Local accountability for adult learning and skills: a community perspective

Published by NIACE © 2012 National Institute of Adult Continuing Education (England and Wales) 21 De Montfort Street Leicester LE1 7GE Company registration no. 2603322 Charity registration no. 1002775 NIACE has a broad remit to promote lifelong learning opportunities for adults. NIACE works to develop increased participation in education and training, particularly for those who do not have easy access because of class, gender, age, race, language and culture, learning difficulties or disabilities, or insufficient financial resources. You can find NIACE online at www.niace.org.uk All rights reserved. No reproduction, copy or transmission of this publication may be made without the written permission of the publishers, save in accordance with the provisions of the Copyright, Designs and Patents Act 1988, or under the terms of any licence permitting copying issued by the Copyright Licensing Agency. Details of all NIACE’s publications can be found at www.niace.org.uk/publications Designed and typeset by Creative by Design, Oxfordshire, UK.

Contents Introduction: a local snapshot............................................................................. 4 Key messages..................................................................................................... 5 About Kirklees................................................................................................... 10 Behind the scenes: ensuring accountability...................................................... 12 1. Strategic leadership............................................................................... 12 2. It’s not just about money....................................................................... 12 3. It’s not just about the provision of learning........................................... 13 4. Capacity building................................................................................... 13 5. High-quality teaching and learning........................................................ 14 6. Networking and collaboration................................................................ 15 7. Marketing and promotion of adult learning........................................... 16 What next?........................................................................................................ 18 Conclusions....................................................................................................... 19 Case studies Case study 1: Kirklees Neighbourhood Housing (KNH)............................. 20 Case study 2: Ravensthorpe Community Centre Ltd (RCCL).................... 23 Case study 3: Paddock Community Trust................................................. 26 Case study 4: Fusion Housing, Kirklees..................................................... 29

Local accountability for adult learning and skills: a community perspective

Introduction: a local snapshot Local accountability is high in the current policy narrative: it is an essential element of the public service reform agenda. It sits alongside the much used phrase, ‘double devolution’, with Whitehall passing power locally and local councils in turn passing it on to local communities. It complements local democratic accountability. Many learning providers are thinking about what it means for them: with the new freedoms and flexibilities of funding and regulations comes responsibility to local communities. NIACE, on behalf of the Local Government Association (LGA), is working with councils and their partners to develop a new local vision for learning and skills in the changing world: building on what’s already there and identifying best practice alongside policy blocks. We wanted to explore what local accountability for adult learning and skills, in its widest sense, looks like from the perspective of local community organisations rather than providers. This is different from the organisational accountability that a provider has to its current learners and it’s more than a consultation exercise: it’s about local people and stakeholders shaping local adult learning and skills provision.

The Colleges in their Communities Inquiry1 considered this question with further education organisations. This short piece of research looks at local accountability through a different lens: it focuses on the experiences of local community organisations who work with one council which commissions its community learning provision locally. This is part of a long-term strategy of capacity building in the local community. Whilst there are many different ways of working between communities and providers, it is timely to consider what a community-led focus looks like as the government reforms the way community learning is organised. The prospectus on Community Learning Trusts2 explores new ways of working that are ‘community led: provider backed’; this places the concept of local accountability at the absolute centre of the agenda. We are very grateful to Kirklees Council, its partners and their learners for sharing with us their practice and reflections to develop this case study. We appreciate their openness, honesty and willingness to put themselves in the spotlight for this research.

Through the research we identified a number of key principles for a focus on community-led provision: n Realise the potential of the voluntary and community sectors. n Develop a new accountability with learners. n Make learning for localism a reality. n Raise the profile of community-based adult learning. n Focus on marketing and promotion for all adult learning provision. n Address the funding and sustainability challenge for local services. We hope that this short booklet will start a debate on the many new possibilities for local accountability in the current climate.

Penny Lamb Head of Policy Development NIACE

NIACE, 157 Group, AoC (2011) A Dynamic Nucleus: Colleges at the Heart of Local Communities. Leicester: NIACE. Available at http://shop.niace.org.uk/dynamic-full.html BIS (2012) Community Learning Trust Pilot Prospectus. Available at http://www.bis.gov.uk/assets/biscore/further-education-skills/docs/c/12-625-community-learning-trust-pilots-prospectus.pdf

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Local accountability for adult learning and skills: a community perspective

Key messages Ravensthorpe Community Centre The Ravensthorpe Community Centre (RCC), situated in a predominantly British Asian community, provides a wide range of activities and services, including a Children’s Centre, Youth Club, Older People’s Club and Homework Club, and it is an Adult and Community Learning Centre. The manager of Ravensthorpe Community Centre is a member of the South Asian Consortium Kirklees (SACK) that meets in RCC. SACK is a consortium of nine South Asian community-owned community centres in Kirklees. SACK members understand the complexity of locally delivered services, but assert that communities are not passive but most are able to identify the issues facing them and can provide appropriate solutions. Click here for the full case study.

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Adult learning provision spans a broad range of topics and formats. It generally starts some time after school education has finished and stretches across a whole lifetime. It is an opportunity to reengage with learning that can offer the possibility of significant change in life chances and it can impact not only on the individual but also on families and wider social and community networks. The richness and diversity of adult learning is one of its defining features along with the excitement and passion that accompanies voluntary learning and discovery. Harnessing this potential, energy and diversity is both an opportunity and a challenge that adult learning providers seek to embrace. Local accountability for learning and skills is a critical element of the current reform agenda: it is about local people and organisations working with local learning providers to develop the adult learning offer and capacity to meet their needs and aspirations. It calls for a totally different approach: a movement of control and power from providers to communities and a sharing of expertise as part of the process. For this research we talked to neighbourhood organisations and community and voluntary groups who deliver community-based adult learning about the partnership they have with Kirklees Council, how they are enabled to deliver a local service and what local accountability means

in reality for them. The research provides key messages for all providers.

Key messages Realise the potential of the voluntary and community sectors Neighbourhood organisations and groups that support community adult learning welcome the acknowledgement of their ability to provide learning services. It is clear that there is an appetite for greater involvement in decision making and planning. A local authority with a strong commitment to, and a clear strategy for, working with the third sector creates a political and social environment and a framework of support where neighbourhood organisations, voluntary and community groups can thrive. In Kirklees, the neighbourhood organisations have identified areas where they could take more responsibility with the right training and mentoring. One example is supporting the local Neighbourhood Learning Networks (NLNs) by being more proactive in the planning and coordination of the network groups. The Networks are essential to the future development of partnership working and collective sustainability. The context of the current financial climate makes it critical for organisations to collaborate and

Local accountability for adult learning and skills: a community perspective

Kirklees Neighbourhood Housing (KNH) KNH is a not-for-profit company set up by Kirklees Council to deliver ‘quality housing and services in successful communities’. The Achievers Academy is a communityled initiative supported by KNH, with an aim to empower individuals and community organisations across Kirklees housing estates to achieve their goals. People’s reasons for taking part in Achievers vary from wanting to find a new job, organising community activity, becoming involved in the local tenants and residents association, or setting up a community business. Learning that is delivered in familiar surroundings has proved to be effective in engaging people from different age groups and all kinds of

different backgrounds. KNH believes there is an important connection, that should be recognised between learning and social regeneration, and active citizenship. The contribution that learning makes to regeneration needs to be widely understood and to inform planning between partners. It is important that service deliverers do not work in silos, not knowing or understanding what each other do. The Achievers Academy has a learners’ forum. The members of the forum developed aims and objectives for the Academy, and they advise on the programme of learning. Click here for the full case study.

