Final Draft v3

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DRAFT v3

Training for Change -- Creating Opportunities

The story of GovanCommunity Development Training

Dave Beck - Lynette Jordan - Rod urcell


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Contents

!" #ore$ords%

Greater Glasgo$ &ealth BoardGovan 'nitiative

(" 'ntroduction and )*ecutive +ummary

," Genesis and Development of Govan CDT

" eople.s +tories%

/lana 0c0ichaelCarol &amilton

Colin 1uigleyGrace 1uigley&eather 0c0illanLeah 0iddletonLouise 2es3ittat Donnelly+cott #rame

4" CDT and the olicy /genda

5" )valuation of CDT

/ppendi* !% +urvey of Certificate in Community 6ork students

/ppendi* (% Training ath$ay

Bi3liography


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1.Forewords


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2. Introduction and Summary of Key Points

Introduction

This publication tells the story of Govan Community Development Training (CDT), theexperience of its trainees and their experience of the Certificate in Community Work

(no Certificate in Community !earning and Development) at the "niversity of

Glasgo#

There have been, and continue to be, a number of trainee$apprenticeship schemes for

community development in the "%# The most famous and long lived being the Turning&oint scheme in southeast !ondon# 'oever, CDT is uniue in many ays# ts has dran

its trainees from a small but distinct community in south central Glasgo# n doing so it

has expressly tried to create a training opportunity that offered a chance of higher

education and professional training to individuals, many of ho had a long history of

unemployment and troubled lives# t also sought to use the practice time ithin theprogramme to make a significant contribution to the uality of life in Govan# To help

build local community capacity and social capital, to challenge the cultural vie thathigher education as not for people of Govan, and to ork to address local issues around

ill health, crime, substance misuse and environmental decay# The challenge therefore as

to create a symbiotic relationship beteen personal change and communityempoerment#

The folloing chapters explore the ork of CDT# Chapter * relates the genesis anddevelopment of CDT, draing out some of the key issues that have underpinned its

success# Chapter + contains nine personal stories of CDT graduates ho reflect upon

their life experiences and time in the pro-ect# Chapter . links the ork of CDT to thecurrent social policy context# Chapter / provides an evaluation of CDT# The toappendices look at the result of a survey of all Certificate in Community Work students

and the current educational pathay# 0ut first the section belo summarised the main

issues surrounding the ork of CDT#

Dave 0eck, !ynette 1ordan, 2od &urcell

1anuary 344*


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Executive Summary

The Govan 5rea has features in common ith many other inner city communities aroundthe city6 declining population, high levels of unemployment, lo take up of post7

compulsory education, high incidence of poor health, high levels of crime and

drug$alcohol misuse# nto that context, Govan Community Development Training aslaunched in 899/, funded initially for four years through the "rban &rogramme and

Glasgo Works#

2ather than adopting the narro focus of individual up7skilling and employment, it

aimed to cultivate community development skills ithin the area, contribute to

community capacity building and social capital creation and contribute to improved

uality of life ithin the community# This as achieved through the running of acommunity capacity building programme : hich consisted of a variety of short courses,

taster sessions and longer supported programmes of learning# &rimarily it as delivered

through a linked employment and training programme, hich is the focus in this ork#

The success of the pro-ect is based on a number of critical elements, all of hich have to

be in place# These are partnership, common values, organisational issues, ;reireaneducational approach and integrated support to trainees# These are discussed more fully

belo#

The broader aims of the pro-ect ere only achievable through the active four7ay

partnership, hich as in operation# ;irstly, Govan Community


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2eflective practice

=econdly there ere organisational issues6 !ong7term commitment to the process isessential6 involve people ho have the ability to make decisions6 develop clear, ell

publicised processes6 ensure that mutual accountability takes place6 and develop

ualitative evaluation and sharing learning

;inally, there as a commitment to a ;reirean approach to Aducation# The key features of

hich ere@ Development of co7learners 7 not -ust telling passive learners hat theyBshould kno6 Axploration of generative themes : learning hich came out of the

learner>s experience and excited critical reflection and action6 Democratisation of

learning : hich valued the knoledge of experience as ell as academic knoledge6

!earning for change : learning hich enable action hich in turn transform the livedexperience of learners and their communities#

CDT adopted an integrated approach to its ork ith the trainees# 0y integrating orkingand learning, it overcame economic issues, hich ould normally act as a barrier to

accessing education# t also as a better cultural fit since post7compulsory education asso poorly vieed ithin the community6 there as less peer resistance to the idea of

having a -ob, even if it involved education, than to be attending university, hich as not

seen as a valid route for people of that community# Theory and practice ere alsointegrated hich gave the students the opportunity to test their ne knoledge and

therefore to on it : they had not -ust heard about something in a lecture, they had done

it for themselves in the real orld#

0ecause of the features discussed above : active partnership, commonality of values and

a holistic approach to ork and learning 7 CDT as able to have a variety of impacts on

the community, hich included@

&ersonal development and ell7being of the individual trainees

!earning for change hich affected the practice of the trainees also affected the practiceof the community groups ith hich they ere on placement

ncreased community capacity and social capital as achieved by the netorking and

collaborative ork generated by the students on placement in a variety of local groups

Development of local leadershipmproved levels of community participation

mproved community empoerment

Conclusions

The key features hich led to the success of CDT ere@

'olistic approach : treating the trainees as people not -ust learners


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Aducational approach : development of critical thinkers ho ere -ointly investigating

their orld in collaboration ith tutors

&artnership approach 7 dealing ith the logistical, financial and cultural barriers toeducation by providing ages, childcare, travel and personal development in one

cohesive package

CDT could be understood as developing social capital, it can also be read in Gramscian

terms6 CDT as the beginning of a counter hegemonic movement# 0y investing in localleadership ho displayed critical thinking and social action ithin the community, by

developing collaborative approaches beteen groups based on a common set of values

and by linking these developments to ider movements globally, a small ave of

resistance as formed# Within the community, there are groups of people ho share avision for Govan as a learning community, not condemned to the patterns of the past but

orking together to effect social and economic change#


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3. Genesis and Development of Govan CD

Programme rationale

Govan Community


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supervision of trainees and the additional tutorial support that they provided on the

ground, enabled people ith very poor experience of education and no academic

ualifications to be successful in higher education# They also provided a local resourcebase for the students6 access to computers and a selection of Community Development

texts#

Local Voluntary Organisations7 They provided community ork placements for the

trainees# The ability to ork in real community ork situations alloed them to test the

theories that they learned at university against practice# t also alloed them to developbasic orking practice 7 good time keeping etc# They ere also key in identifying

potential trainees for the pro-ect from the clients they orked ith#


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There as also funding available for a community capacity building programme that

included taster sessions and short courses, hich ran in the community# This served bothto meet specific training needs and acted as preparation to move onto CDT, the

Certificate in Community Work or a variety of other programmes#

Shape of the programme

&eople ho had been unemployed for at least a year ere brought onto a yearlong linked

employment and training programme# During the year the trainees ork in local

community organisations for three days per eek, attend university one day per eek and

pursue personal development activities for the other day# These included group activitieslike visiting galleries, music events and other cultural experiences and individual pursuits

like driving lessons, reflexology courses and hypnotherapy to stop smoking

Essential elements of the programme

Pre-induction

This as a four7day process of introducing the trainees to some of the basic ideas and

practices of Community Development, particularly groupork, informal research andanti7discriminatory practice# This is an opportunity for people to get a realistic idea of

hat community development is 7 not a lot of people knoE 7 and hat ill be expected

of them# During pre7induction they carry out a small community research pro-ect and

present it to the rest of the group, discuss current issues in society and rite a short pieceon discrimination# t also gives the pro-ect an opportunity to find people ho are likely to

get the most out of the yearlong experience#

Relationship with Glasgow University

CDT had a very close orking relationship ith the Department of 5dult and Continuing

