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Revisiting the Competences for Community Learning and Development Name Date Venue 2
Citation preview
The CLD Standards Council for Scotland an electronic guide to
the Competences
This presentation may be freely adapted to suit individual needs;
pleasenote that the whole presentation is not intended to be used
at once! Revisiting the Competences for Community Learning and
Development
Name Date Venue 2 The Competences for Community Learning and
Development Name Date Venue Name Date Venue What can the
Competences do for me?
An introduction to using the CLD Competences for training and
development Name Date Venue 4 The Community Learning and
Development Standards Council for Scotland
The following slides give information about the CLD Standards
Council at different levels of detail. *PLEASE NOTE* You should not
use all of these slides in one presentation. Continuing
Professional Development
The Standards Council is the new professional body for those
working in CLD. Its core responsibilities are: Approval
Registration Continuing Professional Development The Standards
Council began in 2007 with an interim body; the first meeting of
the Standards Council proper was on March 1st 2009. These
responsibilities were decided by the Cabinet Secretary for
Education and Lifelong Learning. The Standards Council is the new
professional body for those working in CLD. Its core
responsibilities are: Approving CLD training, skills and
development opportunities; Implementing a system of registration
for CLD practitioners; Developing models and standards for the
delivery of Continuing Professional Development and training for
the wider CLD workforce The Standards Council for CLD in Scotland
is made up of four committees: Approval, CPD, Registration and
Executive. More than 50 people from across the full spectrum of
activity in CLD are involved. The committee members have a
wide-range of knowledge and expertise, with backgrounds in the
Voluntary sector, Social Enterprise and Local Authorities. They
include practitioners, managers, trainers and academics;
specialists in youth work, adult literacies, community development
and more. 8 The Standards Council for Community Learning and
Development for Scotland is the body responsible for the
registration of CLD practitioners, the approval of training
courses, and the continuing professional development of the sector
workforce. Our vision is one of supporting the continuing
improvement of community learning and development practice to
provide quality services for communities and individuals across
Scotland. Using CLD principles and values we work with our partners
to raise standards, increase public satisfaction, and achieve
sustainable progress. This is the Standards Council vision
statement as approved by the Executive Committee in February 2010.
9 Setting up the Standards Council
The Standards Council for Community Learning and Development for
Scotland is the new professional body for those working in
community learning and development. During a period of
establishment from 2007, the staff team overseen by an Interim
Standards Council talked to over 1000 people from the CLD sector,
completed two research projects, set the refresh of the CLD
competences in motion and made recommendations to the Cabinet
Secretary, before advertising opportunities to sit on the four
committees of the CLD Standards Council. There was a strong
response from the field, and now over 50 people sit on the
Executive, Approval, CPD and Registration Committees. 10 The
Cabinet Secretary for Education and Lifelong Learning has directed
the CLD Standards Council to:
Deliver a professional approvals structure for qualifications,
courses and development opportunities for everyone involved in CLD
Consider and establish a registration system available to
practitioners delivering and active in CLD practice Develop and
establish a model of supported induction, CPD and training
opportunities 11 The CLD Standards Council will:
Responsibilities The CLD Standards Council will: Approve CLD
training, skills and development opportunities Implement a system
of registration for CLD practitioners Work with Lifelong Learning
UK to develop models and standards for the delivery of continuing
professional development and training Work with employers and
Lifelong Learning UK to ensure high quality workforce development
strategies, including the design of their supported induction
Advocate on behalf of the sector on matters pertaining to
registration, training courses and CPD in CLD Advise government
with regard to registration, training courses and CPD in CLD 12
Objectives Individuals, groups and communities will be supported by
reflective, competent and confident CLD practitioners (whether paid
or voluntary) to achieve their goals and aspirations Practitioners
will receive appropriate initial training and support to fulfil
their roles Practitioners will actively and continuously develop
their skills and practice The CLD sector will engage in a raised
standard of professional debate with groups, communities and
practitioners Employers will promote, acknowledge and value the