The KNH Achievers Academy has a learners’ forum. The members of the forum developed aims and objectives for the Academy and they advise on the programme of learning.

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explore new ways of using existing resources and expertise. Partners recognise that they need to develop new levels of trust and cooperation to use current and potential resources most effectively. The model of a capacity-building training programme, a curriculum co-designed with community organisations and learners, and supported and sponsored by the local authority, is identified in Kirklees as being important for the development of locally delivered and managed services.

Develop a new accountability with learners A key feature of developing a new accountability with learners is engagement in the governance and management and delivery of a local adult learning service. The influence on the organisation, the design of the curriculum and the recruitment of new learners is positive. In Kirklees, the Adult Learning Partnership has established a Quality and Curriculum subgroup. The sub-group membership includes representatives from providers and learning groups. The group’s remit is to identify where the learning experience requires improvement and to review the curriculum in the light of social and economic challenges and changes. For example, most community-based adult learning providers offer courses in IT. Learners have informed tutors that, due to changes in how jobs and benefits are applied for, they need to gain confidence in using

Local accountability for adult learning and skills: a community perspective

Paddock Community Trust The Paddock Community Trust aims to support and fund local community projects that make the local area a better place to live. It is a registered charity, run by members who are local community group representatives. It represents the voluntary and community groups based in the area, known as the ‘Paddock village’. It works in partnership with statutory and other voluntary agencies to make Paddock a better place for everyone who lives and works in, or otherwise benefits from, what the village can offer. It collaborates particularly with the Healthy Living Partnership for Huddersfield to improve health and wellbeing of the wider community. The Trust is using Lottery funding to support a move towards greater independence from grant-supported provision by establishing, with partners, a number of enterprise initiatives. For example, a community cafe and a charity shop and library. This produces income, provides real work training and experience and improves local services. Click here for the full case study.

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online application forms. As a result the teaching materials used for the course have been changed so they are relevant to the current needs of the learners. Joint design of the curriculum is a crucial element of the approach. As well as the central planning group, time is built in for learners to discuss and shape the curriculum throughout the courses. This is built into schemes of work and lesson plans, and integrated into the process of induction and initial assessment and individual learning plans. Some Neighbourhood Learning Providers recruit and train Volunteer Learning Champions to support the recruitment of new learners to ensure local knowledge and expertise is at the centre of activity.

Make ‘learning for localism’ a reality A key element of ensuring local groups and residents are skilled for the challenges of new community roles is through capacity building. A capacity building programme, sponsored and supported by the Kirklees Adult Learning Team and the Northern College, and co-designed with the community groups, has provided access to qualifications in teaching and learning, leadership and management, mentoring, and a programme of practical workshops designed to share essential skills and knowledge. The results are a very positive impact on the quality of teaching and learning, professional development

of paid and unpaid staff, and the sustainability of organisations. The learning providers appreciate the need to gain skills and knowledge if they are to take on more responsibility for local services with confidence and competence. The programme has developed effective leaders and communicators, and creates a climate where people are motivated to think courageously and differently about service delivery.

Raise the profile of community-based adult learning Community learning providers welcome the advocacy role the council plays for adult learning. The contribution and profile of community groups is raised by involving them in multi-agency groups. Their work is enhanced and new connections made across public, private and community sectors. This enables adult learning providers to contribute to wider strategic outcomes, and shows that a small investment in adult learning can be cost effective and save funds in other areas.

I don’t go to the doctors so “ often now because I have other people, friends, to talk to and get advice about the baby.

”

Local accountability for adult learning and skills: a community perspective Providers identified contributions to improving life chances, healthy lifestyles, community cohesion, residence satisfaction with their local area, strong successful communities and increasing the skills of the working age population. The opportunities currently being offered by the government to create new Community Learning Trusts provides an opportunity to widen the debate about the social value created by adult and community learning.

The Adult Learning Partnership “is actively seeking to develop the capacity and resources to implement their inclusive marketing, promotion and information, advice and guidance strategy.

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Focus on marketing and promotion for all adult learning provision Key to success is an inclusive approach to marketing all local learning opportunities. For example, adult learning providers who have been working in partnership with the Kirklees Adult Learning Team acknowledge the positive way in which they have improved the promotion of the learning programmes through the production of collaborative marketing materials and through the development of a website, Community Learning in Kirklees (CLIK). This is a challenging task in any locality, and the feedback from frontline workers and learners is that information about a wide range of learning opportunities remains difficult to access. The Adult Learning Partnership is actively seeking to develop the capacity and resources to implement their inclusive marketing, promotion and information, advice and guidance strategy.

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Community Learning Champions suggest that greater involvement from frontline workers and learners could result in finding new and creative solutions to unravelling and simplifying the marketing and information conundrum for service providers and learners.

Address the funding and sustainability challenge for local services Adult learning providers are aware that they cannot continue to have such a high dependency on grant funding. Providers are creating diverse income generation strategies that are: n building sustainability through the development of new enterprise projects to deliver local services; n offering a more universal learning programme that serves local people who can pay a fee, as well as for people who cannot pay; and n seeking to establish trusting partnerships and consortia so that the benefits of resources and expertise are maximised. Adult learning providers discussed the need to capture and express their social and economic impact effectively, so that other agencies and organisations can see the benefits for their service and therefore be more willing to make a contribution to the sustainability of communitybased adult learning.

Local accountability for adult learning and skills: a community perspective Kirklees Adult Learning Team have been piloting the use of the following outcome domains to gather information about the wider social and economic impact of engagement with community based adult learning: n Progression to further and higher education n Gaining employment n Improved health and well being n Active citizenship n Increased confidence. Tutors encourage learners to discuss how participating in adult learning has been instrumental in effecting lasting change in their circumstances.

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community organisations “doTheneed support to be more creative with the resources they have and to improve their ability to be aware of funding opportunities and to be more willing to write successful collaborative funding applications and work together to create income generation through enterprise.