Aducation "niversity of Glasgo, hich alloed for an influencing of practice ithinthat institution# This as made possible by the fact that the pro-ect co7ordinator also had

the role of internal examiner of the "niversity and a lecturer for the university as a

member of the CDT management group# This alloed for a mutual shaping of practice

and content of both the Certificate and CDT#

Real jo - real education

=chemes, hich have been devised by the government to get unemployed people backinto the orld of ork or education, have failed for significant numbers of people# ;or

example approximately .4F of young people on Government =upport training =chemes

drop out before completion (Thornhill3444) This has led to a great deal of suspicionfrom local people about the genuineness of these attempts# CDT offered a programme,

hich combined a real -ob, ith a reasonable level of pay, and the highest uality of

education# 5ll three of these elements are needed by the orkers in order for them to

successfully engage in the process# Without a age they ould not be able to afford to


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take up the opportunity to learn# Without the ork element they ould not have the

practice on hich to reflect in order to make the learning real to them# This is in accord

ith the findings of the De;e report (ibid) "for those in GST, the single most importantfactor influencing early drop-out is whether the young person has employed status at the

start of training". 5dditionally the payment of childcare costs opens up the opportunity

to, mainly, omen ho have responsibilities for childcare# This also addresses theconcerns raised in the =cottish Axecutives nterim 2eport on !ifelong !earning, hich

advocates a change of culture that ould address the dislocation beteen ork, education

and learning#

!heory and practice

The approach of the Certificate course is one that recognises that theory shapes

experience and experience shapes theory is a vital element of the pro-ect# Without thetheoretical input of the pro-ect the vast amounts of experience the orkers had sometimes

made no sense# n one case asked a young man to describe an example of

discrimination he had experienced in his community and he could not# Given that Govan

has high levels of deprivation, is very divided along sectarian and territorial lines and hashigh levels of crime and drug abuse, it seemed clear to me that he must have experienced

discrimination in one form or another# t as only hen he had some theory of humanrights and the structural nature of poverty that he realised that most of his life had been

dealing ith discrimination#

" relational approach

The emphasis on teamork and team identity as stressed throughout the pro-ect# This

led to a strong sense of onership ithin the orkers# t also led to high levels of peer

group support# n terms of learning a group problem solving approach as developed#This enabled the orkers to learn from one another# t gave them opportunities for their

assumptions to be challenged and therefore for them to develop ne ays of thinking# n

a more individualised approach the potential for those shifts in thinking are reduced#

'igh levels of academic and personal support ere also an important element of the

programme# The time spent in informal or social contact seems to have developed strongorking bonds here thinking and practice can be developed# 'ere also the holistic

nature of the programme is seen# t is clear that the effects of a programme like this are

not confined to thinking and ork# These changes produce a hole range of changes

ithin families and communities# These can be very positive or very challenging# 5ttimes of challenge the close orking relationships beteen orkers and pro-ect staff

seem to have been the difference beteen people continuing on the programme or

buckling under the pressure#

" co##unity develop#ent approach

CDT as attempting to train people as community development orkers# ;olloing onthe theme of linking theory and practice, it not only taught this approach but also

modelled it# 'ence there as an emphasis on a collective approach to learning and other

issues# The processes of ho things happened ere as important as the results# 5s far as

as possible ithin a hierarchical structure the principles of democracy and participation


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ere applied# Workers ere encouraged to come up ith their on solutions to

problems rather than having solutions imposed# 5 sense of self7determination as

fostered and orkers ere given the opportunity to take charge of their on learning#

Freirean approach

The ork of CDT and the teaching on the Certificate in Community Work ere shapedby the thinking of &aulo ;reire, ho proposed a radical education practice hich ould

affect change not only in people>s thinking but also in their social cultural and material

conditions (;reire 894)# n essence CDT as attempting to develop a group of co7investigators ho ere exploring the issue of community development#

Group sessions ould look for generative themes and engage in dialogue on those

themes# The generative theme ould be any idea or issue about hich the group had acritical curiosity hich lead them to understand themselves and their orld better#

Dialogue in the ;reirean sense happens hen to or more people are actively involved in

investigating the orld# t implies a democratising of learning here everyone is

prepared to learn# Aven those in the role of teacher must be illing to learn because theydo not fully kno this or any other sub-ect# =imilarly those in the role of learner must

also be prepared to teach since they have knoledge and insights, hich may helpsomeone in the group to understand the issue more deeply#

cClaren and !eonard (899*) outline ten key values, hich underpin the ;reireanapproach to education#

Participatory7 =tudents are invited to participate in making their education by decoding

thematic problems# These could be issues such as poverty, drugs, sectarianism or

education, social change and community development

$ituated7 The course material is situated in student thought and language beginning ith

their ords and understanding of the material and relating back to their, material

conditions#

Critical7 =elf and social reflection are encouraged# =tudents reflect on their on

knoledge and language as ell as the sub-ect matter#

%e#ocratic7 =tudents have eual speaking rights as ell as the right to design andevaluate the curriculum#

%ialogic7 The basic format of the class is around problems posed by teachers and

learners and so there is a sharing of learning from a variety of perspectives not -ust the

sharing of academic knoledge

%esocialisation - t aims for a transformation of the socialised roles of learners as passive

and authority dependant and teachers as dull and domineering#

&ulticultural - t takes a critical attitude toards discrimination and ineuality andexamines the cultures of dominant and non7dominant groups

Research Oriented7 t expects students to be researchers of problems posed by daily

experience, society and academic material

"ctivist - The learning experience is active through problem posing# t also envisages

that action is the end product of the educational exchange#


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"ffective7 The problem posing dialogic method embraces the affective as ell as

cognitive domains and therefore people explore their feelings about knoledge ant not

-ust some abstract analysis of it

Some thinking behind the programme

CDT had a socio7political approach (reland 89H)# t as set up specifically to address

the needs of a particular orking class community# To ignore the effects of class onlearners ould have been to locate the causes of lack of educational attainment ithin the

individual# This ould have been an inadeuate analysis of ho a community like

Govan has so fe of its adult population involved in education#

Crombie and 'arries71enkins (89H*) analyse 5dult Aducation by considering its impact

on social change# There is a continuum hich ranges from@ programmes hich aim topreserve the status uo6 programmes hich aim for social integration through consensus

and cohesion6 programmes hich seek to contribute to a reform of the social conditionsithin hich they are sited6 and finally programmes hich aim for social transformation#

n terms of the intention of the pro-ect it aimed to achieve social change and as

therefore at the social transformation end of the continuum as discussed above# t is

underpinned by an understanding that it is the structures of society themselves hichproduce ineualities and so it is they that have to change# The result of that analysis as

to invite orkers to reflect on their experience in the light of ider social forces in order

to make sense of them# This as done in the context of collective reflection thathighlighted the commonality of experience# This then served as a counterpoint to the

ideology of the individual that permeates much of our society and is inherent in the

capitalist system (reland 89H)#

'oever in terms of the outcomes of that process it could be argued that it achieved the

aims of an integrationist approach# t is true that people ho had been socially excluded

from the benefits of ork and education had been reintroduced to those benefits throughthe CDT programme# t is also true that very little on a ider societal level had been

changed# 5nd yet, feel that to give people an abbreviated experience of transformed

social relationships is the small beginning that is needed, repeatedly, if there is to be anyreal and lasting change ithin society#

