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2013-2014

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Contents

IntroduCtIon 5

Adult leArnIng PrIorItIes And Key AChIevements 6

Adult leArnIng by numbers 7

Adult leArnIng In PrACtICe 8

trends over tIme 34

Future develoPments And Key ChAllenges 36

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As with many sectors, the past few years have been difficult for Adult Learning with reducing budgets and resources. This has been coupled with a feeling that there needed to be greater recognition for the transformational change that can be brought about through Adult Learning. I am pleased to say that over the last year there has been a strong focus on Adult Learning from the Scottish Government and Education Scotland. Following on from the Guidance on CLD we have had the SSI – ‘The Requirements for Community Learning and Development (Scotland) Regulations 2013’ and now we have the Statement of Ambition for Adult Learning in Scotland.

The Statement of Ambition for Adult Learning in Scotland has been developed through the cross-sectoral National Strategic Forum for Adult Learning set up by the Cabinet Secretary for Education and Lifelong Learning Michael Russell. There has been consultation and dialogue with providers and learners throughout the process.

The Cabinet Secretary has expressed his support for Adult Learning and the role it plays in

developing Scotland as a learning society, and we have seen a coming together of key organisations to move the agenda forward.

Adult Learning transforms the lives of so many people and it is extremely important for us to celebrate and highlight learners’ achievements and to recognise the support that CLD provides.

This report helps celebrate the achievements and challenges the last year has brought, and it is an opportunity to reflect on our work and to share examples of good practice. We want to refresh our enthusiasm and commitment to Adult Learning, to ensure that we can build the best possible Adult Learning services for the people of Dundee.

The Statement of Ambition is an important step, but making the vision a reality is the challenge that I hope we will all grasp with enthusiasm and determination.

Marie Dailly Adult Learning Manager

Community learning and Development (CLD) has a powerful impact on the lives of learners and communities, supporting them to identify and work towards change.

Scottish Government CLD requirements 2013

IntroduCtIon

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The focus of the work of the Adult Learning Section during 2013/14, which is detailed in this report, has been on the following priority areas:• Adult Literacy• Family Learning• English for Speakers of Other

Languages (ESOL)• First Steps to learning (focus on

adults of working age making positive change in direction, developing confidence skills and making positive progressions)

• Digital Literacy and Digital Inclusion

• Support to Adult Education Associations.

Adult leArnIng PrIorItIes And Key AChIevements

3676 people have taken part in Adult Learning this year

162 is the number of SQA qualifications achieved by learners

175 people have secured employment with the support of Adult Guidance staff

Adult Guidance Workers had 1:1 guidance

sessions with 967 people

39 is the highest number of people attending a community Jobshop on one week

137 is the number of learners enrolled in IT 4 Work classes in the first 5 months of the project

9 is the number of fruit trees planted by the Whitfield Gardening Group this year (apples, pears and damsons).

165 is the number of families who worked with the Family Literacy Learning team.

12 “Learn with Fred” bears went to Camperdown Zoo

924 songs were sung in Family Learning groups

288 feet had fun with paint in Family Learning groups

Adult leArnIng by numbers

This report provides examples of the achievements of the Adult Learning section and more importantly, the learners, over the past year. The following key achievements are highlighted in the examples given in the report: • Tackling exclusion • Providing help and support to

people affected by welfare reform • Helping people gain new skills • Outreach work to disadvantaged

and vulnerable groups• Promoting equalities• Addressing digital exclusion and

digital poverty• Helping people realise their

strengths and develop their confidence

• Progression to employment, volunteering and participating in other community learning opportunities

• Raising parent/carer awareness and skills as their child’s early educator

• Reducing isolation

Key AChIevements PrIorItIes

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Adult leArnIng In PrACtICe

Just now, I stay at home looking after our daughter. In Latvija, I worked as a shop assistant. For two years, I did a training course at college. I got two certificates one in wholesale and one in retail trade.I wanted to learn English to help with my career and have contact with people. I started classes here one year ago.

Before English classes, I didn’t understand English. Now when I go shopping, I can understand what the shop assistant says.Before, I didn’t understand. I go to Job Shop at Mitchell Street. We have talked about CVs and jobs I am interested in.

I enjoy writing poetry. In Latvija I loved writing poems.I have written three poems in English.

Leaf DanceGolden-pink leaves fly around.Each leaf is uniquely beautiful;With its excellent asThe distinctive colour.Their colour is that of amber fragments;That sparkles all around And placed on.Giving off the world your irresistiblyRomance and simplicity.Everything fly leavesThat resemble amber fragments.Which is unique in the air dancing So fragile tango dance.