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Ravensthorpe Community Centre

Local accountability for adult learning and skills: a community perspective

About Kirklees Kirklees the place Kirklees, situated in West Yorkshire, measured in population terms, is one of the larger local authority districts in England and Wales, ranking eleventh out of 348 districts. Kirklees has a population of around 422,500 people (Census 2011). It is a comparatively young population with an average age of 38.1 years. The black and minority ethnic (BME) community is 16 per cent of the population; children from this group account for 35 per cent of all pupils educated in Kirklees Local Authority schools.  The employment history, the culture and diversity of the district has an impact on people’s confidence and skills in literacy, numeracy and new technologies. The Kirklees Adult Learning Partnership has a major role in addressing these issues.

Kirklees Local Authority Adult Learning Team The Kirklees Adult Learning Partnership (KALP) is coordinated by the Kirklees Adult Learning Team. The Partnership brings together organisations from all sectors with an interest in adult learning (the public sector, health, libraries, careers, Jobcentre Plus, private sector, small training enterprises, training agencies, voluntary sector,

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community centres, WEA and self-help groups). The Partnership, which has an independent chair person, aims to work collaboratively to create a strong culture of learning and to secure learning opportunities that are crucial to the development of healthy, prosperous families and community development and regeneration. The councillor with lead responsibility for adult learning is an active member of the group ensuring the strong link to local structures for democratic accountability. The partnership recognises and respects the different methods used by learning providers to create and deliver adult learning provision. In Kirklees, the main provider of the more traditional adult learning programme is Kirklees College. A predetermined programme of classes/ courses is organised by college staff and delivered in community-based venues (local schools, community centres, and leisure centres). The courses provide opportunities for learning for leisure, development of new skills, health and well-being and socialising. Where appropriate, the College is supporting and encouraging the development of community-run, self-help learning groups and centres.

Local accountability for adult learning and skills: a community perspective The College, in partnership with the Local Authority and the Neighbourhood Learning Networks, is developing a programme of learning that is responsive to identified needs, priorities and the requests of the local people and communities.

Kirklees Adult Learning Team “Theaims to embrace the ideas of education for social justice, citizenship and combating inequality, as well as recognising the need for individuals to gain skills that enable them to be economically active in a market economy.

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As in most areas, training providers and employers have a strong partnership with Jobcentre Plus. There are skills development opportunities and employment support for people not in paid employment. The Kirklees Local Authority does not simply deliver a programme of learning. Adult learning is not viewed simply as a service to be delivered, but as an approach, a process that enables working with people rather than doing something for or to them. This understanding of adult learning is essential to successful delivery of the service in line with the current local accountability agenda and the provision the government will fund. KALP believes that adult learning has an essential role in: n tackling social injustice; n building prosperous sustainable communities; n providing grass roots solutions to combating poverty; and n supporting adjustments to change. This vision, which recognises the impact that adult learning can have on economic and social wellbeing in the local area, has influenced the local model of providing adult and community learning.

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The Kirklees Adult Learning Team commissions local neighbourhood organisations who provide community learning programmes that directly respond to the needs of their local community, individuals, families and groups. The aim is to enable community development and regeneration, and build capacity in the most deprived and disadvantaged communities in Kirklees. The Team aims to embrace the ideas of education for social justice, citizenship and combating inequality, as well as recognising the need for individuals to gain skills that enable them to be economically active in a market economy. There is sometimes talk about ‘hard-to-reach learners’. KALP recognises that, too often, the problem is not ‘hard-to-reach learners’ but hardto-reach provision or learning providers. There is a desire and aspiration to engage learners and communities in the process of developing learning opportunities and recruiting learners to ensure the programmes are relevant, accessible and build local capacity and confidence. The Kirklees Adult Learning Partnership understands that adult learning plays a significant role in underpinning many of the social programmes delivered by public, voluntary and private organisations who are tackling key issues of economic growth, the need for skills for a modern market economy, supporting a growing population, readdressing unequal health prospects, building social cohesion and reducing crime.

Local accountability for adult learning and skills: a community perspective

Behind the scenes: ensuring accountability Fusion Learning Fusion Learning is part of a wider partnership project providing learning and progression opportunities for young people who have disengaged from learning, most of whom are homeless or in housing need. Fusion Learning acknowledges the contribution being a member of the Adult Learning Strategy group has made to its development as a confident and mature learning provider. The knowledge and understanding gained from being involved in creating the vision and strategic direction of adult learning in Kirklees has been valuable. The combined knowledge of the national agenda for adult learning and local knowledge of the needs of homeless young people in Kirklees has enabled Fusion Learning to develop a range of provision that is both relevant and sustainable.

benefits we gain from being a “localTheauthority contracted provider far, far outweigh the value of the grant. ”

Fusion Housing Director

Click here for the full case study.

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Neighbourhood organisations, voluntary and community groups who work in partnership with the Kirklees Adult Learning Team were asked how the council develops local accountability policy and practice for adult and community learning. They identified the following key success factors.

1. Strategic leadership A crucial leadership, coordinating and advocacy role for adult learning is fulfilled by the Kirklees Adult Learning Partnership strategic group. The partnership works to raise awareness of the role adult learning plays in meeting local, regional and national priorities. The Adult Learning Partnership strategic group meets four times a year to review and develop the Adult Learning Strategy for Kirklees. Working groups lead the development of key strategic objectives. This allows a wider group of people to become involved in shaping the local offer. The Adult Learning Partnership strategic group and the Local Authority Adult Learning Team create cohesion and structure that enables a local service that is delivered by local people and is committed to community involvement and collaboration.

2. It’s not just about money The grants that community learning providers receive are relatively small, but the impact of the money is significant. The contract with the council provides a gateway to networks and information and can create opportunities for working collaboratively with partner organisations to attract additional funding. For example, the Paddock Community Trust specialises in providing Information Technology courses and has a contract to recruit and successfully engage people from the local community who do not have qualifications. The Trust manager has calculated that, although the local authority grant for learning activity is relatively small, it has an impact on more than one third of the centre’s business. Kirklees Neighbourhood Housing (KNH) does not receive a grant from Kirklees Adult Learning Service, but as a partner organisation has been able to access professional development training and gain the skills to complete a Self-Assessment Report and a Quality Improvement Plan. Access to these networks has facilitated the development of new partnerships leading to additional funding and resources to support the KNH Achievers Academy

Local accountability for adult learning and skills: a community perspective

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The learning programme the local authority grant supports promotes all the Adult Learning Programmes delivered by the Paddock Community Trust, the satellite centres and the children’s centre. It engages new people from the community and influences the quality of all the teaching and learning delivered. The work with the local authority is a ‘launch pad’ for further development

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Centre Manager

Our learning mentor listens “ to what courses we want and then talks to the College, or the WEA and other providers, and arranges for courses to be delivered at our centre at a time we can do. She also helps sort out child care

”

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programme of courses and workshops. For example, a partnership of the Kirklees Federation of Tenants and Residents Association (KFTRA) and the Achievers Academy and the Northern College has delivered the Leadership and Management Awards to residents active in their community.