;inally, it should be recognised that people>s lack of participation is often due to their

consent rather than achieved by coercion (ills 899)# This is a result of hat Gramscidescribes as hegemonic forces# These are the poer of the state both to reard and

punish, the influence of the media, education, church, agencies, groups and peers# 5ll of

these produce ithin people a sense of hat is acceptable : hat -ob they should do,hat they should learn etc# &eople therefore become self7regulating, self7policing of these

socially produced barriers# Given that a limiting sense of self is the result of hegemonic

forces, the creation of a liberating sense of self must also be the result of counter7hegemonic forces# 5nd so, rather than an individualised approach to learning, one hich


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builds learning groups, encourages participation, forges alliances and promotes broad7

based cultural and political is reuired# CDT began to do this throughI


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!. Peoples Stories

In discussion with course lecturers, nine of the programme 'graduates' programmereflect upon their life experience and thoughts about !T

"lana #c#ic$ael

5lana en-oyed her school years but she left at 8/ ith the dream of anting to -oin the

&olice# 5round this time, she met a partner ho as older than she as and they had tochildren# The relationship gre into an abusive one and her partner tended to dominate

her every move and thought for nearly 84 years# 'e later sought help for his dependency

on cannabis and because of this, she came into contact ith the Govan 5ddictions &ro-ectho offered her support# # The manager of G5=& thensupported and encouraged her to find out more about it# 5lana finally left her partner, her

home and moved on but she sees the initial encouragement to approach CDT as beingcrucial to her being able to make the decision to do so#

5t CDT she as offered a Jpackage> i#e# a possible -ob, the opportunity to go to the

"niversity of Glasgo but most importantly of all childcare support to do this# =he

explains that Jany ob-ection you might have had to not do it as covered># =he as alsoattracted to the personal development aspect as the programme created different learning

opportunities for each individual# =he felt this as too good a chance to miss and became

determined to do it#

5s she began the course and her placements, she felt as if she had been Jakened up from

a deep sleep>#


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experience and she can no look back and say Jno see hat it all means> in terms of

linking theory to her practice#

n terms of personal confidence there are times hen she does not alays feel 844F

confident in her on ability at ork and she ould appreciate more feedback but as a

person she feels much more self7assured# 5t first, she did not really have a vie ofherself as her ex7partner had created an identity for her over the years# Ko she can see

she is a good person and says she feels Jconfident ith me># Within to months of

moving out of her relationship and taking up the CDT place, she had met the goals thatshe had set herself doing the initial training on the =TA&= course# =he has survived all of

the turmoil and recent changes at both CDT and at her ne orkplace# =he holds on to

the belief that knoledge is poer and that if you put your mind to it you can achieve

anything# =he beliefs you must take people as you find them and try to be non7-udgemental and has Jdrip7fed> these messages subtly over time to her children# 'er

eldest daughter ( years) recently declared Jyou should treat people as you ant them to

treat you># =he makes sure she shares her knoledge at ork and tries to build on her

strengths as a good netorker# =he hopes that going back to education ill inspire herchildren to believe that anything is possible# =he had continued to build on a broader

spectrum of relationships and continues to do her sessional youth ork ith the Louth5ccess team, orking ith older young people ho have issues around drug use# =he is

orking toard helping them to see that they have choices# ;rom football tournaments

ith the &olice to orking on the bigger picture of territorialism, she sees the potential ofboth the young people and the ork#

n terms of improvements, she feels that although the tutor at CDT as alays available

at pressure times (sometimes over 3+ hours), hen the tutor eventually took over asmanager temporarily she as dran aay from the team by the structure and values of

Govan nitiative to do management duties rather than offer support for the trainees# t

seemed at the time to her that economic development and community development didnot fit together and as Jlike fitting a suare into a circle># 5lana believes that if the

management are community development orientated and understand the values then they

can they Jmarry> successfully# 'aving to fill the support via peers did have oneadvantage6 the trainees developed their group ork skills ith one another hen the tutor

as pulled aay to do management tasks#

5lana does believe that in order to ork in the future the hole pro-ect should be stripped

don and built up again# =he sees the crucial element in the hole process as peersupport#

5lana believes that CDT acted like a cocoon but if child care had not been provided shemay not have taken it up at the beginning and that if the peer support and bond had not

developed she ould not have succeeded in gaining the Certificate in 3448#


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Carol 'a#ilton

Carol didn>t en-oy her school experience and as not encouraged either by her parents orteachers to continue her education# =he therefore left at the earliest possible moment ith

five < levels and headed for a variety of -obs in retail and the hotel trade : all lo skill

and lo pay#

5fter giving birth to her son, 5dam she decided to back to college, not because of a thirst

for education but due to the fact that there as a crMche and she needed something to do#5fter a year at college here she gained some 'ighers she ent back to ork in the same

type of lo skilled, lo paid -obs : ondering hat it had all been for#

'er -ourney toards CDT began hen she became involved in her son>s after7schoolclub# 0eginning ith attending parent>s meetings and progressing onto involvement on

national netorks, Carol realised she had an interest in and an aptitude for community

ork# 5t this time she -oined the ;oundation Course in Community Work run by The

"niversity of Glasgo# This as a ma-or turning point in her life6 she felt that at lastsomeone understood the values that she had# =he liked the approach of the tutor#

;rom there she moved onto CDT, hich she describes as Bthe most significant year of her

life# n personal terms she found Ba voice and realised that she as clever6 that she

could learn from theory and from talking and listening to people# The year gave her astrong sense of belonging, not only to a group of people but also to a tradition of

Community and 2adical Aducation that stretched over decades# =he cites the support

mechanisms (hich dealt ith all areas of life not -ust ork) and the atmosphere of

nurture as being key to her success on the programme# =he also notes the congruencebeteen community development theory and the ay the pro-ect as run# The overall

effect of CDT as to make her feel poerful and believe that she can make a difference

in the orld#

Within the CDT experience the Certificate in Community as a crucial element# The fact

that it as Glasgo "niversity as in itself a key element# t had the effect ofchallenging the deeply held feeling that people from her community should not go to

"niversity# =imilarly, learning ith experienced orkers from a variety of backgrounds

demystified the orld of ork and affirmed her ability to learn ith and challenge Breal

orkers in a positive ay# The theory that she looked at on the programme enabled her toshift her focus aay from the community and to global issues, hich shape both

community and personal experience#

The main impacts on her from the CDT experience ere that she developed a non7

-udgemental approach to people, a belief in the potential of people to ork together to

effect change and an understanding that you have to look at the structures ithin societyto understand the causes of many of the problems seen in communities#


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scheme as an 5rts 5dministrator in a local Community Centre# This restored her

confidence and got her back on track# =he decided to go back to university, partly

because she anted to complete her degree but mainly because she had discovered a lovefor learning and anted to be part of a learning community again# n terms of -obs she

has been a sessional tutor for the "niversity of Glasgo on the ;oundation in Community

Work course and is no orking as pro-ect tutor for CDT#

The impact of the programme on Carol has been to make her believe in and stand up for

herself6 she is more aare of her rights and the process that enable you to secure them#=he feels that she no treats her son ith greater respect and that has given him the

confidence to be his on person# Through the programme she has lost some superficial

friends but has gained some very significant ones# s impact on Govan takes various forms# =he as involved in the setting up of the

Community ;orum that relates to the =ocial nclusion &artnership# =he sees her main

contributions to that process as influencing the structure, raising issues of good practicein employment and challenging the old guard# =he felt she could no longer continue ith

that organisation because she experienced bullying, threats, being patronised and agenerally negative atmosphere#

=he is currently involved ith the local after7school club and is part of communitynetorks# =he sees her role in that to be positive and support and promote Community

Development values and principles and to share her knoledge of the ider social policy

context of the ork#

;inally she reflected on ho CDT could be better# 'er main concern as in the area of

-ob search and aftercare# &eople ho don>t go on to a -ob straight aay feel very isolated

and need support or they lose momentum very uickly# =he advocates an open doorpolicy here past trainees feel free to access the pro-ect to dra up C?s, get advice or