By: Evija Austrupa

My name is Evija. I am 23 years old and come from Latvija.I have a husband and daughter. Our daughter is 2 years and 6 months.

esol And KeeP Well heAlth CheCKs

Last autumn this topic was put into practice when two nurses from the Keep Well team visited ESOL Pre-Intermediate Women’s classes over several months. They did a range of health checks with the learners individually. This gave the ladies a valuable opportunity to practise the specialist medical vocabulary they had learnt in the classroom in a real-life situation. The learners now feel more independent and are more knowledgeable about

healthy diets and the benefits of exercise. They also developed their language skills.

Following the success of these visits and learners’ requests, a Community Health Nurse from Dundee Healthy Living Initiative will do a session with these learners focussing specifically on women’s health – e.g. breast screening and smear tests.

Health is commonly given as a learning need by ESOL learners who find it very difficult to communicate with medical staff because of the language barrier and a lack of confidence.

As well as improving their English for everyday lives, ESOL learners learn about various festivals, and celebrations that take place in Scotland.

hAlloWeen CelebrAtIon

The ESOL Women’s group that meets at the Maxwell Centre took part in a session in which they learnt about Halloween and the origins of this festival. Picture

prompts were used to learn about the Celts and explain how originally in Scotland people used to dress up and carry lanterns made from turnips. Later when people from Scotland moved to United States, they started using pumpkins. The session ended with everyone having fun by making their own Jack-o-lantern. The positive outcome from this activity has been fostering better understanding about different traditions and customs in the wider community and promoting inclusion.

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In February 2014, the ESOL Team received an invitation from the Depute head teacher to deliver a talk to the children about Indian food and culture to tie in with the Commonwealth games taking place this year. In March, two ESOL learners delivered the talk to four primary classes.

ESOL learners prepared information on the the benefits of spices in Indian cooking in order to enhance the flavour of food and they took samples of spices for the children to smell. ESOL learners were keen to try and persuade the children to experiment with the fruit and vegetables they hadn’t tried before or hadn’t even heard of. It was very interesting to see the children’s reaction to the different smells and uses. ESOL learners also had some information of the benefits of the spices ie. antibiotical properties, remedial properties. Not only did the children have lots of questions but the teachers did as well. At the end of each session there was a demonstration of how to make chickpea salad which was very easy to put together, tasty and healthy too. Some of the children said they would try making it at home for their mums!

There was plenty of opportunity for the ESOL learners to interact with the children. They gave the children lots of question-asking time and very patiently listened to each child’s input. The children responded very positively to the discussion. Most of them were aware of what eating healthy entails and how it can be achieved.

It is hoped the school will secure some funding to run a longer project. If successful ESOL learners could be supported to assist in the co-delivery of the project.

heAlthy eAtIng PromotIon At st. Peter’s And PAul’s PrImAry sChool.

St. Peter’s and Paul’s Primary School and one of the ESOL classes are involved in The Maxwell Centre’s Community Garden Project which encourages community groups to grow their own fruit and vegetables. I have been going to Mitchell Street

for nearly two years. Since I have been coming to Mitchell Street I have been growing in confidence and now volunteer for DPC (Drug Problem Centre) to help other people that have had the same experiences.

I had lost interest in my education at school because of being dyslexic. Not getting the right education in Rockwell High School I fell into the wrong crowd and ended up bunking off school smoking then doing drugs. I started taking drugs thinking I was cool. Then I got deeper into it speaking and getting to know all the wrong people. This led to jail where I was a revolving door prisoner for a number of years and I also got help for my drug addiction. When I was released

from prison I decided it was time to change my life around and get myself an education to help me find work.

This brought me to Mitchell Street and through meeting my tutor and working on my spelling and punctuation my confidence has grown and my relationship with other people and my mum has improved dramatically.

I have built up many relationships within the Mitchell Street Centre and outwith. People who know me have commented on the changes in me.

Now I feel there is no going back and I am focused on the future, building my skills and finding work.

mAKIng A dIFFerenCe At mItChell street

The Literacies Team responds to people who contact them at Mitchell Street Centre by working with them on an individual basis to plan the changes they want to make and decide what they need to learn.

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The Literacies Team uses outreach strategies to encourage us to think about how we use reading, writing and numbers in our everyday lives and how we can develop these skills.

story sACKs At st nInIAn’s stAy & PlAy ProjeCt

Adult Learning Workers went along to St Ninian’s Church Stay and Play Family Support Group to give parents and carers the opportunity to take part in an activity that they could use at home with their kids.

Five mums decided to take part. They each created a storybook based on an activity that their child had experienced such as “First Christmas” and “Baking Apple Pie”. Everyone was given a camera to take photos that would form the basis of their story and they then worked on creating text from the pictures, eventually developing a full story.

When they finished the story writing the women were shown how to bind the pages together to make them into a book. They also worked on making props that would be useful for story telling, including hand puppets and wooden spoon characters.

