD 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.

A Toolkit NOT A Checklist X

The Competence Framework
This section contains a detailed breakdown of each Competence, including its purpose, context and indicators; there are also a series of questions to prompt debate on what the Competences mean for practice. This section of the presentation is interlinked in the following ways: You can click on each Competence in the main diagram (slide 35) to go directly to it On each Competence slide you can click on the mini diagram to return to the main diagram On each Competence slide (36, 41, 46, 51, 56, 61, 66) you can click on purpose, context, indicators and questions On the purpose, competence, indicators and question slides you can click on the Competence button to return to the main Competence slide

Context Purpose Questions Indicators

Purpose: 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.

Context: 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.

As 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

Who are you not talking to?
Does being friendly mean that you are friends? Do you report drug dealers?

Purpose: so that people’s ability and opportunities to work together are enhanced. 42

Context: 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. 43

As 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 44

What do you get out of this relationship?
If it’s important we use informal dialogue, is it OK to swear? Are you scared of conflict? How does that impact on your work?

Purpose: so that people can identify and achieve their individual and collective goals.

Context: 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.

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

Are people you work with moving on?
Who is not taking part and what is stopping them? Why is the informal bit in informal education important?

Purpose: so that people can take individual and collective action to bring about change 52

Context: 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. 53

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 54

Do you speak for people? When did you last manipulate to your own ends? Would you support a group to campaign against something your employer is doing?

Purpose: so that individuals, communities and organisations can achieve effective management of community assets and resources, services and organisations.

Context: 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.

develop and plan 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)

Is laziness in your workplace confronted?
Would you be able to tell if funds were being misused? Who does your time belong to?

Purpose: so that people can enhance decision making and collaborative activities that impact on the quality of life of individuals and communities.

Context: 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.

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

Could you map out the power dynamic in your partnerships?
Do you have a ‘back of an envelope’ explanation of what you do? Who are the most powerful people in the room?

Purpose: so that robust evidence can sustain, inform, influence and change policy and practice. 67

Context: 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. 68

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 69

What counts as good? Are you still doing things the way you always did them? When did you last implement an idea from someone else?

Using the Framework

Using 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 This is by no means an exhaustive list; further uses can be found on slides 34 – 37 and in the relevant guidebooks.

Using 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

Using 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 café 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

Using the Framework as a Practitioner – planning learning
Competence Area Current Level of expertise (Low / Medium / High) Evidence Priority 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

Using 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?

Using 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

Using the Framework as a Leader – appraisals More than satisfactory
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

Using 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

Organisational goal/target
Using 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.

Using 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

Using 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.

Using 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 Learning Outcomes Students will be better able to: 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

Using 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:

Using 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

Using 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’

Using 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

Using 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 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

Using the Framework with Partners
Using the Competence framework as the basis for discussion, you could explore these questions: Is our partnership making the most effective use of everyone’s strengths? 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? 89

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