-ust meet people#


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Colin %ui&ley

Colin gre up in a orking class community ith all of the attendant difficultiesincluding drugs# 'e states that he alays felt like an outsider# =chool for him as an

unhappy experience and he began to play truant# nevitably, this left him ith fe

ualifications at the end of it all# 'e did hoever alays have a love of reading hich onone hand kept a desire for learning alive in and on the other hand intensified his sense of

being an outsider in his community, here this as not the norm#

'is life began to change for the better hen he met his beautiful ife and had children#

2ecognising that he had the ability to do more academically and that this as a key to

him improving his life chances, he attended a local ;A college in order to get some higher

and go to university# This did not ork out for him at that point in time and he left ithnothing# 'e cites a lack of support ithin that system as a contributing factor in his lack

of success# 'e did not hoever give up# 2ather he refocused his energies in carrying out

voluntary ork ith the local addiction pro-ect# t as here that he heard about and as

encouraged to take up the opportunity of CDT#

CDT as another life changing experience for Colin# t enabled him to be more analyticalabout his life and his community# This in turn made him a more open7minded person,

able to see things from other people>s point of vie# t also made him feel less of a victim

because he understood something of the ay society orked and felt more able to effectchange# s

experience ill be very different from his because of hat he has been through#

=ince leaving CDT, Colin has orked in a local &lay


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Grace %ui&ley

Grace had a fairly straightforard background# =he en-oyed school and as reasonablygood academically# =he left ith a collection of standard grades and orked in a shop for

five years, met her husband and had children# 5t this point, she suffered post7natal

depression and began to onder hat she as doing ith her life# With the support of herhusband, she started doing some voluntary ork at a local play centre and from that

-oined a childcare course, hich as being run in the community# 5lthough she didn>t

particularly en-oy that, it did give her a sense that she could be doing more, both in termsof ork and study#

5t this time, her husband as going through CDT and hat he as learning and ho he

as changing inspired her to have a go at it# n preparation for the programme, she -oinedthe ;oundation Course in Community Work that as being delivered by the "niversity of

Glasgo in the local community# This gave her the opportunity to meet ith other like7

minded people, to get to kno some of the thinking about community ork and to

practice her skills# The confidence she gained put her in a good position to do ell henCDT started#

=he found the year ith CDT a very challenging one# The things she learned on the

Certificate course Bunblinkered her thinking as she learned about Community

Development and the ay that her on community orked# t imparted to her the sensethat she could change as a person and that she could also effect change in her community#

This dramatically boosted her confidence# =he feels that she has not been able to think

through her on values and that has made her clear and confident about hat she

believes, hoever she has also become more open7minded and can see things from otherpeople>s perspective#

=ince leaving CDT, Grace has orked ith the same organisation# =he has progressedfrom sessional orker to part7time play orker to full7time senior youth orker# =he

feels that her main contributions to Govan have been the setting up of local youth

provision, acting as a voice from the community into a variety of local services anddemonstrating that "niversity is a viable and orthhile option for the people of Govan#

=he is also proud of the ork she did in setting up a 1unior anagement Committee for

the &lay


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'eat$er #c#illan

'elen is born and bred in Govan# =he as married at 8H and gave birth to her first childin 89H# 'elen has alays been interested in education#


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Gaining a professional ualification built her confidence further and gave her the

determination to be the best and to do the best for the local community# =he also notes

that, rightly or rongly, having a professional ualification opens doors to people andopportunities that are often denied to local people# =he is committed to promoting

change, and this 'elen says can only come about through developing a real

understanding of ho society orks# !ocal people are often led to believe that they arefailures and that this is their personal fault# Gramsci, as 'elen points out explains ho

hegemony operates and ho e come to blame ourselves for the ineuality of society#


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(ea$ #iddleton

!eah as born and brought up in Angland# =he moved to Glasgo in 89HH, orking as alandscape gardener at the Garden ;estival# 5fter the festival she stayed in Glasgo

orking in landscaping, taught at !angside College and then moved to =5' before

being made redundant#

During her years in Angland, !eah had a continuing history of community action and

campaigning# =he as a student on the &eace =tudies course at the "niversity of0radford# 5s part of the course she orked for a year in California ith the ;arm

Workers "nion# =he completed the course but decided not to take her degree exams#

;eeling the need to learn a practical skill as a ay of making a living !eah took up

gardening#

t as a leaflet drop for the community ork foundation course from CDT that caught

!eahs imagination# The crucial information as that CDT offered childcare# !eah had

to young children and ithout adeuate childcare arrangements any movement backinto ork ould have been impossible for her# The course also strongly appealed to

!eah, as it offered the opportunity to restart her involvement ith community action#During the course the idea of the CDT traineeship and the Certificate in Community

Work course ere discussed# ;or !eah the attractions of CDT ere numerous@ it offered

a chance to return to academic study, financially it as an improvement on her currentcircumstances, it offered the prospect of a -ob at the end of the programme#

n many ays CDT as a mixed experience for !eah# The positive aspects ere the

opportunity to reengage ith "niversity study, the opportunity to try out ne ideas onplacement, to remember and build upon her previous activist history# !ess positive ere

some of the team experiences# &eople come to CDT ith a variety of motives and in

!eahs experience some co7trainees could have made more personal commitment# t asshe felt a uniue opportunity to turn your life in a ne direction and some people ere

unable to make it ork for them#

2eflecting on her time at CDT !eah says it has had a significant impact on her life# The

experience helped her recapture the person she had been and crucially enabled her to

rebuild her personal confidence, enabled her to get to kno more people, remember that

she as an idealist ith a commitment to community action, and believe that change ispossible after all# t also gave closure to the unhappy ending to her &eace =tudies course

those many years ago#

5s a lone parent ith to children the CDT experience also had an effect on her family

life# 5lthough the course and placements took up a lot of !eahs time it as overall a

positive experience for her children# ;eeling that she as no in control of her life !eahgave up smoking, something that as very important to her children#


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!ooking back at CDT, !eah feels that like all organisations it has its on life cycle#

nitially, it as a very liberal regime that put enormous energy into motivating and

supporting the trainees# 0ut in trying to respond to the need to hold boundaries for lesscommitted trainees it became some ays rigid and authoritarian# The early years of CDT

(ith the original staff) ere an experimental time hen the values of community ork

ere applied to a supportive and innovative training scheme# The boundaries of thefunding organisation, Glasgo Works, and the "niversity ere pushed and tested# 0ut

eventually innovative organisations become part of the mainstream and begin to loose

their edge#

;or pro-ects like CDT to ork the basics have to right# !eah sees these being based on

childcare, a thoughtful and developmental recruitment process, the promotion of the idea

that everyone can succeed, and the provision of adeuate support# 'oever, pro-ects likethese need to be clear about the structures ithin hich they operate and that the trainees

need to take personal responsibility for their actions#

=ince CDT !eah has continued her studies and has graduated ith the 0achelorCommunity Aducation Community Development degree# =he has been elected to the

local =chool 0oard@ a reflection of her belief in the importance of good education#Currently she orks ith ;lourish 'ouse, a mental health pro-ect in Glasgo# ;lourish

'ouse orks on the international Club 'ouse ovement model, hich sets out to

empoer rather than simply provide services to users# !eahs role is in employment andeducation# =he has introduced a more community development driven approach to this

ork and is helping to establish a social firm ith ;lourish 'ouse and developing a

cultural aareness training pro-ect based on participatory approaches# uch of her

current practice is based upon hat she learnt at CDT and at "niversity# =he sees CDThaving a ripple effect as people go on from training and make their mark in both paid and

voluntary activity#


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(ouise )es*itt

!ouise left school at 8/ ith no ualifications# =he has to children, an older child of 8Hand a younger child ho attends primary school# =he first heard about the CDT

programme hen she as orking as a volunteer at %inning &ark Complex here she

met Carol ho as later to become her tutor at CDT# Carol suggested that !ouise seemedto be a Jpeople>s person> and that she might get something from the community

development programme# 5t this point !ouise as feeling Jpretty hopeless> as she had