3. It’s not just about the provision of learning The Local Authority Adult Learning Team’s commitment to securing external funding with partner organistions to build an infrastructure that supports successful delivery of learning in communities has had a significant impact on providers’ ability to reach and engage new learners from disadvantaged priority groups. For example, securing funding for learning providers to employ Community Learning Mentors (CLMs) and supporting the recruitment and training of Community Learning Champion Volunteers has contributed to the sustainability of the organisations. This initiative has had a significant impact on learner participation and achievement. Community Learning Mentors and Community Learning Champions are recruited from the local community so they understand the barriers that prevent people engaging with learning opportunities. The CLMs ‘bridge’ people from the community into learning at the local community centres and into local services (for example, many of the centres are also health centres and libraries) and to other providers who offer progression routes to qualifications. CLMs also recruit Community

Learning Champion Volunteers to support the learning programmes and to support individual learners. The Adult Learning Partnership is working to secure further funding for the continuation of this work. The Local Authority Adult Learning Team secures funding in partnership with the Northern College for volunteer training. This strategy informs local people about funding and resources, and empowers them to be involved in the development and delivery of a local service.

4. Capacity building The Adult Learning Partnership is committed to continuous improvement of the learning experience and greater local accountability. The local authority secures, in partnership with the Northern College, a comprehensive professional development programme for all paid and unpaid staff in partner community organisations: this includes tutors, administrators, managers, governors, volunteers and support workers.

learning mentor challenges us to “Our pick ourselves up and do better ” mentor is multi-lingual “Ourso learning she helps us understand ”

Local accountability for adult learning and skills: a community perspective

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Northern College, in South Yorkshire, is an active member of the Kirklees Adult Learning Partnership. The partnership, which is led by Kirklees Council, brings together local partners with an interest in adult learning to identify local needs and priorities for adult learning and to jointly plan provision. Working in partnership with Kirklees Council’s Adult Learning Service, the College has provided training for community organisations to develop their capacity to deliver learning and offered courses designed to encourage active citizenship and contribute to community cohesion.

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The final report of the Independent Commission on Colleges in Their Communities ‘A Dynamic Nucleus: Colleges at the Heart of Local Communities’ (Baroness Sharp of Guildford, November 2011)

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The professional development programme, initially supported by LSIS, is provided in partnership with the Northern College. The Neighbourhood Learning Providers and partner organisations co-design the content of the workshop programme. The workshop programme has included: writing self-assessment reports; differentiation; meeting individual needs of learners; observation of teaching and learning; equality and cohesion; measuring impact; better meetings; curriculum development; working with sessional tutors; working with volunteers; policy and practice; good governance; producing effective individual learning plans and implementing RARPA (recognising and recording progression and achievement); and safeguarding of vulnerable adults. Kirklees Adult Learning Partnership strategic group’s capacity-building policy supports paid and unpaid workers, to achieve Institute of Leadership and Management Awards and to access Teacher Training through a partnership arrangement between the Northern College and Kirklees Local Authority. This initiative supports the Partnership’s aims of developing effective management of local services and high-quality, community-based learning by ensuring people have the skills, knowledge and confidence they need.

Kirklees Neighbourhood Housing, through the Achievers Academy, has made the ILM Awards available to Tenants Association community leaders. The feedback from participants confirms that the courses have increased their ability and confidence in community engagement and service delivery. It is recognised that local accountability and service delivery cannot be achieved unless knowledge, information and skills are shared.

5. High quality teaching and learning The Kirklees Adult Learning Partnership aims to drive the development of good quality teaching and learning and a responsive curriculum that meets the needs of local people, families, communities and employers through mentoring, training and peer review. A Learning Provider Group enables the community groups to share in the development of the provision and the systems that collect data and monitor achievement. The work includes a review of progression opportunities and the ‘interface’ between providers.

Local accountability for adult learning and skills: a community perspective

Fusion Learning was developed to offer a range of learning provision including accredited courses. The courses can now offer the young people the opportunity to gain skills and confidence in their basic key skills and life skills within the context of the Independent Living Skills Curriculum. Fusion Learning values the support received from the Adult Learning Service to develop as an independent, confident learning provider and create a team of qualified tutors with the relevant knowledge and experience of the client group.

Learning providers are enabled to write SelfAssessment Reports and to develop Quality Improvement Action Plans. Experienced mentors guide groups though the Self-Assessment process and workshops, and the Learning Provider Group provides a forum for tutors to share and learn from each other. Twice a year the Adult Learning Team reviews Quality Improvement Action Plans with providers.

6. Networking and collaboration

The Observation of Teaching and Learning (OTL) sessions aim to raise awareness about good practice and areas requiring improvement. At the request of community tutors, peer OTL sessions are taking place.

The Adult Learning Partnership established the Neighbourhood Learning Networks (NLNs). Providers are able to discuss the learning provision in their geographical areas and address issues identified; for example, gaps in provision and the challenges of learner transition between providers. The Networks are coordinated by Kirklees Adult Learning Team.

Every provider is paired with a member of the Adult Learning Team, so knowledge, information, and good ideas can be shared and areas requiring improvement, on both sides, acknowledged and discussed. When a new neighbourhood organisation or community group is funded by the council, a quality threshold file provides guidance that supports the new learning provider to develop the policies and procedures required. This is an enabling process that aims to build the capacity and confidence of the provider. The Learning Provider Group and the capacity building workshops provide opportunities for discussion about the overarching Kirklees Adult Learning Quality Improvement Plan.

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An infrastructure has been formed that enables a wide range of neighbourhood organisations, agencies and groups to meet to discuss adult learning strategy and operational objectives. Regular meetings take place which provide an opportunity to share information and discuss current developments and issues.

The aims of the NLNs are to: n secure provision for informal adult learning to meet the needs and interests of people in the community; n work with all those interested and involved in the provision to form a Neighbourhood Learning Network in which to discuss the planning and delivery of neighbourhood learning in the area; n enable local people and organisations to have a greater influence on the planning and delivery of neighbourhood learning; n provide opportunities for local people to access the necessary vocational training to undertake key roles in the delivery of post-19 learning and training; and

Local accountability for adult learning and skills: a community perspective

The Head Teacher of Birkby Infant and Nursery School acknowledged that the Neighbourhood Learning Network provides a useful forum for the school’s outreach teacher. The outreach teacher has a responsibility for developing the Extended Schools programme for parents. The network meetings provide useful information about curriculum and possible new sources of funding or resources. The network offers an opportunity to meet providers who may be able to offer courses to the parents.

n support local organisations in ensuring that the learning on offer is supported by language, literacy and numeracy provision, and that neighbourhood learning provision is linked to progression opportunities. Currently membership of NLNs includes: sports groups; faith groups; self-help learning groups; health authority; community safety partnership; information and technology centres; colleges and specialist learning organisations; credit unions; area and neighbourhood team; library and information centres; regeneration initiatives/projects; extended schools; and community organisations. The current structure, which enables networking and partnership working, will provide an excellent foundation for creating a Community Learning Trust that will demand even greater collaboration.