Over the weeks the mums chatted about their favourite childhood stories, what makes a good story and how reading to children from an early age helps with speech and language development.

They told us that they enjoyed the whole experience and that it was interesting. New things they had learned included making up stories using puppets, making a book, how to get help with spelling and punctuation, how to write stories and that you can make stories from anything.

Four of the women have chosen to continue their learning at a local community centre with crèche facilities. They now want to work on their IT and literacy skills with some hoping to work towards first qualifications as well.

dyslexIA AWAreness rAIsIng Course

All of the parents/carers had children in their care who were experiencing difficulties with their learning at school. The parents took part in discussions about the following topics:• What is dyslexia• Memory and organisation • Visual and auditory processing • Spelling and reading

The course included input from the Support for Learning Teacher and the Educational Psychologist who work with children at the school. They explained what their roles are and answered questions from the parents.

The parents are now keen to set up a support group for their children and other family members to attend.

“It made you realise how difficult it must be for them (the children) every day.”

“It was useful to have the Support for Learning Teacher and the Educational Psychologist come along and speak to us and to have the chance to ask them questions.”

“I’ve started listening to him (son) when he is reading to see where he is having difficulties.”

“The card activity made me think about how he is feeling. Too much information and can’t take it all in.”

Parents and carers attended a 6 week dyslexia awareness raising course at Downfield Primary School to find out more about dyslexia.

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FrAnCes WrIght nursery FAmIly leArnIng

Adult Learning Team provided activities for families in Frances Wright Nursery and outdoors on The Law during summer break. Six activities took place in the nursery with an additional two being provided in July in partnership with Countryside Rangers.

In total, 21 families attended the sessions within the nursery and six families came along to the outdoor activities. The sessions were planned to involve the parents and children working together to complete organised activities including; Easter baskets, photo templates, Christmas crafts, bubble making and creating fishbowls while the outdoor activities allowed the families to explore the wildlife, make nests with items found, design their own wooden medallion and play with the parachute.

PeeP (PArents eArly eduCAtIon PArtnershIP)

All staff in the Family Literacy Learning Team are now trained PEEP practitioners. They have been delivering PEEP groups in the local communities of Kirkton and St Mary’s this year. Two groups have taken place, a PEEP for Babies group and a PEEP for Toddlers group and 12 families have taken part.

The main outcomes for parents are:• Confidence in their role as their

child’s first teacher• Knowledge of the importance

of everyday play and activities, such as reading and singing, in developing early literacy and numeracy skills.

After taking part in the group for six weeks 61% parents and carers reported feeling more confident in their role as their child’s first teacher. 76% of parents and carers reported feeling more knowledgeable about the activities they could do to help their child with their learning and development.

“I now realise how much my baby learns every minute of every day andhow I am responsible for that!”

“I love seeing what I can do with my baby and learning how he learns and how I can help”

“It has been great to get the chance to talk to other parents/grandparents about stuff and sharing experiences.”

The team are continuing to work with many of the families, some of whom are hoping to undertake an accreditation as part of their involvement in the PEEP group.

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messy PlAy

The Family Literacy Team have been working in local communities providing opportunities for families to come together and take part in some interactive messy play activities. 88 families have taken part in messy play sessions over the last year.

The aims of messy play session are:• To provide families with ideas

for interactive play activities they can do at home, cheaply and easily, that help children’s learning and development

• To provide families with opportunities to sing and read together to help develop early literacy and numeracy skills.

As well as the play activities every week the children, parents and carers join in with stories and rhymes. The families learn the songs and actions and enjoy reading together.

“I now do all the songs and use the lycra at home. She absolutely loves it and has come right out her shell.”

(Gran, kinship carer of child 11months)

“ You can spend a fortune on toys and it is the simple things that keep them amused and they are learning at the same time!”

(Dad, 27month old)

“I have learnt lots to do at home and have tried the things out. Bubble cups and gloop even worked with my nine year old!”

toddler tAlK

Toddler Talk is an 8 week programme for parents/carers and children and has been developed and delivered by Adult Learning in partnership with NHS Speech & Language therapists.

Toddler Talk takes place in a local community centre. The programme provides an opportunity for parents and children to find out more about the benefits of playing and talking together, and for parents to support their child’s speech development as well as social skills. Toddler Talk has helped parents increase their understanding of how positive communication plays an important role in their child’s development. The parents have become more confident about taking part in the group, and leading activities with their children in the group and at home.

3 programmes have been run over the past 12 months; with 20 families benefiting from this informal, fun, learning programme.

As a progression from the programme, a number of parents worked with the community learning worker to create resources such as story boards and games that they can use at home with their children.

The impact of taking part in the programme includes: • Parents feeling less isolated• Parents more confident talking

with authority figures e.g. health professionals, school teachers

• Family doing more things together at home – parents have said they spend more time doing activities as a family such as baking, gardening, storytelling.