-ust come out of an abusive relationship and she needed something to boost herconfidence, so she began to enuire about it and ent for the intervie# !ooking back on

it no it seems as if it as fairly laid back and easy but at the time the intervie as her

>orst nightmare># !ouise -oined CDT the year Govan nitiative took over from the C ay# =he began to form heron vies and to recognise stereotyping and pre-udice# =he says she has changed

completely as a person and is no able to challenge people>s vies confidently and tries

to help others to look at things differently# =he can argue a point ith friends and familyno and has challenged comments about 5sylum seekers etc# =he understands the role of

the media differently no and is able to recognise the positions taken# =he can see the

broader picture and can help others think about hat it ould be like in other>s shoes#This has made her feel Jlike a real person> and here as before she ould have only felt

sorry for people she no understands hy things happen in a certain ay#

;rom her academic studies, she learned that everyone learns in a different ay, that someteachers make it easier for people to learn and although some aspects still felt like school

at the "niversity, the tutors made each student feel as if they ere catered for as

individuals# !ouise appreciated the practical support from the support staff e#g# 2osemaryenOies ho listened and advised# =he remembers the use of photos and ho they could

be interpreted differently# This has stayed ith her and she no helps her children to look

at the assumptions people make about others, and posing the uestion Jho do you knothisN> to them#

During this period, !ouise fell pregnant and lost a baby in the early stages and this had

the effect of interrupting her studies and putting her under pressure for a short time# =he


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managed to get back on track and complete her course ork and no she feels capable of

taking on anything# =he feels good that she as able to complete it recognising that her

family ere proud to say Jour !ouise is going to "niversity> but that she achieved thisith limited help from others# =he no longer lives to please others and can no say > am

as important as everyone elseE> =he finds she no has something special of her on to

discuss ith her youngest child ho sees her learning and ants to ork alongside her#They have gron together and both are learning ho to ork ith a &C and having

conversations about Jhat is "niversityN>

=he no believes that if people ork together, get over their differences and accept that

e are all individuals then the orld ould be a better place# 5lthough she has taken her

time to reflect and recover after a hard year of ork, she feels she is no ready to come

back to her voluntary or sessional ork and hopes to ork in the community soon# Whenshe initially left the programme the Govan nitiative evaluation had made her feel like a

failure again as she had not secured a full time -ob at the end of it all# 'oever, she feels

that taking >time out> has helped her to make sense of the experience# =he prefers

orking ith people face to face rather than in an office and looks forard to regainingher confidence again through her voluntary ork in the future#

;or !ouise the key aspects of the programme ere the support offered by the CDT

orker, Carol the tutor and 5rlene the administrator# =he believes that the "niversity

class helped her to pull it all together at the end after the initial differences ereaddressed# =he feels no she is a nice person and that it is not Jall me> but more about

looking at others and seeing another side to things# =he feels a sense of calmness since

the programme ended and it is still hard for her to believe she did it# 'oever, she is

optimistic about hat the future ill bring and feels that she is no more confident thanshe has ever been#


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Pat Donnelly

&at as born in Govan, one of seven brothers and sisters# 'e moved to &riesthill hen heas 83, returning to Govan in 899+# &at felt he had a good education and stayed on at

school although the norm as to leave as soon as possible to bring money into the family#

5fter leaving =chool &at orked ith the in !ibrary service# 5s his career developed hegained professional ualifications, orked in the itchell !ibrary and eventually moved

into recruitment and training for the !ibrary# 'e became unemployed in during the

8994s#

t as &ats daughter ho encouraged him to apply for a traineeship after seeing a CDT

poster in Govan =hopping Centre# The attraction for &at as the opportunity to ork

directly in the community something he had missed after leaving the library#

&at felt the pre induction eek as a great success# 5lthough stressful and challenging

the pre induction programme gave a good insight of hat life ith CDT ould be like# t

also demonstrated the seriousness of the CDT operation# 5nother attraction as thepossibility of a ne career building on his previous skills and experiences#

The practical placements enabled &at to learn more about his on skills#


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&at felt that being in CDT as a challenging experience for him and also a challenging

time for the staff# any of the trainees had personal problems resulting in lo self esteem

and feeling of lo self orth# Combined ith fear of failure and self imposed barriers tochange it reuired considerable support from CDT staff to assist people to complete the

programme# =ome of the trainees could not make that step forard as they ultimately

ere unable to challenge themselves and overcome peer pressure not to succeed#

The lesson that &at takes from these experiences is that he knos people can change and

that to help people achieve this hard ork and support are reuired# CDT as a model ofho to do this and &at is keen to continue making a contribution back to the community

for these ends#


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Scott Frame

=cott gre up in the Aast And of Glasgo in a family ith three other brothers# 5lthoughthere as a strong sense of community there ere also problems ith gangs and

territorialism, poor housing and lack of facilities# 'is &rimary =chool experience as a

positive one but =econdary school didn>t really ork for him and he left ith one


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the past couple of years#


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+. CD and t$e Policy Conte,t-t$e central &overnment a&enda

JThrough learning, people can come to mae a real contribution to their own

communities and participate in local and national democratic processes. Throughlearning, people can build the confidence and capacity to tacle wider social and

political issues#.

Communities@ Change through !earning (899H)

Towards a policy for Lifelong Learning

The previous uote succinctly sums up the purpose of hat community development

training means for the Community !earning and Development Team at D5CA# We ant

people to feel confident enough to be able to challenge, participate in decision7making

and be part of the changes and developments of their communities and society in general#


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responsibility to impro&e the )uality of life for Scotland's people, * such as +obsearch

and support#.

Turok (3444)The change in Government preceded some significant policy changes, hich encourage

and promote the ideals of not only social inclusion and social -ustice, but the principles of

lifelong learning and active citiOenship# This Government, in their attempts to make=cotland a more competitive and skilled nation, has also made connections beteen

lifelong learning and ork7based training#


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The =ocial Axclusion "nit claims that the term Jsocial exclusion is a shorthand term

Jfor what can happen when people or areas suffer from a combination of lined problemssuch as unemployment, poor sills, low incomes, poor housing, high crime en&ironments,

bad health and family breadown#.

The =cottish s social inclusion strategy, Social Inclusion - pening the door to a

better Scotland Strategy, (8999) identified many groups directly or indirectly as being

socially excluded# ;or example@

Junemployed people, poor people, children not doing ell at school, adults not educated

beyond school level and not engaged in lifelong learning, people ith ill health, people

ith lo self7esteem, homeless people and people engaged in drug misuse, peoplesuffering discrimination and ineuality on the grounds of gender, race or disability,

people in poor housing and people in deprived areas>#

This is an important definition for Go&an !T as these issues are those most liely to befaced on placement in community pro+ects and small organisations and later as paid

worers. The people they wor with are also more liely to belong to the socialcategories described abo&e. The generic term of social inclusion, which is often seen as

too wide or &ague, in this definition co&ers most of the issues and disad&antaged groups

that the student will probably deal with o&er their career in community de&elopment.Within a year the Government began to make a clear link beteen social inclusion and

lifelong learningin pportunity Scotland(899H)6 a paper on lifelong learning# This

government green paper acknoledged the diversity of forms that lifelong learning can

take and the barriers and difficulties people can face hen embarking on learning# t alsooutlined five main themes hich ere according to Cloonan (3444) to raise awareness,

increase access and participation and impro&e progression and )uality'hich ould

therefore be $tacling exclusion#( The Government alsomadea commitment to lifting anybarriers to access and improve the uality of support available to businesses and

individuals. #

The links to social inclusion ere again made hen they claimed to be tackling

geographical barriers and enhancing individual capacity by$*helping excluded groups access learning at all le&els while at the same time maing it

easier for people to gain sills and )ualifications at the highest le&els#.