7. Marketing and promotion of adult learning Learners were asked about barriers that prevented them engaging with learning opportunities during the review of the Adult Learning Strategy in 2009/10. Learners identified lack of coherent, clear information as the biggest barrier to accessing provision offered by a wide range of providers. They said that all the marketing materials (leaflets, booklets, and flyers) produced by each provider caused confusion.

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KNH frontline workers find the information available about adult learning opportunities provided through different organisations and different funding streams complicated. How the service and its resources can be accessed is often not known by residents or frontline workers. Adult learning does not have a high profile in some communities or with workers, so its potential is not realised. Kirklees Adult Learning Service is going to provide training for KNH frontline workers to raise awareness and work with them to produce accessible information about all providers.

The learning providers commissioned by the local authority value the support provided by the council team with marketing and promoting learning programmes. For example: n the production of a leaflet giving details of all providers; n the liaison with C & K Careers and the production of the online information service CLIK (Community Learning in Kirklees). CLIK is

Local accountability for adult learning and skills: a community perspective

Paddock Community Trust has benefited from the booklet, produced and funded by the local authority, that contains information about all the learning providers they contract with and from the collaborative marketing of Adult Learners’ Week events. The marketing campaigns have raised the profile of the work of the Trust and enabled information about their learning programme to reach a wider audience. The Trust could not have afforded to produce the marketing material on its own.

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a database that contains information to support learners seeking information about courses and qualifications or work for learners and for people who are involved in offering information, advice and guidance to people looking for learning opportunities or work; and n the co-ordination of adult learner celebrations, events and a district-wide award ceremony. The challenge of creating accessible information, including online information, for learners has been a major issue discussed at the providers’ meetings. The Adult Learning Team is conscientious about following up suggestions made by members of the forum. For example: following discussions about making the CLIK website easier to use, the local authority asked C & K Careers to add a ‘provider search’ box to the front page of the website making it easier for providers to look at the learning programmes offered by other providers when working with learners. It will also make it easier and quicker for providers to check that their own entries are up to date.

The Adult Learning Partnership strategic group acknowledged more could be done to promote adult learning. A key element is discussion between local authority departments and agencies to capitalise on opportunities for joint working and to ensure that the contribution of learning is fully recognised. Continuing to develop a cohesive and accessible marketing and promotion strategy that reaches existing learners, new learners and other service providers is a priority for the partnership.

Local accountability for adult learning and skills: a community perspective

What next? Kirklees Adult Learning Partnership already brings together local organisations who deliver adult learning and a wide range of partners from all sectors who have an interest in adult learning and how it is delivered.

The changing role of the local authority The next steps are to move towards achieving the key principles of local accountability by working with partner organisations and agencies to establish a Community Learning Trust. The principles require that: n influence and power should be decentralised to the lowest level; n services should be democratically accountable; n services are transparent and representative, and aim to balance the competing demands and priorities for resources; n opportunities are devolved to neighbourhood level; n there is further progress on the joining up of budgets and services in ways that make sense at a local level; and n local areas ‘do things differently’.

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The Adult Learning Partnership strategic group has agreed that the creation of a Community Learning Trust is the way forward. The local authority will facilitate a process that will enable the Adult Learning Partnership to grow a strategy and protocol that allows a much wider membership and that reflects a universal provision for all Kirklees communities, community leadership and local accountability. The partnership will aim to develop a strategic model that encourages sharing and reduces the impact of the current ‘silos’ in which some organisations work. The challenge of reducing competiveness, sharing resources and the concept of ‘our budget, not my budget’ and relinquishing some control is not underestimated. The Community Learning Trust will create an organic group of partners who can be flexible, inclusive and enable a dynamic approach to allegiance and participation. The collaboration will embrace a much wider range of organisations

and groups than currently involved including NHS, leisure and sport groups, local businesses, probation service, self-help and managed groups and clubs, private sector, and children’s centres. The role of the local authority will change from one of predominantly management of a service to one of facilitating a process that enables greater collaboration between partners and more community involvement in decision making. The Kirklees Adult Learning Team have always seen their role as being more than the delivery of learning. It is about the building of capacity that underpins the provision. The work they do is very much about enabling people to have an active role in society and to be active in the communities in which they live and work. They believe that local authorities have a very positive contribution to make to that agenda. Therefore, adult learning in Kirklees will build on the existing local infrastructure, relationships and good practice to support a thriving, universal, community learning provision that is committed to local involvement and leadership.

Local accountability for adult learning and skills: a community perspective

Conclusions This detailed case study has highlighted a number of critical messages at a national policy level and at a local level.

At a national and policy level: n Providers need to feel confident in adopting the new permissive agenda of the reform of the community learning: this means feeling able to take risks to meet local needs and to work with communities to build capacity and share the control and design of the local offer. n In order to do this, regulatory structures need to support partnerships to operate as a coherent whole: some of the current systems do not do this and encourage risk aversion. For example, Skills Funding Agency requirements can act as a regulatory block to innovation; current inspection methods are not yet tuned to a community-led approach and in assessing local accountability need to focus on who is not there as well as who is there. n Adult learning in Kirklees crosses the boundaries of place and well-being: it is the linking agenda in ensuring local well-being is nurtured and that community-led provision is inclusive and opens doors for all eligible learners. This is enabled because of the strong commitment, leadership and governance from elected members. It would be easier to replicate if the same commitment to joint agendas was seen

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from government departments; for example, if the adult learning requirements in the localism agenda, the Open Public Services agenda are integrated into policy design at the onset. n At times of austerity it is critical to consider using budgets jointly to achieve wider outcomes such as improvements to health, employability, stronger communities and build into local commissioning processes – to be effective this means more local control of budgets for adult learning and skills. n Strong well-supported communities can use small amounts of public funding to build capacity: the analysis of the Paddock partnership highlights the multiplier effect of such a small amount of funding – at times of budget pressures and cuts to voluntary and third sector organisations it is critical not to lose this impact by setting the contract requirements level for larger organisations only. n The case study highlights the advantages of and the need to work together to unlock funding by making a learning intervention earlier and saving on budgets for more complex interventions later. This approach to using adult learning as part of a strategic early local offer to families and communities needs national backing to build the learning and skills agenda as an early solution to resolving long-term issues in communities. It must be recognised that the financial savings from such an approach are a long-term objective.