• Some of the families have joined the local library.

“I now feel ok singing with my wee boy”

“Playing games helps with his listening and taking turns.”

“I think I praise my child more”

“My child is saying her words more clearly”

“We’re having fun together at the group on Fridays”

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leArn WIth Fred

The Learn with Fred group was set up to raise parents’ awareness of the important role they have as their child’s first teacher. Each family was given a ‘Fred’ bear that was used as a learning tool throughout group activities.

9 families attended the group over a 6 month period; all had children under 3 years of age. Parents spent time in the group finding out and discussing ways in which they can develop and support their children’s learning at home and in everyday situations. The group focused on the following themes:• Importance of nursery rhymes

and songs for language development and learning;

• Strategies for encouraging language and communication

• Sharing books• Importance of play

“I was amazed at how little of the brain was developed when babies were born.”

“ I’d never have walked through the town singing songs before but now I don’t care what anyone thinks because I know how important it is.”

“Before I used to hoover three times a day but now the house stays a mess until the end of the day and I spend more time with him and talk to him much more.”

“If we put the time in now with songs, stories and talking then it gives them such a headstart when they go to school.”

“I’m seeing a huge difference in her confidence. It’s working! It’s definitelyworking!! She’s listening much more and really starting to do a lot more things.”

PICnICs In the PArK 2013 - bAxter PArK

Picnics in the Park were organised by a partnership group of Community Regeneration and Adult Learning Staff.

The Picnics for families ran in Baxter Park during the Easter, Summer and October Holidays on Thursdays between 12 noon – 2pm and received Dundee Partnership Funding. They were publicised and promoted across the Maryfield Ward through local school bag drops, publicity in local shops, agencies and projects, as well as extensive leafleting of the Central part of the Ward to attract local people. Organisations such as Dundee Healthy Living Initiative, Youth Sports Development Team, Ardler 50+ Group, local artist, Childsmile, Blether Tay Gither, Dundee International Women’s Centre, Blue Skies Project, Countryside Rangers, Skill Share Project, Home & Child Safety Team and many more were part of the activity programmes.

The picnics attracted the following : Easter (2 Picnics) 226 participantsSummer (4 Picnics) 310 participantsOctober (2 Picnics) 134 participants The picnics are becoming more established with recognisable publicity and are taking place on the same day and times during the holidays. Our aim for the coming year is to encourage local people to be involved in planning of future picnics.

At each picnic we gathered feedback from parents, children & organisations.

“We played rounders. It was good fun. Then I made my Mr Potato head. ”

“A very good day. We had a mixed age group with us today and there was something for each of them to do.”

“I most enjoyed making a rocket and setting it off into the trees.”

“I really liked making the puppets and listening to stories and doing the mini beast hunt. Lots of things to do.”

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Ardler CreAtIve WrItIng grouP

Through discussions with people attending Ardler Jobshop, creative writing was identified as an interest. To test this interest a weekly group was set up where people could try various creative writing skills and techniques.

In addition to writing stories and poems, the group has given the learners a safe and supportive environment for purposeful discussions to take place. These have been about personal development and discussions about up coming job interviews.

One of the learners has rediscovered his interest in music, whist another brought in clothes to see what the other learners would think was best for wearing at an interview.

These have been relaxed but purposeful sessions. One of the learners Janice tells her story, which illustrates how the various strands of Adult Learning can jointly support progression:

I had been out of work for over 8 years and suffering from fibromyalgia and I had almost been house bound at times. I had also been completely dependent on my family taking me places. With my health improving and with a great deal of hard work I had managed to get myself to the stage of being able to get on the bus and go into town to the jobcentre. At the job centre my adviser referred me to the job shop at Ardler. While there I overheard someone talking about a creative writing group and I knew

I had to ask about it. I went along to it and found it very welcoming and friendly and this boosted my confidence immediately. Catriona is very encouraging and I found it surprisingly easy once I put pen to paper. I am finding the writing is helping me to use my brain which was not functioning as well as it could due to inactivity. The class is also giving me something else to get up and ready for. It’s pushing me. I enjoy the social aspect of it but it is also helping me with filling in job applications. I feel

‘Coming here has made me a calmer person and less stressed and I have grown in confidence.’ Peter

Janice’s story

Clatto Reservoir

Clatto reservoir on a beautiful spring day. Mother duck with her seven ducklings paddling happily round the edge. She is proud but watching them vigilantly, they are tiny balls of fluff in the water darting round Mum, investigating their surroundings following her, they move on fearful of being left behind.

Janice

Word Count Fifty

This is a story with a word count fifty,And about a man who thinks he is thrifty,Humble bundles he buys all the time,With little thought of reason and rhyme

For all the money he’s spent on these gamesIsn’t it surprising he does not have a dame?