5ccording to Turok this paper

$*confirmed the commitment to promoting lifelong learning opportunities for all*it is

emphasised as crucial that the unemployed learnermust ha&e access to learning and

training opportunities *de&elop the sills which will assist their reco&ery andintegration into, or bac into the labour maret##

The =cottish Axecutive promised to not only meet core skills needs, raise standards in

schools, but also encourage entrepreneurship through the establishment of a Scottish

University for Industry# 5 847point action plan of initiatives as devised to


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'enable all Scottish citi7ens to ha&e access to learning at any stage of their li&es by 8998'.

t also emphasised the links beteen vocational education and training in employment by

highlighting$*the roles of employers, indi&iduals, pro&iders of learning, go&ernment agencies and

go&ernment in impro&ing labour maret information, sill le&els, sill match and the flow

of silled people##

;or example, they believed the education sector needed to not only

)increase access to further and higher educationthrough further investment to enable

an additional +3,H44 students to participate in further and higher education more into

'igher Aducation 1up to 8,999 more4># 1:riters insert4

They were to introduce new initiati&es in order to increase access for the economically

and socially disad&antaged, and mature students, which would harness the sills and

talents of all its people e.g.

)create a National Grid for Learning.

This ould link universities, colleges, schools and libraries, in a broad band netork, to

ensure that everyone in the education system has the core skills necessary for the digital

age>#

They also ould introduce anIndividual Learning Accountsystem (hich as

implemented in 8999 but has been put on hold since 3444), develop theHigher Still

curriculum and improve theNew ealandNew !uturesork programmes# n order tosupport these initiatives certain steps ould have to be taken#

The targets included raising the numbers of young people over 8/ holding ualifications,

adults ith ualifications, especially over !evel 3, increasing the number of modernapprenticeships for young people and the number of companies ith nvestor in &eople

status# ;urther reforms such as neHigher Stillere to be introduced to schools and

colleges and the ne =cottish Credit and Pualifications ;rameork as to be developed#The key concepts ere widening participationand thesetting of achie&ement targets#


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ost importantly though for Govan CDT,Learning "artnershipsere to be encouraged#

$ollaboration between institutions and different partners is of &ital importance in

maing sure that learners ha&e the best possible opportunities#.=ome partnerships ere recognised as being

$*inclusi&e, strategic at a local le&el and with the aim of encouraging lifelong learning

in their areas##n the =ummary of responses document hich records nearly 344 institutions> responses

to pportunity Scotland, in terms of the theme of access to 'igher education it as noted

that the respondentsJwelcomed the high priority gi&en to wider access but called for greater guidance to help

learners and employers find their way round the range of learning options on offer;

felt their role was in danger of being marginalised, with not enough recognition of their

existing good practice in promoting and deli&ering pro&ision to a significant proportionof Scots#

and that they

$suggested that


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lack of knoledge about hat is available and obstacles hich apply to certain social and

economic groups#

n response to this in 8999 the annual report %urther (ducation in Scotlandas releasedand the ; A sector as praised for responding to the themes of participation and

collaboration and seen to still be at the centre of the future provision for lifelong learning#

!ater still in 3444 the =cottish ;urther Aducation ;inance Committee commissioned astudy to compile a profile of the existing provision ithin ;urther Aducation# This ould

be a ay of not only mapping the field of provision but to address any duplication and to

rationalise the supply end#n the consultation document Sills for Scotland a Sills Strategy for a ompetiti&e

Scotland(8999) the importance of the learner developing skills, directly relevant to the

labour market as emphasised# The paper provided a =kills 5ction &lan hich set out the

. main areas here they anted to improve the skills level# They ere

eeting the market need for skills training,

&reparing people for employment,

aking available high uality labour market information,'elping individuals and businesses adapt to economic change, and

onitoring and evaluating the impact of the strategy#

The paper instigated over .4 responses, including 8* from the KT# This programme as seen as having benefited from a measure of financial

assistance from the Auropean =ocial ;und (A=;) under the


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odern 5pprenticeships and the =kills seekers programme ere also to be enhanced and

improved hich highlighted the emphasis again on ork7based training# Kearly 34,444

apprenticeships ere to be created by 344*# The =cottish !abour arket "nit had beenset up in 8999 but as no to have a broader remit and a =kills ebsite as to be set up

after a revie of the Careers =ervice# =ector skills needs ere to be identified through the

Kational Training


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$*community education had the potential to mae a ey contribution to combating social

exclusion through its commitment to learning as an agent for change'.

'e continues'*through learning people can come to mae a positi&e contribution to their own

communities, participate in local and national democratic processes and de&elop

confidence and capacity to mo&e into further and higher education and employment#.Community !earning =trategies and &lans ere to be put in place to promote community

and lifelong learning in deprived communities#

5ccording to Turok,J;or people ho have had little previous experience of learning, co##unity education

is intended to reach out, stimulate interest, and provide opportunities in informal local

settings#

(ifelon& (earnin& and mploymentn!e&eloping Sills and (mployability Training for the long-term unemployed(8999)

the =cottish Axecutive reiterated their commitment to the Welfare to Work initiative and

claimed there is a$*need to re&iew Training for :or in the light of de&elopments in policy on welfare to

wor, training and lifelong learning#.They claimed it as important to consider trends, current and emerging, in the labour

market# t should be clear -ust hat an adult training programme should aim to achieve,

and ho it fits ithin the developing policy frameork in =cotland#Turok describes ho the "% Government>s extensive :elfare to :oragenda as

centrally concerned ith

$*mo&ing people off welfare benefits and into employment. The aim is to bring about ashift from supporting people in an inacti&e state 1sometimes described as $passi&e#

maintenance or $compensation for failure#4 to promoting progression in the labour

maret through actions which are belie&ed to tacle the factors which reinforce exclusionand promote inclusion, such as guidance, training and wor experience#.

Turok in considering the Ke Deal employment programme continues,

$TheNew ealis the most substantial programme. Some =?99m has been committed in

Scotland during the lifetime of the present go&ernment. The main focus has been on

young people 12B-8C4 who ha&e been unemployed and claiming 5obseeers# 0llowancefor six months. ther target groups are long-term unemployed adults, people with

disabilities and lone parents#.

'e also explains that

$There are many local and regional schemes in Scotland with similar ob+ecti&es. Danyare funded through the SIs, (uropean programmes, local enterprise companies and

local authorities. They tend to be more flexible in their operation than the Eew !eal and

based on the ethos of &oluntary participation rather than compulsion, in order to

enhance moti&ation##


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'e describes ho these initiatives offer

JIa ider range of support and integrated provision, including independent guidance

and counselling, personal development and vocational training in flexible packages,

customised training for specific vacancies, ork experience paying the rate for the -oband providing transferable skills, outreach activities and up7to7date CT facilities,

affordable child7care, intensive assistance ith -ob seeking, and progressive age and

training subsidies offered to private employers ith some obligation to keep recruits onafterards>#

This as exactly hat the Govan CDT as indeed providing# The provision of childcare

and personal development training as seen initially by students to be the most importantincentives for their participation# n!e&eloping Sills and (mployability Training for

the long-term unemployed(8999)it as suggested that

$Training for :or has to meet these ob+ecti&es within a clear o&erall training andemployment framewor#.