skills, knowledge and understanding of practitioners The CLD sector
will be widely recognised and valued amongst other professional
disciplines, policy makers and the general public 13 Community
Learning and Development and
the CLD Competence Framework: a brief history The following section
gives background information on CLD and the refresh of the
Competences. *PLEASE NOTE* You should not use all of these slides
in one presentation. The CLD Competence Framework: a brief history
(Working and Learning Together, 2004)
What is Community Learning and Development? Community learning and
development is learning and social development work with
individuals and groups in their communities using a range of formal
and informal methods. A common defining feature is that programmes
and activities are developed in dialogue with communities and
participants. (Working and Learning Together to Build Stronger
Communities, Scottish Government Guidance for Community Learning
and Development, 2004) (Working and Learning Together, 2004)
(Working and Learning Together, 2004)
What is Community Learning and Development? Community learning and
development is learning and social development work with
individuals and groups in their communities using a range of formal
and informal methods. A common defining feature is that programmes
and activities are developed in dialogue with communities and
participants. (Working and Learning Together to Build Stronger
Communities, Scottish Government Guidance for Community Learning
and Development, 2004) (Working and Learning Together, 2004)
(Working and Learning Together, 2004)
What is Community Learning and Development? Community learning and
development is learning and social development work with
individuals and groups in their communities using a range of formal
and informal methods. A common defining feature is that programmes
and activities are developed in dialogue with communities and
participants. (Working and Learning Together to Build Stronger
Communities, Scottish Government Guidance for Community Learning
and Development, 2004) (Working and Learning Together, 2004) The
CLD Competence Framework: a brief history What are the CLD
Competences?
There were three broad reasons for the refresh: Changes in the CLD
workforce Changes in the funding environment Developments in policy
Key Dates Community education competences written New term
introduced - community learning Scottish Parliament established New
term introduced- Community Learning and Development 20 Why refresh
the Competences?
There were three broad reasons for the refresh: Changes in the CLD
workforce Changes in the funding environment Developments in policy
Key Dates Community education competences written New term
introduced - community learning Scottish Parliament established New
term introduced- Community Learning and Development 21 Why refresh
the Competences?
There were three broad reasons for the refresh: Changes in the CLD
workforce Changes in the funding environment Developments in policy
Key Dates Community education competences written New term
introduced - community learning Scottish Parliament established New
term introduced- Community Learning and Development 22 The refresh
process In August 2008, the Interim Standards Council commissioned
a refresh of the CLD competences. The brief was to update the
competences in line with recent research and changes in the policy
context and CLD field since they were written in 1995. The approach
involved direct participation in discussions by 161 CLD
practitioners and survey responses from 255. This work was
undertaken by Linked Work and Training Trust leading a consortium
of Youthlink Scotland, Avante Consulting and SCDC. Refresh of the
CLD Competences
To engage with the community To practise community education within
different settings To use evaluative practice to assess and
implement appropriate changes Know and understand the community in
which we work To organise and manage resources To empower
participants To develop relevant learning and educational
opportunities Provide learning and development opportunities in a
range of contexts Build and maintain relationships with individuals
and groups Facilitate and promote community empowerment Organise
and manage resources Develop and support collaborative working
Evaluate and inform practice CeVe (1995) 2009 This slide just
provides you with a clear picture of how the Competences have been
refreshed. Allow delegates a few minutes to read over this.It will
allow a pause for any questions. Ok we have looked at where the
Competencies came from and we have touched on why they matter but
lets look at what they are and why they matter in a bit more
detail. CLICK FOR NEXT SLIDE Goingto pass you over to SB at this
point.. Competence in Context: understanding what makes effective
practice
The following section offers a definition of a Competent
Practitioner and gives the context for reading and using the
individual parts of the Competence Framework. *PLEASE NOTE* You
should not use all of these slides in one presentation. Competence
in Context These competences and indicators should be read in
conjunction with the definition of a competent CLD worker.