At a local level n In Kirklees this approach has taken a long time to build: with effective support from elected members, senior officers, adult learning practitioners and communities all working together. Local accountability for learning and skills does not happen instantly; n Local accountability to communities needs all providers in an area to work together to meet local needs and develop a local learning ecology to put in place the building blocks in the learning continuum and ensure effective progression routes. n Local accountability needs persistent providers who are prepared to take risks: and take a shared responsibility to ensure provision meets the needs of all learners. n Local co-design of the curriculum with community groups and learners is critical at both the strategic level and as an ongoing process as learning takes place. n A critical ingredient is strong joint marketing and advice and guidance across all providers in an area. n It means being prepared to change roles, to take on a new market oversight role whilst enabling local communities to take on power and control of both curriculum and delivery.

Local accountability for adult learning and skills: a community perspective

Case Study 1: Kirklees Neighbourhood Housing (KNH) Background Kirklees Neighbourhood Housing (KNH) is a notfor-profit company set up by Kirklees Council to deliver ‘quality housing and services in successful communities’. Its purpose is to: ‘provide, manage, maintain and improve housing owned or managed by Kirklees Council, and to provide amenities or facilities and services for the benefit of residents and to contribute to the regeneration or development of the area in which the council owns or manages housing stock.’ KNH has a high level of commitment to involving local residents in decision making:

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Successful communities are underpinned by people who feel they have a real say in decisions that affect their lives.

”

KNH employs a Community Engagement Team that has a responsibility to manage and support tenants and residents involvement. They work very closely with Kirklees Federation of Tenants and Residents Associations (KFTRA) to support the formal tenants groups. KFTRA is an umbrella organisation for council tenants and residents associations in Kirklees. It provides advice to communities wishing to form a tenants group in

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their area. It is an independent organisation run by a management committee of elected Kirklees tenants and residents. The Tenants Participation Charter is an agreement between KNH, Kirklees Council and KFTRA about how tenants and residents are involved in decisions affecting their homes and communities. The charter outlines how this vision is delivered.

Adult learning KNH does not receive a grant from Kirklees Adult Learning Service, but as a partner organisation has been able to access professional training for capacity building and learning provider networks. It provides services that support engagement with learning: n KNH uses a mobile phone game, ‘In living’, as part of a package aimed at equipping vulnerable young adults with skills needed for independent living. n A service champion is a resident of a KNH estate who has agreed to be a point of contact for specific KNH services, such as community protection, older people services, providing useful background information, and they inform residents about KNH and council activities. n Tenants Training and the Achievers Academy provide a range of free training opportunities

Local accountability for adult learning and skills: a community perspective The feedback from learners is very positive.

have more confidence – taken “overI now role of secretary, helping the group to move in a clearer direction ” Other people have noticed we are a “better TRA. We won an award for being the TRA with best practice; also we have increased the size of TRA

”

are more professional now. When “weWestarted we didn’t know what we were doing. The training has made a difference

”

the study skills course I “amSince more confident about writing a professional letter now, since the training

”

We are learning from each other, this “benefits individuals and families and communities ”

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for tenants and residents to enable them to gain new skills and knowledge, and help them get involved with KNH and KFTRA or wider community activities. KNH will also finance individuals to attend courses offered by other providers, for example Voluntary Action Kirklees or the Northern College.

local authority has increased the funding, resources and expertise available to develop and deliver the learning programmes. The programme of courses include: n Better Governance n Better Meetings n Safeguarding Vulnerable Adults n Working with Volunteers n Equality and Social Cohesion n Writing Skills n Institute of Leadership and Management (ILM) n Level 3 Award in Leadership and Management n Level 2 Award in Team Leadership

The Achievers Academy is a community-led initiative supported by KNH that aims to empower individuals and community organisations across Kirklees housing estates to achieve their goals. People’s reasons for taking part in Achievers Academy vary from wanting to find a new job, organising community activity, becoming involved in the local tenants and residents association or to setting up a community business. Learning delivered in familiar surroundings has proved to be effective in engaging people from different age groups and backgrounds. KNH believes there is an important connection between learning and social regeneration. It also promotes active citizenship and strengthens family and communities.

Barriers to greater localism in adult learning service delivery

The Achievers Academy offers courses for local people, with a wide range of experience, to enable them to gain self confidence and leadership skills. These have been developed in partnership with the Northern College and Kirklees Adult Learning. The College has been able to provide expert tutors and access to qualifications. The partnership between KNH, KFTRA, Northern College and the

The contribution that learning makes to local regeneration is enhanced by improved joint working. Information available about adult learning opportunities is complicated. Greater collaboration between the KNH outreach workers, the local authority and learning providers improves knowledge and enables residents and frontline workers to realise its potential on the KNH estates.

The Achievers Academy has formed a Learner Forum to advise on the development of the learning provided by the Academy. The Forum is discussing how to increase the autonomy of the Achievers Academy by creating a social enterprise.

Local accountability for adult learning and skills: a community perspective

Working in partnership with Kirklees Adult Learning KNH is committed to raising the profile of adult learning by: n providing training for the KNH Outreach Field Team; n providing clear, comprehensive information about how to access available learning opportunities; n investigating what could be delivered in the Tenants and Residents Associations (TRA) community centres that are currently underutilised; n researching where inter-agency partnerships could enable an increase in learning opportunities on some estates; n adding learning to the ‘Successful Communities’ agenda;

© Caters Photographic

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n participating in the Strategic Partnership and becoming an active member in establishing the Community Learning Trust; n sponsoring an award at the adult learning celebration; n discussing the adult learning agenda with KFTRA and consulting the Board about how learning can be developed and promoted in their communities; n discussing the idea of recruiting and training Community Learning Champions; and n supporting the Achievers Academy to gain charitable status and develop a social enterprise.

Local accountability for adult learning and skills: a community perspective

Case Study 2: Ravensthorpe Community Centre Ltd (RCCL) Background Ravensthorpe Community Centre Ltd is provided for the community, run by the community, and aims to improve the quality of life in Ravensthorpe and suburbs. It is a grassroots community organisation which seeks to work in partnership with local authorities, other organisations and individuals to promote and deliver sustainable services to the local community, in response to the community’s needs and priorities. The local community is predominantly Asian British, the country of origin being Pakistan. The Centre provides a range of activities: adult learning, health awareness sessions, homework clubs, a youth club, childcare centre, senior citizens club, and a parent and toddler group. The Centre provides volunteering opportunities that give real work experience. The adult learning programme offers courses in Healthy Living, Childcare, Improve skills in Literacy and Numeracy, and Information Technology. The Ravensthorpe Women’s Voluntary Group aims to empower women to participate in local activities and provide opportunities to become active citizens.