Peter

I would love to continue this class. I am enjoying it and find writing therapeutic and my confidence has increased.

I then started the IT 4 Work class at St Mary’s where I got help with filling online applications and uploading my CV and applying for jobs. For me it helped me with getting back into a structure. I struggled with the length of the time and at first I went home early. My brain just couldn’t take any more but over time I managed to stay for the 2 hours. David is very helpful. The whole learning process at the computer class will help me learn new things when I start work.

I went to Jobshop every other Friday and Caroline helped me with my CV, application forms and helped me with all the job statements. She gave me lots of support and advice about what to put in the applications.

The results were 3 job interviews within one week of each other and 2 job offers. Getting help with interview techniques meant I felt well prepared for the interviews I attended.While looking for a job I was feeling really down and felt I was drowning with all the application forms I was filling in and the statements I was having to write. Now that I have been offered jobs I feel it’s been worth it.

CreAtIve WrItIng In 50 Words

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WAste not WAnt not

Waste Not Want Not is a programme that has been devised by Adult Learning and Dundee Healthy Living Initiative.

We started out by asking learners what topics they would like to cover and they came up with saving money when shopping, healthy low cost cooking, how to manage a budget, how to save on household bills, and low cost activities that they could do with their children.

We planned the programme around these issues and also invited other agencies to contribute including Making Money Work, Dighty Connect and Solar Cities. Other sessions include how supermarkets use psychology to encourage shoppers to buy more than they need; trying supermarket own label brands; cooking a healthy nutritious meal from goods that you already have in the fridge or store cupboard. The supermarket own label exercise proved to the women that they could save a vast amount of money every week by changing some of the items that they regularly bought for non-brand names and they have all continued to try this and enjoy having extra money to buy other things.

13 women attended, and many used the free crèche for their children, which they all agreed is of great benefit to them. One of the learners has gone on to full time employment and another three are volunteers at the Lunch Club.

‘I have learnt how to save money by changing what I buy when I am doing my weekly shop and have started to save this money to do activities with my children during the summer holidays’

‘I enjoyed the home made cosmetics session and have shown my friends and relatives how to make them at home’

‘I think the shopping tips have been great and helped me to look at what I need before I buy it. I love going round the supermarket comparing prices and am so happy when I make a saving!!!’

smAll stePs to ConFIdenCe Course

These 6 weekly, 2 hour courses were delivered in April and August 2013, at Caird Avenue Church in the Coldside area of Dundee; and developed in response to an identified need in the community, through the Equally Well, Social Prescribing project.

The aim of the course is to begin to increase confidence in individuals towards reducing feelings of isolation and improving wellbeing. There is a focus on small groups, working together in pairs, identifying qualities/skills, positive thinking, assertiveness and goal setting. Individual guidance is on offer to all participants.

These are some of the comments from participants from both courses:

What did you enjoy about the course?• The small group• Meeting others in the group &

making friends• Liked the exercises, which

were short and dynamic where everyone shared their experiences in the group

• Learned a lot about confidence and goals and how to achieve them

• Identifying qualities and skills• To be assertive• Increased confidence• Being able to ask for things that

I couldn’t do before• Identifying next steps

A total of 12 people participated with the following moving on to:• Basic computing x 2• SVQ Introduction to Psychology

x 1• Other community courses x 2• Volunteering x 2• Fairbridge x 1

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movIng ForWArd

The Moving Forward Course was a joint initiative run by Adult Learning and Craigowl/Hillcrest in Menzieshill Community Centre.

The group which ran all day on Thursdays involved the participants learning to cook easy meals and bake products in the morning, sitting down at lunchtime to share what they’d made, then learning simple DIY skills in the afternoon. On completion of the eight week course the students received a framed certificate and a gift of either a pots/pans set or a tool set. Each learner was offered individual Adult Guidance sessions at the beginning and end of the course.

This course was so successful that 5 were run in the past year. The interest among people was really

good and the make up of each course was different including students with additional support needs, ESOL learners, and long term unemployed people. Over the year, 28 learners took part in Moving Forward.

Positive progression routes for the learners include:• 6 learners entered employment• 19 learners participated in

further community based learning

• 2 learners started voluntary work

the root And brAnCh gArdenIng grouP

The Root and Branch Gardening group have been very busy this spring. Having secured funding from Healthy Dundee to plant herbs and fruit trees and being in receipt of a generous donation of materials, including seeds and other sundries, from Dobbies, work has been going on apace.

The group operates as a partnership between Adult Learning and Scottish Autism. Scottish Autism are the allotment leaseholders and Adult Learning provides the expertise in horticulture and community development. Group members come through Scottish Autism and the wider community of north-east Dundee. Three group members have progressed into employment this year.