Competent CLD workers will:
ensure that their work supports social change and social justice,
and is based on the values of CLD use a collaborative,
anti-discriminatory and equalities-focused approach challenge
discrimination and its consequences work with diverse individuals,
communities of place or interest and organisations to achieve
change initiate, develop and maintain relationships with local
people and groups and work with people using: non-formal contact;
informal support; and informal and formal learning and
developmentopportunities Competent CLD workers have: good
interpersonal and listening skills; they can influence or lead
people, understanding when this is or is not appropriate
self-management skills, such as time management and communication
respect for the knowledge, experience and aspirations of all those
they work with 27 Competent CLD workers will:
ensure that their work supports social change and social justice,
and is based on the values of CLD use a collaborative,
anti-discriminatory and equalities-focused approach challenge
discrimination and its consequences work with diverse individuals,
communities of place or interest and organisations to achieve
change initiate, develop and maintain relationships with local
people and groups and work with people using: non-formal contact;
informal support; and informal and formal learning and development
opportunities Competent CLD workers have: good interpersonal and
listening skills; they can influence or lead people, understanding
when this is or is not appropriate self-management skills, such as
time management and communication respect for the knowledge,
experience and aspirations of all those they work with 28 Competent
Practice is Reflective Practice
Critically reflective CLD workers CLD practitioners are aware of
their values and principles, and critically reflect on their
practice and experience so that they integrate their knowledge,
skills, values and attitudes and use these effectively in their
work. They use self-assessment, participative processes and
evidence of the impact of their work to plan and manage their
activities. These skills are essential to their ability to develop
and manage their own practice and identify their own learning and
development needs. 29 Effective Practice is Reflective
Practice
Reflection... Doesnt have to be formal or written Is not about what
went wrong Is about learning and development Should be part of
every day! 30 Five skill sets CLD practitioners work in diverse
roles and settings...
We recognise and celebrate this diversity in provision. To sustain
this, all practitioners need to ensure they maintain and develop
their competence through reflective practice and CPD... Most
importantly, each practitioner must take responsibility for their
own learning. A Toolkit NOT A Checklist X The Competence
Framework
This section contains a detailed breakdown of each Competence,
including its purpose, context and indicators; there are also a
series of questions to prompt debate on what the Competences mean
for practice. This section of the presentation is interlinked in
the following ways: You can click on each Competence in the main
diagram (slide 35) to go directly to it On each Competence slide
you can click on the mini diagram to return to the main diagram On
each Competence slide (36, 41, 46, 51, 56, 61, 66) you can click on
purpose, context, indicators and questions On the purpose,
competence, indicators and question slides you can click on the
Competence button to return to the main Competence slide Context
Purpose Questions Indicators Purpose: so that practitioners can
work with individuals and communities to identify and plan action
based on knowledge of some of the internal and external influences
at work. Context: understanding the context within which our work
takes place will be based upon our knowledge of social, political
and wider environmental influences on communities. Competent CLD
practitioners are aware of the relevant global and local factors
that impact on the community with which they work. As a competent
practitioner, you will be able to demonstrate that you can
conduct an external community/ environment assessment, considering
the political, economic and social context of the community
investigate internal views and information relating to the area
within which you work critically analyse internal and external
factors impacting on individuals and communities identify needs,
assets and opportunities using relevant information and evidence
involve other stakeholders in identifying and agreeing needs and
local priorities evidence an awareness of challenges relating to
barriers to participation within the local community/environment
ascertain conflicting needs and demands Who are you not talking
to?