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The manager of RCCL provides direction and leadership for the South Asian Consortium Kirklees (SACK) that meets in RCCL. SACK is a consortium of nine South Asian community owned community centres in Kirklees. Members are actively committed to seeking ways to work in partnership and to enhance the quality of life for the communities they serve and represent. They aim to provide solutions to the challenges and problems experienced by South Asian communities by engaging with the public sector, focusing on education, employment and skills, health, social exclusion, community safety and youth disaffection. SACK asserts that communities are not passive, but most are able to identify the issues facing them and can provide appropriate solutions. SACK aspires to improve the influence of the community on local and district-wide decision making. They recognise the need to develop leadership skills and confidence of local people.

Local accountability for adult learning and skills: a community perspective

Working in partnership with Kirklees Adult Learning Service Adult learning programmes The Ravensthorpe Community Centre Ltd has a contract with the Kirklees Adult Learning Service to deliver ‘Introduction to Childcare’ courses to 36 learners. The Reducing Inequalities project includes ESOL, Childcare, Information Technology and ESOL & Health and Well-being, Sewing and Fashion, and Introduction to Budgeting. It has a target of 124 learners. The Kirklees College and the Workers’ Educational Association (WEA) offer ‘return to learn’ programmes at the Centre. The Centre offers a progression route to the City & Guilds Diploma in Children and Young People’s Workforce Development. The current funding situation has resulted in the Centre reducing the volume of provision. The need to maximise the potential of all resources (funding, venues, knowledge and expertise, and staff) and build stronger alliances and partnerships with other groups is recognised as an essential strategy for sustainable growth for the Centre and the learning programme.

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Neighbourhood Learning Network (NLN)

Capacity building training

The Neighbourhood Learning Network provides RCCL with excellent opportunities for building partnerships in the local area. Representatives from the Ravensthorpe Learning Centre regularly attend network meetings and meet with colleagues from other groups and organisations.

In partnership with the Northern College, Kirklees Adult Learning supports training and development for paid and unpaid staff involved in the governance, management, co-ordination and delivery of neighbourhood community-based learning.

The meetings are information giving with all providers updating colleagues about their current learning programme. The RCCL Learning Coordinator benefits from the information shared because it: n raises awareness of the current National Government Policy and Strategy for Community-Based Learning; n enables sharing of information between providers about provision. This has significantly reduced duplication and competition. It has also enabled the development of progression pathways within a geographical area; and n informs about new funding opportunities and encourages collaborative funding applications.

RCCL staff team has taken full advantage of the training opportunities provided over the past two years. The RCCL Learning Programme Coordinator successfully completed an Institute of Leadership and Management Award. Staff and volunteers have attended workshops on Safeguarding Vulnerable Adults, Working with Sessional Staff, Curriculum Development, Individual Learning Plans, Writing a Training and Development Strategy, Observation of Teaching and Learning and Differentiation, Self-Assessment Reports and Working with Volunteers.

The quality framework The local authority Adult Learning Team supports RCCL to gain the knowledge and skills they need to continually evaluate their learning programme and identify areas for improvement. This includes systems for evaluation, monitoring, planning and review. RCCL staff team has attended SelfAssessment Report (SAR) training and have been supported by a mentor to produce a SAR and a Quality Improvement Plan.

Community Learning Mentor (CLM) The Kirklees Adult Learning Service contracted RCCL to employ a CLM. This supported the Centres to reach out to the local community and encourage people to take up the learning opportunities being provided at the Centre. The CLM ensures that recruitment is high and courses are successfully delivered. The CLM also provides information so that tutors and learners are aware of new opportunities and progression routes.

Local accountability for adult learning and skills: a community perspective

Potential for increasing local influence and participation in the Adult Learning Service The lack of funding is reducing capacity to deliver learning locally. The neighbourhood organisations do need support to be more creative with the resources they have and to improve their ability to be aware of funding opportunities and to be willing to write successful collaborative funding applications. Currently Neighbourhood Learning Network meetings are information giving and receiving, not a forum for decision making. If the remit for the Networks were to be revised this could change and become an important vehicle for the emerging Community Learning Trust. The RCCL team think that there is some untapped local knowledge and expertise that could support the development and sustainability of adult learning within communities. © React Multimedia

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The RCCL team suggest that, for some, an understanding of the local authority strategy for work with the voluntary and community could be strengthened. They would also like to see the important contribution community-based learning makes to the borough’s aspirations for its communities and residence have greater recognition in policy development and a higher recognition in policy monitoring. They feel that the contribution adult learning makes to meeting local priorities and targets needs to have a higher profile.

Local accountability for adult learning and skills: a community perspective

Case Study 3: Paddock Community Trust Background The Trust’s vision is: the promotion for the public benefit of urban or rural regeneration in areas of social and economic regeneration in Kirklees through training, environmental improvements and encouraging healthy living initiatives.

Paddock Community Trust is a local organisation that supports and funds resources for community projects that make Kirklees a better place to live, learn, work and play. Paddock Community Trust is a registered charity and is run by members who are local community group representatives. It employs a full-time and part-time staff of 12. The Trust’s vision is: the promotion for the public benefit of urban or rural regeneration in areas of social and economic regeneration in Kirklees through training, environmental improvements and encouraging healthy living initiatives. Paddock Learning Trust is a community resource which offers a wide range of courses, including IT, Customer Service Skills and Mentoring to ESOL and Maths and English. The centre has computers and access to the Internet to support all learning programmes. Most courses are free and lead to accreditation by the National Open College Network. The Trust plays a very active role in the life of the community. It aims to improve quality of life and health, build community cohesion and a learning culture in the community. Projects such as the Interfaith Project and the Breathing Places

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Environmental Project support the delivery of these aims. The Paddock Trust also provides a venue and support for the Paddock Children’s Centre. Services offered in the Sure Start Children’s Centre include: integrated childcare and education; family support; child and family health services; family learning and training programme for parents and carers that aim to develop confidence parenting and skills for employment. The Community Trust is currently creating a community cafe, shop and library (supported by Lottery funding). These new enterprises will create new opportunities for paid work, volunteering, training and skills development. The centre is expecting the enterprise initiatives to reduce dependence on grants.

Adult learning programme Paddock Community Trust has three major areas of development: n learning and training, support to employment; n environmental improvements; and n promoting healthy lifestyles.