The group cultivates a double plot at Murrayfield Allotments and it is really taking shape, promising to produce a wide variety of fruit,

herbs and vegetables this season. These developments allow participants to practice a wide range of skills including pruning, planting, staking and care of top fruit. The group offers people a variety of experiences that can enhance wellbeing, develop skills for employability and enable people to develop more sustainable lifestyles. The satisfaction and other benefits gained by eating food that has been grown by the group is also a significant part of its value.

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job seArCh suPPort

Fourteen job shops are currently available which are supplemented by one-to-one support sessions with local adult learning workers where job seekers can be assisted with a variety of job search related tasks.• Weekly Job Shop Clients:

Average 161• Weekly CV/Jobsearch Support

Clients: Average 54

Since the implementation of recent Welfare Reform policies there has been a considerable increase in people attending job shops who are not ‘job-ready’ due to literacy needs, drug/alcohol addiction issues, disabilities and health problems. These clients are often requiring individual support to enable them to search and apply for work and also to ensure they meet their expected jobseeker commitment.

Regular demand is made for help with designing CVs and cover letters, setting-up email and Universal Jobmatch accounts, completing application forms and attaching documents when applying for work.

The increased demand in local communities for support and advice has also placed a strain on resources and time available to work with individual people who

are sometimes placed in desperate situations due to sanctions being imposed on them.

Local workers are dealing with a number of issues affecting local people where they are contacting Job Centre advisors and benefit claim lines on behalf of clients, completing Housing Benefit and JSA forms online. Referrals to other projects have also increased in recent times with Foodbank referrals now a regular task to meet families’ immediate food needs.

Adult Learning provision in job support has also been affected by cuts in other projects’/agencies’ budgets and has led to increasing demand for CV development and IT support. Recently the Adult Guidance workers have been working alongside IT4Work tutors (an Adult Learning project funded by DWP) who are based in local communities to assist people with basic job search related computing skills.

Across the city the impact of Welfare Reform has influenced the delivery of job seeking support which has resulted in an increase in the number of weekly local community job shops in all areas of the city.

What activities/groups have you attended?Job Shop, IT4Work, CSCS card training and Online Learning.

What have you got out of attending Adult Learning?Learning how to use computer better, meeting new people, support looking for work, being more skilled to look for work by gaining CSCS card.

Any unexpected benefits from attending any of the activities/groups?I didn’t expect to have the opportunities to learn that are available in my local community and I have enjoyed meeting new people.

What would you say about adult learning provision?My experience of adult learning has been very good.

Alan came along to job shop as he was recently unemployed and required assistance looking for work. Alan was also keen to do other things that could increase his chance of finding work and would keep him busy throughout the week. We discussed available opportunities and assisted with updating his CV to enable him to apply for work.

Alan

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It 4 WorK ProjeCt

The project helps unemployed learners to develop the IT skills necessary to help them undertake jobseeking activities, such as using internet and email. The project is delivered city wide in community locations within Community Regeneration areas. IT 4 Work tutors provide ad hoc support to learners in Jobshops as well as stand-alone IT 4 Work classes. Learner progress is assessed using a competence checklist and participants receive a certificate with completed competence checklist when they finish the programme.

By the end of March 2014 IT 4 Work provision had been in place since November 2013. In that period there were 227 referrals; 137 learners enrolled on the project (101 males and 36 females); 40 learners completed the programme; 7 learners gained employment.

Key Points from the Project Interim Evaluation report• IT 4 Work project is on target

for number of learners enrolling on programme

• The programme is successful in increasing levels of IT skills and knowledge

• The project is successful in raising levels of confidence

• 81% of referrals do not have internet access at home

• Some learners continue to require additional support after completing the programme

• 68% of learners have been unemployed for 12 months or more

• 887 is the number of contacts made with learners in Jobshops to provide informal IT support

• The project provides 12 classes and IT support in 9 Jobshops across the city in accessible community locations and all classes are full

‘I talked to my mates and family about how easy going the class was and very helpful in my work search.’

‘I have confidence using a computer now, I avoided them previously.’

IT 4 Work project has been developed by Adult Learning as part of the Dundee City Council’s response to Welfare Reform. The project is funded by DWP Flexible Support Fund and Dundee City Council from 1st August 2013 to 30th June 2014.

the broo CreW

The Broo Crew’s origins started as a result of learners, at the Hub, reporting that they felt the need for a follow on group after successfully completing their learning outcomes with IT 4 Work provision.

Many of the learners don’t have Internet access, or computers, at home and were concerned they would forget their Jobsearch skills if not practising regularly. 6 people formed the Broo Crew (named by a group member!) and they meet on a Wednesday afternoon, at the Hub.