Does being friendly mean that you are friends? Do you report drug
dealers? Context Purpose Questions Indicators Purpose: so that
peoples ability and opportunities to work together are enhanced. 42
Context: CLD is built upon the interactions between people, be
these community members, activists or those working with
organisations offering support. These relationships provide the
basis to support learning and engage people in action to support
change within their communities. 43 As a competent practitioner,
you will be able to demonstrate that you can:
seek out and engage with individuals, groups & communities
practise in different roles, such as facilitating, supporting,
leading, advocating, that are appropriate to the work in which you
are involved use informal dialogue in individual relationships and
within groups handle challenges and opportunities constructively
understand and deal with the underlying dynamics at work within
relationships and groups work towards the resolution of conflict
recognise the power dynamic and action needed to equalise power
relationships in decision making facilitate endings for individual
and group relationships where appropriate 44 What do you get out of
this relationship?
If its important we use informal dialogue, is it OK to swear? Are
you scared of conflict? How does that impact on your work? Context
Purpose Questions Indicators Purpose: so that people can identify
and achieve their individual and collective goals. Context: CLD is
based on providing learning and development opportunities that are
accessible and responsive to individual and community priorities.
These opportunities create personal and community benefits such as
improving self-confidence and skills and enhancing employment
opportunities, as well as supporting health and well-being,
community regeneration and individual and community activity. As a
competent practitioner, you will be able to demonstrate that you
can:
provide education and development opportunities that are developed
in dialogue with individuals and communities generate learning
opportunities that will stimulate personal and community change
tackle barriers to participation develop, design and deliver
learner-centred programmes take advantage of learning and
development opportunities in everyday situations use appropriate
methods and techniques support progression and transition use
appropriately targeted methods to promote learning and development
opportunities Are people you work with moving on?
Who is not taking part and what is stopping them? Why is the
informal bit in informal education important? Context Purpose
Questions Indicators Purpose: so that people can take individual
and collective action to bring about change 52 Context: CLD
practice is built on critical analysis of internal and external
factors that influence individual and community priorities and has
a distinctive role in working with people to take action to
identify and influence decisions that impact on the quality of
individual and community life. 53 As a competent practitioner, you
will be able to demonstrate that you can:
analyse and understand power dynamics and decision-making processes
use community action as a means to achieve change be inclusive and
involve the wider community interact within and across communities
participate in decision-making structures and processes campaign
for change identify and manage community assets 54 Do you speak for
people? When did you last manipulate to your own ends? Would you
support a group to campaign against something your employer is
doing? Context Purpose Questions Indicators Purpose: so that
individuals, communities and organisations can achieve effective
management of community assets and resources, services and
organisations. Context: CLD practitioners need to understand the
culture of organisations, the responsibilities of those involved
and how organisation and management styles, practices and
governance relate to sustainable organisations. As a competent
practitioner, you will be able to demonstrate that you can:
develop and plan programmes and project activities manage and
monitor programmes and project activities organise, deploy and
monitor resources effectively recruit, manage and support people
(staff, volunteers) identify and access funding/ resources
understand and manage risk interpret and apply relevant legislation
(e.g. equalities, Child Protection, Health and Safety) Is laziness
in your workplace confronted?
Would you be able to tell if funds were being misused? Who does
your time belong to? Context Purpose Questions Indicators Purpose:
so that people can enhance decision making and collaborative
activities that impact on the quality of life of individuals and
communities. Context: CLD practitioners need to understand,
recognise and value the benefits of collaboration and build
appropriate and effective alliances, networks and other forms of
working together. As a competent practitioner, you will be able to
demonstrate that you can:
develop and support collaborative working within your own
organisation initiate collaborative working with relevant
organisations participate in partnership and collaborative working
support community participation in partnership and collaborative
working clarify and articulate the role of your own organisation
and that of others negotiate and agree roles in collaborative and
joint work, taking a leadership role where appropriate identify,
put in place or provide appropriate training and development
opportunities for collaborative working challenge and be challenged
on issues undermining effective partnership working being aware of
tensions and conflicts manage the ending of collaborative and joint
relationships Could you map out the power dynamic in your
partnerships?