They suggested that there as a need to set clear priorities as to the groups hich

Training for Work should target including those most disadvantaged from the labour

market, ho are socially excluded or at risk of social exclusion6 those ho reuire basicskills training6 and those closer to the labour market ho ill benefit from higher skills

training# There as an emphasis on CT training and basic skills deficiencies and

improving adult literacy#

n areas such as Govan, here there is a severe -obs shortfall, Turok explains that,

$it has pro&ed difficult to attract pri&ate in&estment, there are local programmes toexpand what is &ariously nown as the $third sector#, $social economy#, $non-traded

sector# or $community enterprise#. They pro&ide wor experience and training in

socially useful acti&ities in the en&ironmental, health, education, housing, social worand related fields. Some are lined into +ob creation programmes or de&ised with

particular employment opportunities in mind to ensure client progression. 0 specific

category is nown as the $intermediate la#our mar$et# 1ID4. Their purpose is to help

those furthest from the labour maret get bac into employment by pro&iding them with$real# paid wor at the rate for the +ob on a temporary contract. articipants also

recei&e training, personal de&elopment and acti&e +ob seeing, which are considered

important for those who ha&e been unemployed for some time. The :ise Group andGlasgow :ors are good examples#.

The Govan Community Development Training "nit is one such ! pro-ect ith both

Auropean and Glasgo Works funding#ost of these programmes are funded through a cocktail of local and Auropean resources#

=ome of the Amployment Rones have created !s in hich claimants> benefit

entitlements are transferred to the employer and subseuently paid as ages# Ko the

=cottish Axecutive is setting up an investment fund $ocial *nvest#ent $cotland to


40/61

provide development advice and loans for social economy organisations that ant to set

up or expand their services in areas such as care provision, neighbourhood reneal and

personal services#0y =eptember of 3444 the ndividual !earning 5ccounts had been launched and it as

hoped that there ould be 844,444 by 3443 and the ne initiative ould be revieed by

autumn of 3448#The consultation document reated in Scotland ifelong earning(Sills and eople4

(3444) revieed the =cottish manufacturing industry and invited the vies of =cottish

manufacturers# t as documented thatJAmployability for all is our aim Ie are committed to developing a ell7trained

orkforce that continually upgrades its skill levels and here lifelong learning becomes a

culture for all#>

The =cottish Axecutive Central 2esearch "nit recently released a findings paper from the

Anterprise and !ifelong !earning Committee in


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The recommendations of the report for promoting and supporting ork7based learning

included, reducing costs for employers, raising aareness of the benefits of ork7basedlearning, encouraging employees to demand learning opportunities, creating more

support for it and developing the accreditation process#

The =cottish Anterprise Committee release (


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/. valuation of CD

This chapter explores hat the CDT experience, and their post training ork, has meant

for both the trainees themselves and the ider Govan community# To do this e need a

frameork ithin hich to evaluate their contribution# To this end e ill discuss the

application of community development values and principles, their experience of healthand ellbeing, personal empoerment, community empoerment, capacity building,

social capital and local leadership, and developing sustainable uality of life# ost of

these concepts both overlap and support each other so e ill conclude ith andovervie of hat has been achieved as ell as the difficulties faced by the pro-ect

Values and principles

The &aulo Kation Training


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ealth and !ellbeing


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"niversity# This vie is also one that many trainees had been given during their time in

secondary education# n their practical ork they have gained a range of personal skills

that are applicable to ider life roles as ell as ork settings# mportantly, they no havea more critical vie of ho the orld orks and hat they can do#

Community empo!erment

n the community development literature community empoerment is commonly definedas personal empoerment plus positive action, building community organisations and

enhancing participation and the poer of local communities (0arr, 'ashagen, &urcell)#


45/61

n a ider perspective the ork of the trainees in the community, both on placement and

in post training employment has made a contribution to improving the communities

health and ellbeing#


46/61

Fcapacity de&elopment is becoming the central purpose of technical co-operation .. the

past four decades practices of deli&ering foreign aid are being called into )uestion forpoor achie&ements in sustainable impact, national ownership and appropriate

technologies ..new global factors such as globalisation, the information re&olution, the

growth in international marets .. and decentralisation of national authority are causingE! and other international de&elopment organisations reassess their roles and

competencies* apacity de&elopment with its emphasis on capacities to be de&eloped in

support of long term self management, shifts the focus.H

The term Jcapacity building> like much of the "%>s social policy comes from the "=5#


47/61

Astablishing partnershipsbeteen supporting agencies and community

organisations to ensure needs are met and services and funding opportunities are co7ordinated

&articipatory #onitoring and evaluationto ensure ob-ectives are being achieved

'oever, -ust building capacity ithin a community is no guarantee that it ill be

effectively utilised# To understand the processes ithin a community that help determine

the level and nature of community activity need to consider the idea of social capital#

=uperficially, social capital is similar to concept of capacity building, as both are

concerned ith processes ithin the community# 'oever, social capital is actually aider, more robust and to some a controversial idea, hich poses some fundamental

uestions about the nature of, and changes ithin, society# The current interest in social

capital comes as part of the same trends that sees education and social policy as a servant

of the economy, the marketisation of social elfare and the respectability andtransference of economic ideas and concepts to the social sector# Currently the Cabinet


48/61

The argument here is that for development to take place a community needs to build its

social capital# Dhesi has noted that Bwhen formal and informal institutions are in

conflict, social capital gets weaened and community action becomes difficult. Aeforede&elopment can be initiated, an attitude reorientation towards accepting change may be

re)uired# This attitude change is often reuired by poer holders as much as local

people# nstitutions and agencies operating in local communities can be analysed in termsof ho they contribute to, or negate, the development of local social capital# These are

real issues in Govan and it is challenge for community development to help the local

community to overcome its divisions (based around territorialism, religion and race)#

n their practical ork all of the CDT trainees have helped promote local capacity# They

speak of being involved in promoting and sustaining netorks, of involvement in the

Community ;orum, the =ocial nclusion &artnership and its activities, and in localcommunity training initiatives#


49/61

Gi&e the opportunity of thining and acting

!emand that people tae responsibility within their competence

6e)uire that people tae initiati&e

o-ordinate the thought and action of those who from the groupH

'ope and Timmel in Training for Transformation develop this theme and identify threetypes of leadership@ authoritarian, consultative and enabling#0uthoritarian leadershipis

here the leader makes the decision and presents it to the group# Discussion may beinvited but only in the knoledge that the decision ill stand regardless of hat is said#

onsultati&e leadershipis based on the group discussing options and recommending

courses of action# 'oever, the leader(ship) have the final say on hat is to be done# ncommunity development only enabling leadershipis acceptable here the group itself

has the poer to make the final decision# 'ere the role of the leadership is to facilitate the

discussion and ensure that an informed decision is reached#

We can also learn from business models, in particular the ?C leadership model# This

sees leadership as having three essential components@ vision, commitment andmanagement skills# deally, leaders or a collective leadership ill have a balance of allthree components# The benefits of collective leadership are that it is more likely to find

these three skills ithin a group than in any single individual#

n Korth 5merican, here community leadership is highly valued, experience shos that

uality leadership does improve the performance of community groups# The role of

community leadership therefore, is to help drive the vision of change, supportindividuals, enable the development of skills and knoledge ithin an organisation and

be at the front hen the going is difficult# The role of community ork, as 5linsky

pointed out, is to identify existing and potential community leadership and nurture it so

that the community can run itself ithout the need for external community orkers#

t is reasonable to say that the trainees from CDT are the future community leaders in

Govan# =everal ex7trainees are already moving into such a role# What is important here isthat the trainees ill take the values of community development into these roles along

ith a belief in collective orking and experience in the benefits of mutual support# n

Govan here the local community is often divided by personalities, competitiveness andterritorialism this progressive change in leadership style is to be elcomed#