The group concentrate on developing their Jobsearch skills but, through discussion, it was found that there was scope for also working on confidence skills. The members of the group reported that the combination of long term unemployment and the recent welfare reforms were resulting in feelings of frustration and hopelessness. Lack of money was also resulting in people’s views of the world shrinking to their immediate community with little opportunity to experience things beyond their locality.

A brainstorming session resulted in some interesting ideas for trips to try out new experiences. The most enthusiastic requests were for snowboarding! A day out with Ancrum Outdoor Centre to Glenshee was arranged and this was very successful with 2 learners in particular discovering they had a real talent on the board. Another more recent trip was to Montrose Basin Wildlife Reserve with a guided tour from the Reserve Ranger. This trip, surprisingly, resulted in a great deal of discussion about what Scotland has to offer and followed on to a debate amongst learners about the forthcoming Independence Referendum. The group continues to meet to work on Jobsearch skills and the next trip planned is to Edinburgh to visit the Scottish Parliament.

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oPtIons & ChoICes

Two courses ran in the last 12 months at Mitchell Street Centre, delivered through Working for Families and Adult Learning Team.

Options & Choices (6 weeks) is designed to encourage people to identify their personal qualities & skills, find out career and long term aims and explore different routes/options. At the end of this course there was an optional 3 week follow-on Jobsearch workshop for those wanting to improve their job seeking skills.

In total 20 people attended and went on to:• Employment x 8• Further Education x 6• Voluntary Work x 4• Community Learning Courses x 2

‘I have learned a great deal from it & I will definitely use it in the future, when I will be looking for work and not only for that, but self-confidence is something that you can take way from it.’

‘Now, I know better what I would want to do in my life. I have set targets which I would want to achieve. This course made me feel more confident about myself and gave faith that I may succeed.’

Adult leArnIng WorKIng For FAmIlIes CAse studIes

Leanne started working with Working for Families just over two years ago. Leanne is a lone parent and has 4 children. She had been alerted by the Job Centre that she was going to be affected by the benefit cap and so she wanted support and advice around her options. Her youngest child was due to start school the following year and so Working for Families supported Leanne to access training courses and volunteering so by the time her child started school she would be in a better position to gain employment. She had not worked for 6 years and was feeling very low and anxious about returning to work. Through

weekly catch up sessions we were able to look and apply for suitable positions and identify suitable learning opportunities that would assist Leanne to improve her employability skills. Throughout this period we ensured that Welfare Rights Officers were able to support her with changes to her benefits.

Leanne started work in November 2013 and is still employment. She absolutely loves her work and her confidence has grown so much since she started working with Working for Families - she is so happy that she is able to provide more for her children now that she is in work.

Hari moved from Romania to Scotland to find a better quality of life for him and his children. Hari was referred by the jobcentre for guidance and support to help him with a future job/career.

Through ‘Working for Families’ Hari received childcare support so that he could improve his language skills by participating in ESOL, along with an Options & Choices course which developed his confidence. A few months later Hari’s mother also migrated from Romania, and she helped care for her grandchildren while Hari searched and applied for jobs.

Every week we were able to explore various job options and identify suitable learning opportunities

that would benefit Hari to improve employability skills for jobs. During this period he gained his CSCS card and First Aid Certificate.

Hari was successful in gaining employment with Tayside Contracts, in March 2014.

“I did not expect that I would be able to have the opportunities and the right guidance that I received in Dundee.”

"I'm really enjoying the job - I'm pleased with the way things have turned out. Working for Families was a big help and I'm grateful for everything that they did.”

Leanne

Hari

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Adult Learning has delivered SQA qualifications on a range of subjects over the part year (SCQF levels 2 – 4), and 162 learners have achieved passes.

Local Investigations 4

Core skills of Communication, ICT and Numeracy 13

ESOL: Every day Communication; 145 Transactional Contexts; Work and Study-related contexts; ESOL for everyday life

sQA ACCredItAtIon

ChIld develoPment sQA unIt Course

It was aimed at adults interested in progressing to further study at College and/or increasing their employment prospects. 15 adults registered on the course, 12 women and 3 men. Covering the developmental needs of children from birth to age 12, the participants took part in a number of learning methods, including classroom, group projects and practical observations in the Rowantree School Nursery. 2 learners left the course early, having secured employment in the Care Sector and the remaining people went on to successfully

complete the learning outcomes and gain their SQA qualification. Three months after the course, three learners have gained full time places at Dundee and Angus College, three have gained employment in the Care Sector and the remaining learners have gone on to further Adult Learning. As a result of the evaluation of the course, a British Red Cross certificated First aid Course was delivered in March 2014 to continuing learners who felt this would also be of benefit to their employment prospects.

This course took place at Rowantree Primary School from Sep – Dec 2013 and was at Intermediate Level 1. Developed and delivered in partnership with Dundee College, the cost of the course was met by ILA funding.