Do you have a back of an envelope explanation of what you do? Who
are the most powerful people in the room? Context Purpose Questions
Indicators Purpose: so that robust evidence can sustain, inform,
influence and change policy and practice. 67 Context: Competent CLD
practitioners require to build evidence-based practice based on an
appreciation of the value of research and evaluation. They need a
knowledge of the methods and techniques commonly used and an
understanding of the current issues and challenges in evaluation,
quality assurance and performance measurement in CLD. 68 As a
competent practitioner, you will be able to demonstrate that you
can:
understand the differences between research, evaluation and
associated concepts employ appropriate tools, frameworks and
methodologies in the evaluation of practice draw on evaluation
findings to inform your own practice use participative evaluative
processes promote and support community led research and evaluation
analyse policy, research and evaluation evidence learn from other
perspectives and challenge your own assumptions interpret and use
evidence related to outcomes and impact present evidence to a range
of audiences using appropriate tools and technologies 69 What
counts as good? Are you still doing things the way you always did
them? When did you last implement an idea from someone else? Using
the Framework Using the Framework Personal and professional
development
Improving practice Planning career development Assessing
achievement Recruitment and selection processes Performance
management Individual, organisational and partnership development
Developing, structuring and evaluating learning programmes
Explaining the values, principles and functions of CLD This is by
no means an exhaustive list; further uses can be found on slides 34
37 and in the relevant guidebooks. Using the Framework as a
Practitioner
Identify your learning needs and relevant resources Update your CV
Link your work to your organisation / team /partnership goals Plan
and improve your performance in competence based job interviews
Support volunteer development Describe and define CLD work for the
individuals, groups and communities you are working with Using the
Framework as a Practitioner career development
Evidence in support of job application / promotion In my current
post, I supported a group of young mothers in the community to
start up a weekly social morning. I approached a local caf and
secured their agreement to open earlier once a week, and worked
with the local health centre to provide relevant resources for the
attendees, including contact details for other local support
networks. Build and maintain Collaborative working Using the
Framework as a Practitioner planning learning
Competence Area Current Level of expertise (Low / Medium / High)
Evidence Priority Know and understand the community in which we
work Medium Have used Scottish neighbourhood statistics to produce
profile of community; have attended a variety of existing community
projects High Build and maintain relationships with individuals and
groups Provide learning and development opportunities Facilitate
and promote community empowerment Organise and manage resources
Develop and support collaborative working Evaluate and inform
practice Using the Framework as a Practitioner evaluation
Facilitate and promote community empowerment How did the
decision-making process work? Was any particular group more or less
powerful than others? Were any members of our community not
included? How can we make sure that we are effectively involving
the wider community? Did we get our points across? What changes
will we see now? Are there other changes we want? Do we know what
and where our assets are? What could we do to manage them more
effectively? Using the Framework as a Leader
Design competence based recruitment processes Design criteria for
evaluating job roles and staff grades Identify areas for staff
development Develop evidence for organisational quality systems
Provide specifications for contract tendering and monitoring of
contracts Plan and assess how your organisation will cope with
change Support applications for funding and resources Using the
Framework as a Leader appraisals More than satisfactory
Develop & supportcollaborative working Assessment of
Performance Indicator A Excellent B More than satisfactory C
Satisfactory D Less than satisfactory Supervisor comments Develop
and support collaborativeworking within your own organisation
Initiate collaborative working withrelevant organisations Using the
Framework as a Leader organisational development
Organisational goal/target Who needs to deliver Competence required
Currentassessment 0 - 5 Increase numberof participants incommunity
basedlearning movingon to FurtherEducation Senior CLDpractitioners
inpartnershipwith ESOLspecialists andlocal FE college Provide
learning and developmentopportunities in a range of contexts 2
Organisational goal/target
Using the Framework as a Leader link training and development with