Local accountability for adult learning and skills: a community perspective Training and development is an essential ingredient of all three areas. All contracts have a learning element built within them. The training ranges from very informal ‘action learning’, for example, walking groups, drop-in IT sessions, peersupported learning, to formal courses leading to full qualifications. All activity provides opportunities for learning; for example, the new community cafe will provide food hygiene and health and safety training for the volunteers. The Lottery-funded community garden project has opened up opportunities for people of all ages to develop new skills and learn how to grow their own food. These include the ‘Step by Step’ project, which provides employability advice and support in local venues, including community cafes and centres and other accessible venues. The centre works very closely with the Area Action Teams who support local ward groups to develop new projects. The Trust has also delivered an innovative new project aimed at developing the ‘green skills’ of local residents with few or no qualifications to enable them to achieve better understanding of the local green economy, and skills required to find employment in these sectors. The Low Carbon Living and Working Project is an ESF-supported programme and the Trust works closely with its partners in the Council Funding and Investment Unit and Groundwork Leeds Ltd to deliver this work.

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Finding and funding appropriate progression routes for learners continues to be a challenge due to funding arrangements for progression routes, and the need to improve the interface between community-based learning and the larger learning providers.

Working in partnership with the local authority The local authority grant is relatively small, approximately 6 per cent of the centre’s budget, but its influence impacts on 35 per cent of the business. The learning programme supported by the local authorities grant engages new people from the community. The work with the local authority is a ‘launch pad’ for other development. The local authority contract enables paid and unpaid staff to access important networks, and information that supports and informs the business. The Paddock Community Trust’s staff and volunteers find the programme of training supported by the local authority, and the Northern College invaluable because it develops skills and knowledge about teaching and learning, and builds the capacity of the organisation.

The support to write Self-Assessment Reports and Improvement Action Plans has an impact on the quality of all learning provided. Investing time in the training and network meetings benefits all the learning provided by the centre. The centre receives support from a mentor, provided by the local authority, to improve the Self-Assessment Report and write an insightful Quality Improvement Action Plan. The annual Observation of Teaching and Learning highlights areas for improvement for all tutors and curriculum areas. The local authority has produced a Fit for Purpose Tool Kit for tutors that is supporting the creation of appropriate Individual Learning Plans and demonstrates the five stages of Recognising and Recording Progress and Achievement (RARPA) for informal learning. The local authority’s work with the Children’s Centre has improved the work the centre delivers with parents and the families through the parent education programme. The improvement has been evidenced through improved inspection grades. The Paddock Community Trust values the support, received from the local authority team, to develop appropriate and high-quality learning experiences.

Local accountability for adult learning and skills: a community perspective

Future development The Paddock Community Trust aspires to become less dependent on grant funding, so is developing a number of community enterprise projects. Lottery funding has enabled the creation of a community cafe and library. The centre is opening a charity shop on the local high street. The environmental project is working with people and schools to grow food on the allotments. Creating real work experience, skills development and routes to qualification are central to all these initiatives. The partnership with Jobcentre Plus (JCP) has increased. JCP has recognising the delivery of the work programme and established a Job Club at the centre. The Paddock Community Trust is also working in partnership with UK Online to create a Digital Inclusion Community HUB that will provide a range of learning opportunities for the Paddock Centre and neighbouring centres.

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The Paddock Community Trust would encourage the Local Authority Adult Learning Service to continue to develop networks and partnerships to support new consortia between providers, different agencies and voluntary groups so that expertise, capacity and resources can be shared effectively. The local authority’s ability to lead partnership working, particularly with the larger institutions, the Kirklees College, the University of Huddersfield, WEA and other local authority departments is essential if the total resource available in Kirklees for adult learning is to realise its potential. The Adult Learning Strategic Partnership is able to provide a consortium that can lead strategy effectively and write impressive funding applications.

Local accountability for adult learning and skills: a community perspective

Case Study 4: Fusion Housing, Kirklees Background Fusion Learning is integrated within Fusion Housing and part of a wider partnership project providing learning and progression opportunities to young people in Kirklees who have disengaged from learning. It is widely acknowledged that these young people are ‘hard to reach’ by statutory organisations and are unlikely to access mainstream provision without additional support.

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more flexible approach to achieve higher retention rates. Fusion Learning aims to re-engage young people in learning, education and employment by providing ‘first steps’ activity that leads to progression within the organisation and beyond. Alongside the provision, we provide additional support to assist young people to address issues and barriers to engagement.

The majority of young people supported by Fusion Learning are homeless or in housing need, have no or few qualifications, and are either unemployed or in temporary or poorly paid employment with no prospects. They may also be experiencing other issues and barriers to accessing learning. These include lone parenting, pregnancy, physical disabilities, learning difficulties, mental health problems, and a lack of basic literacy and/or numeracy skills.

Adult learning programme

The age group of the young people that Fusion Learning work with is 16–30. Analysis of those registering and engaging with activities through to accredited courses shows that many are 18 and over, meaning that there is a gap from when they left compulsory education at 16. Furthermore, many have already accessed and dropped out of other alternative provision-highlighting the need for a

The curriculum is designed to offer a range of opportunities within four modules: n A Place of Your Own n Look After Yourself n Your Choices n Skills for Life

Fusion Learning has developed and is now able to offer a range of learning provision, including accredited courses and young people have the opportunity to develop their basic, key and life skills within the context of the Independent Living Skills Curriculum. This has proved an excellent way for our clients to engage with learning and achieve recognition in flexible ways.

The learning programmes are developed with the learners.

Local accountability for adult learning and skills: a community perspective

The benefits we gain from being a “ local authority contracted provider far

”

far outweigh the value of the grant.

Fusion Director

information, advice and guidance (IAG), job search and study support, including maths and English, is also available to everyone accessing the programme on a one-to-one basis. Additional support is also available through the Fusion mentoring scheme and through involvement activities. Services are delivered in an integrated way to meet the needs of the individual young person.

Working in partnership with Kirklees Adult Learning “The benefits we gain from being a local authority contracted provider far outweigh the value of the grant.” (Fusion Director)

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The Director has given time to be an active member of the Adult Learning Strategy group and Fusion staff regularly attend the Adult Learning Providers meetings. The Fusion Director makes a valuable contribution to the governance and management of adult learning in Kirklees, and the organisation recognises the benefits to their own development and sustainability. Fusion Learning values the support received from the Kirklees Adult Learning Service to develop as an independent, confident learning provider, and create a team of qualified tutors with the relevant knowledge and experience of the client group.

The National Institute of Adult Continuing Education (NIACE) is the UK’s leading independent, non-governmental organisation and charity for lifelong learning. The purpose of NIACE is to advocate on behalf of adult learners and to promote more, different and better learning opportunities. This research examines local accountability through an in-depth case study with Kirklees Council’s Adult Learning team and a sample of the local neighbourhood learning providers who are involved in community-based adult learning. The providers shared experiences of working with the council and of working together to ensure local accountability for learning and skills. The research was carried out by Gina Hawkins on behalf of NIACE. The research has been supported by the Local Government Association.