Sustainable #uality of life

The KG< 'abitat conference further defined uality of life in terms of sustainability@

=ocial sustainability

=ustainable economics

=ustainable livelihood

&hysical sustainability


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=ustainable culture

=uch improvements therefore can take many forms depending upon local circumstancesbut are likely to include@

Aconomic gains : around employment, extra resources spent in the community andanti poverty strategies

=ocial gains : improved uality and access to education, health care, housing and

elfare services

Anvironmental improvements

=afer community

t is an immense challenge to create a sustainable community in Govan# Kotithstanding

hat has been said above, the CDT trainees can only make a partial contribution to themuch need improvements in the local uality of life and collective ellbeing# 'oever,

their contribution in local playork, youth, media, employment and community pro-ects

and the like continue to make a useful and necessary contribution to this end#

$he other side


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5uestion / - ,hat 2 things would you definitely $eepin a revised course

2esponses to this uestion ere@

values $ discrimination $ oppression x H

outside speakers x *presentation skills x*

real examples good ho to do good practice x 3

;reire x3introduction to "niversity x 3

use of role plays x 3

group ork x 3

personal support from staff x 3examples of good community ork practice

social policy

practical exercises

developing riting skillspeer support

exploring theoriesdeveloping ne skills

study skill support

placement opportunityable to study and stay in ork

breadth of course

study visits

5uestion . - ,hat 2 things would you definitely addin a revised course

2esponses to this uestion came from students covering the past / years# tems marked U

no feature in the current course@

more tutorials x / U

clarification of competencies and reflective -ournal x + U

improved study skills and T x3 U

more field trips x 3more ork on group ork and group dynamics x 3

abuse of poer

greater use of case studies Umore external speakers

introduce a eekend residential

popular education Uexplore non violent resistance

more social events

more examples of alternative approaches U

presentation skills U


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exploring other cultures U

conflict resolution

research skills Umore emphasis on recognising bad$good practice U

improve classroom accommodation U

more on identifying community needs Udeveloping participation U

evaluation skills U

partnership orking Uplacement opportunity for everyone

5uestion 9 - 'as the CC, helped you personally in any way 47 8o >7

Axamples given here include@

improved self confidence x .

reassess on attitudes toards people and life x*

ability to uestion ho things are x3changed ho interact ith people x 3

more professional approach to ork x 3

more aare of social, political and economic issues x3

improved language and riting skillsimproved relationship ith on children

time at "niversity is the best have had

developed everlasting learning and friendshipsgave me the courage to make personal changes

became more aare of personal limitations and strengths

recognised the need for supportmore able to ork out solutions to problems

better understanding of family relationships$dynamics

understanding here community people are coming from

recognised the need not to control everythingpersonal achievement

more able to challenge others

enabled me to change careerbeing able to concentrate on me

better vie of my on life

5uestion > - 'as the CC, helped you in your wor in the co##unity

6es 4??7


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2esponses here included@

better understanding of on role and impact x

better understand difference beteen activist and orker x3

more understanding of theory x3,more confident orker x3

understand hy people do$don>t become involved in community activity x 3

improved understanding of ho to deal ith challenging situations x 3improved understanding of ho community groups function

have a broader picture of hat community development is about

understand ho to use the ;reirian approach,

more able to mediate in disputes and conflictsencourage local people to take control

ability to reflect on practice

improved focus on ork

more respect for disabled people,

5uestion 4? - "ny other co##ents you wish to #ae


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"ppendi, 2- rainin& Pat$way

The diagram belo illustrates the training pathay offered by the Community !earning

and Development team in the Department of 5dult and Continuing Aducation at the

"niversity of Glasgo#

Purpose and Antry ReBuire#entsCourseA;it OpportunitiesTo enable reflection on

personal experience of community activity

Axperience of being active in on community, or part of local trainees scheme

"CI" P4G"##5+6 $ours7Continued unpaid ork in community

Antry to Certificate in Community


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Continued ork in community

5pplication for ualified community development posts

&ostgraduate degree$other training programmes

Eote the ertificate and Aachelor course are a mixture of practice based wor in thecommunity with day release for ni&ersity study. %or those not on a trainee programme

the usual route is through secondment by an employer.


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:i*lio&rap$y

5lastair D# Crombie, Gyn 'arries71enkins (89H*) The demise of the liberal tradition

two essays on the future of Aritish uni&ersity adult educationLeeds@ "niversity of !eeds,Department of 5dult and Continuing Aducation

0arr, 5# 'ashegan, =# and &urcell, 2# (899/)(&aluation and Donitoring in ommunity!e&elopment Eorthern Ireland, 0elfast@ ?oluntary 5ctivities "nit, K D'==

0lackburn, 1# and 'olland, 1# (899H) :ho hangesJ institutionalising participation inde&elopment, !ondon@ ntermediate Technology &ublications

Cloonan, artin 5nd Crossan, 0eth (3444)earning In Go&an 0 6eport %or Greater

Go&an Social Inclusion artnership The "niversity of Glasgo, Glasgo

Dhesi, 5# (3444) =ocial capital and community development, ommunity !e&elopment

5ournal ?ol# *. Ko *

Drysdale, 1# and &urcell, 2# (3448)6eclaiming the 0genda participation in practice,

0radford@ CWTC

Anterprise and !ifelong !earning Committee, 3nd2eport 3444# nterim report on the

!ifelong !earning nuiry

;reire &aulo (894)edagogy f The ppressed=heed and Ward, !ondon

Gramsci, 5ntonio# (898) Selections from the rison Eoteboos,nternational &ublishers,Ke Lork

'all &, (8999), Social apital in Aritain, 0ritish 1ournal of &olitical =cience

'ope, 5# Timmel, =# (899.) Training for Transformation Kol. 2,8,?, Rinbabe@ ambo

&ress

reland, T#(89H)0ntonio Gramsci and 0dult (ducation 6eflections on the Ara7ilian

(xperienceanchester onographs, anchester

c!aren, , !eonard, (899*)aulo %reire a critical encounter.!ondon@ 2outledge

ills, = (899)!iscourse2outledge, !ondon

&erformance and nnovation "nit, (3443), Social apital a discussion paper, Cabinet


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&urcell, 2, (3443) :oring in the ommunity perspecti&es for change,

#rodpurcell#com$ic

&utnam, 2# (899/) Who killed civic 5merica,rospect, arch 899/

=cottish Axecutive1233B4, ommunities hange through earning, Adinburgh, =cottishAxecutive

=cottish Axecutive(8999),!e&eloping Sills and (mployability Training for the long-term unemployed, Adinburgh, =cottish Axecutive

=cottish Axecutive(8999),pportunities for e&eryone / 0 Strategic %ramewor for

Scottish %urther (ducation, Adinburgh, =cottish Axecutive

=cottish Axecutive(8999),Social Inclusion pening the door to a better Scotland,

Adinburgh, =cottish Axecutive

=cottish Axecutive(3444), reated in Scotland ifelong earning(Sills and eople4,

Adinburgh, =cottish Axecutive

=cottish Axecutive(3444), Scotland the earning Eation, Adinburgh, =cottish Axecutive

=cottish Axecutive(3444), Social 5ustice 6eport a Scotland where e&eryone matters,

Adinburgh

=cottish Axecutive,(3443),0 Smart, Successful Scotland, Adinburgh

Thornhill, &hilip (3444)0 Study into 6easons for Lounger :orer !rop-ut from %ullEKMs@EKM nits,De;e, !ondon

!ynette can you finish off the reference Turok (3444)

"nited Kations Development &rogramme# (899) apacity !e&elopment technical

ad&isory paper 8,Ke Lork@ "KD&

Word 'ealth


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Documents

Final Draft v3