organisational needs Organisational goal/target Who needs to
deliver Competence required Training needs Increase numberof
participants incommunity basedlearning movingon to FurtherEducation
Senior CLDpractitioners inpartnershipwith ESOLspecialists andlocal
FE college Provide learning anddevelopmentopportunities in a
rangeof contexts Understanding of currentSCQF levels, guidelines
andpathways through. Familiarity with currentoffers at local
college. Using the Framework as a Learning Provider
Evaluation of individual learners assessing how well a competence
has been attained and identifying future training and support needs
Designing learning programmes Writing learning outcomes Matching
learners to placements Evaluation of learning programmes Using the
Framework as a Learning Provider planning placements
Competence Build and maintain relationships with individuals and
groups Strengths Weaknesses Placement Requirements Practise in
different roles, such as facilitating, supporting, leadership,
advocating, that are appropriate to the work in which you are
involved Use informal dialogue in individual relationships and
within groups Handle challenges and opportunities constructively
Understand and deal with the underlying dynamics at work within
relationships and groups Work towards the resolution of conflict
Recognise the power dynamic and action needed to equalise power
relationships in decision making Facilitate endings for individual
and group relationships where appropriate. Using the Framework as a
Learning Provider writing learning outcomes
Competences Build and maintain relationships with individuals and
groups Facilitate and promote community empowerment Evaluate and
inform practice Develop and support collaborative working Learning
Outcomes Students will be better able to: Analyse how partnerships
function, how best to intervene and support their development
Describe the nature of power and how it is exercised in communities
Develop and support collaborative working in community settings
both at a strategic and operational level Facilitate and promote
community empowerment in communities Analyse the institutions and
processes through which policies are developed and delivered to
develop work with communities Using the Framework as a Learning
Provider self evaluation for learners
Competence Evaluate and inform practice Learning Outcomes
Description of learning activity What did I learn? [Knowledge /
Skills / Understanding] How will I use this? Do I need further
support to use this effectively? Further learning needs identified:
Using the Framework as an Employer
Recruitment and selection including job adverts and interview
questions Design and evaluation of job roles Staff appraisals
Organisational development Planning and assessing how the
organisation will cope with risk Supporting partnership working
Using the Framework as an Employer interview questions
Take this competence area: Know and understand the community in
which we work Select one of the indicators: Involve other
stakeholders in identifying and agreeing needs and local priorities
Turn this into an interview question: Tell us about a time when you
tried to make sure that other stakeholders were involved in
identifying the needs and priorities of the community you were
working with, and what the challenges and opportunities presented
were Using the Framework as an Employer organisational
development
Intended Outcome: We live longer,healthier lives. Indicator: Reduce
the percentage of the adult population who smoke to 22% by 2010
What will we do: Organise educational programmes and campaigns in;
Schools Youth clubs and youth projects Community centres Adult
learning projects and groups What competences do staff require:
Build and maintain relationships with individuals and groups
Provide learning and development opportunities Develop and support
collaborative working What level of competence do staff currently
have: 3 senior staff qualified/ experienced at SCQF level 9 1
worker qualified to SCQF level 7 3 unqualified staff Only 2 have
good experience of collaborative working Using the Framework as an
Employer designing job roles
OrganisationalAim Key Tasks/ Activities Competence Required
Targeting support services to increase the number of young people
aged using the services Understanding the target audience
Consulting and involving young people in developing the service
Introducing service changes and overseeing delivery Monitoring and
evaluating the impact of service changes Know and understand the
community in which we work Build and maintain relationships with
individuals and groups Facilitate and promote community empowerment
Organise and manage resources Evaluate and inform practice Using
the Framework with Partners
Using the Competence framework as the basis for discussion, you
could explore these questions: Is our partnershipmaking the
mosteffective use ofeveryonesstrengths? How does ourwork link to
theValues andCompetences ofCLD? How do the outcomeswe are involved
inachieving connect tosocial change andsocial justice? 89