Adult leArnIng AssoCIAtIons

The year 2013/14 has been another successful one for the organisation- running programmes for 3 terms and attracting a membership of over 650.

The programme is made up of 15 different classes. These range from:Languages, yoga, bridge and ballroom dancing as well as practical subjects such as needlecraft and cake decoration.

BERA’s website has been upgraded recently by one of the committee members. Through Twitter, Facebook, the Website and the local press BERAkeep the public up to date with what the organisation has to offer.

BERA are fortunate to have committee members and volunteers who bring their own expertise in computer skills and finance as well as committee members who organise enrolment evenings, volunteer rotas, attend meetings etc.

New volunteers are always welcome to help continue the work of BERA.

The organisation appreciate the help received from local councillors, from school and janitorial staff at Grove Academy and from Dundee City Council community learning and development staff.

BERA receive an annual Adult Education Association grant from Dundee City Council.

The Stobswell Adult Learning Association has been running evening activities in Morgan Academy since January 2013 as this had been highlighted in the Maryfield Local Community Plan as a need identified in the local area. Since then classes have run between April-June 2013, October –December 2013 & January-March 2014 from 7pm to 9pm on Tuesday evenings.

The activities have included beginners guitar, Great British baking & world cookery, yoga, arts & crafts, drawing & painting, basic conversational Italian, an introduction to digital photography & local history. The courses have attracted 218 participants over the year.

Participant feedback has been very positive:• “I am learning valuable skills

in cooking class.”• “Have enjoyed immensely

local history and hope to find a follow on class.”

• “I really like the class and feel I am understanding Italian better.”

Broughty Ferry Education and Recreation Association

The Stobswell Adult Learning Association

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Year

Gender

Learners from Regeneration areas

Numbers receiving support with literacy and numeracy

Number of people receiving Adult Guidance

Numbers increasing their English language skills

Numbers taking part in community based Adult Learning

2009-10

Male 35%Female 65%

54%

1714

732

466

1686

2010-11

Male 38%Female 62%

52%

1881

721

666

1761

2011-12

Male 40%Female 60%

56%

1896

822

550

1745

2012-13

Male 42%Female 58%

56%

1730

931

527

1697

trends over tIme

2013-14

Male 46%Female 54%

56%

18761

967

6092

17533

9% Not stated

3% Student

1% Training scheme

16% Employed

4% Incapacity/sickness

6% Retired

61% Unemployed

Employment Status of learners 2012/13

8% Not stated

2% Student

1% Training scheme

17% Employed

2% Incapacity/sickness

4% Retired

66% Unemployed

Employment Status of learners 2013/14

1. Increase in short term referrals from JobCentre Plus2. High turnover of learners from JobCentre Plus referrals, only attending ESOL provision for a short time.3. Additional funding received from DWP to deliver IT 4 Work in community settings.

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Future develoPments And Key ChAllenges

As a result of savings which have been implemented over the past four years there has been a significant reduction in field work and Senior Adult Learning Workers’ posts. This has resulted in a reconfiguration of the staff structure in the areas of provision which comes into effect from July 2014.

There is no longer the capacity within the Adult Learning Section to deliver a universal city-wide Adult Learning provision. In line with the Prevention Framework for Dundee Partnership, the outcomes set in the Single Outcome Agreement and within the context of the CLD Strategic Guidance, it is the intention to refocus Adult Learning within the Prevention Framework as targeted prevention and early intervention work. In effect this means geographic targeting within the following wards: Lochee, Strathmartine, Coldside, Maryfield, East End and North East. The community areas identified within the SMID as 15% most deprived will be targeted for outreach, engagement and as a delivery base for Adult Learning in a community setting.

In addition to a targeted place based approach, there is recognition that for adult literacy, a referral based approach needs to be retained, having a central resource and working across the city in partnership with key agencies/voluntary organisations.

The key development and challenges for 2014/15 are:• Managing the reduction in level

of service • Developing a targeted approach• Maintain and develop strategies

which target excluded and vulnerable groups: particularly people who are experiencing hardship as a result of welfare reform

• Ensure guidance is embedded within all our learning opportunities

• Acknowledge and address barriers to learning

• Develop volunteering opportunities in adult learning

• Strengthen collaborative working • Develop and expand the skills of

the CLD workforce to face new challenges.

Overall this is a very challenging and at the same time exciting time for Adult Learning. The Statement of Ambition for Adult Learning in Scotland’s aspiration is that Scotland becomes the best place to learn.

The Statement has three core principles, that adult learning should be:• lifelong• life-wide• learner centred.

As such it recognises the key and distinctive role that Adult Learning plays in helping to develop the person, the family, communities and society.

We are looking forward to working in partnership with colleagues across the country by contributing to the development of a strategic implementation plan.

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