Details of Item
Meeting: Cabinet (County Hall, Durham - Committee Room 2 - 09/05/2002 10:00:00)
Item: A13 Education in the Community - Adult and Community Learning Plan
 | | |
| Cabinet 9th May 2002 Education in the Community Adult and Community Learning Plan 2002/03 | |
| Report of Keith Mitchell Director of Education | |
1. To inform Cabinet of the submission of the Adult and Community Learning Plan (ACLP) (attached at appendix 2) to the Learning and Skills Council (LSC) and to consider a revised allocation scheme to those community associations and voluntary groups which are the subject of grant aid from the County Council, in the light of changes required by Government to meet the quality criteria for Adult and Community Learning.
Background
2. Members will be aware from previous reports of the background to the transfer of responsibility for the funding of Adult and Community Learning (ACL) from the County Council to the Learning and Skills Council with effect from 1 April 2001. As part of the transitional arrangements the Government gave an undertaking to guarantee current levels of funding during the transitional period up to 1 April 2003, when a new regime of formula funding for Adult and Community Learning will be implemented across the country.
3. In addition to the revised funding regime the Government introduced a requirement that all LEAs should produce an Adult and Community Learning Plan which would be subject to agreement with the local LSC as a condition of funding. The Director of Education established a Task Group of Officers within the Education in the Community Service to prepare the Adult and Community Learning Plan for submission to the LSC. Members will wish to note that significant support has been given by officers of the LSC in County Durham to the work of that Task Group. The Plan, which is attached as an appendix to this report, had to be submitted to the LSC by 31 March 2002, and this was done with the approval of the Leader and Deputy Leader.
Consultation
4. In order to make community associations and voluntary groups aware of these and other related changes, a series of meetings was held during November and December 2001 and chaired by the Cabinet Member with responsibility for Lifelong Learning, Councillor Foster. Other Members of the Cabinet, together with the then Chairman of the Policy Development Forum for Lifelong Learning and County Council Officers, were also in attendance at some of the meetings. In the event over 70 members of community associations attended those meetings held in seven different geographical locations within the County.
5. In addition to this consultation and information sharing a survey to establish the level and type of provision by community associations which could be within the scope of the ACLP was undertaken, with questionnaires having to be returned to the Education Department by 21 December 2001. Analysis of those survey returns has revealed a very wide range of provision. In the large centres broadly based programmes involve hundreds of adults on an annual basis in a range of educational, recreational, sporting and general hobbies/interests. At the other end of the spectrum some village hall associations operated a very limited programme providing only for social activities on one evening per week, catering for at most 30 or so adults in a given period. In a few cases the survey revealed that some management committees were struggling to survive or even moribund.
Current policy
6. The former Education Committee’s policy was to provide a clear framework of strategic guidance for the (then) Community Education Service, to employ full-time and part-time staff to work with community and voluntary groups and to provide Grant Aid to the Voluntary Sector to plan and deliver programmes in their local area. These programmes might be focussed on youth and/or adult education.
Grant Aid – current position
7. With the approach of the new financial year community associations which are normally in receipt of grant aid from the former Community Education Service are now anticipating the arrival of grant aid application forms. These are then submitted to the County Council under the existing scheme approved by the Education Committee. This document constitutes an “agreement” between the County Council and the Community Associations for service delivery.
8. The LEA's existing Annual and Block Grants Scheme for the Youth and Community organisations allocated £687,500 for the financial year 2001/02. This comprised as follows (full details are shown in appendix 1):
£ Area | £ Youth | £ Community (inc Adult Education) |
| Easington | 22,587 | 100,297 |
| Mid-Durham | 11,270 | 72,789 |
| Dales | 32,807 | 87,141 |
| Sedgefield | 18,332 | 55,702 |
| North | 66,571 | 112,281 |
| Block Grants | 63,602 | 44,131 |
| Totals | 215,169 | 472,341 |
| Total | £687,510 | |
| Bishop Auckland King James I Community College Chester le Street Park View Community School Chilton and Windlestone Community College Consett Blackfyne Community School Consett Moorside Community School Crook Hartside Primary School Easington Community School Esh Winning Community Association Gilesgate Sports College and Sixth Form Centre | Gilesgate Laurel Avenue Community Primary Kelloe Primary Murton Youth Club Newton Aycliffe Greenfield School Community and Arts College Sedgefield Community College Trimdon Community College Ushaw Moor Community Association Willington Parkside Comprehensive |
The new requirements
10. As Members will note in the summary of the LSC Planning Guidance for Adult and Community Learning Plans (a copy has been placed in the Members' Library) there is a significant drive to improve quality, to address key national priorities (such as equal opportunities and basic skills for adults) and to redefine and prescribe Adult and Community Learning. It has been necessary therefore for officers to separate the former revenue budget of Community Education into provision for youth work from that which comes within the scope of funding from the LSC for Adult and Community Learning. However, this still leaves a significant range of important social/recreational and other community activities which will fall outside the definition of "Adult and Community Learning".
11. In the light of the planning guidance issued by the LSC and the objectives set out in the Adult and Community Learning Plan, it has become necessary therefore to revise the existing criteria formerly approved by the Education Committee and consider moving to a grant-related regime which will facilitate the achievement of the objectives in the Adult and Community Learning Plan and meet the requirements for quality of provision, monitoring arrangements, health and safety, equal opportunities, disability access regulations and so on.
12. Whilst Members will recognise the need to maximise the grant income from the LSC which replaces that deducted from the County Council's SSA from April 2001, the current level of resourcing is insufficient to meet the new costs of additional administration including staffing, management information systems (ICT), monitoring and reporting arrangements etc. Members will be aware that whilst some Community Associations are large enough to employ their own full-time or part-time staff, most of them rely on voluntary help to maintain their management arrangements. Clearly this will not be adequate or appropriate to meet LSC requirements
13. In order to meet these requirements for administration it will be necessary to create new appointments of Lifelong Learning Support Officers at each of the 20 main centres. These Lifelong Learning Support Officers will also be responsible for satellite centres and in particular will be required to supervise the recording of data on adult learners on the AQUA Management Information System, issue enrolment forms to all learners, collect fees, maintain auditable records, monitor adult achievements and make all the necessary administrative returns to the Authority and to the LSC. An important role will be to work with the LEA in order to develop and enhance local programmes of provision in order to encourage learning opportunities and to maximise grant through the LSC in future.
14. Clearly, although the reasons for increased administrative and financial arrangements are understood, it is very regrettable that significant funding should have to be withdrawn from front-line provision for this purpose. It is therefore suggested that Cabinet may wish to make some additional County Council resources available but to make the case in the strongest terms to the LSC for a substantial contribution to these costs in taking forward these arrangements. Informal discussions suggest that such an approach would be welcomed and sympathetically considered.
Budget position
15. Members will appreciate the difficulties faced in setting the Education Service revenue budget for 2002/03, mainly as a result of the loss of the Budget Support Grant of £2.76m from Government. In view of these restrictions revenue growth for Education in the Community was limited to £28,000 in respect of a new post of Business and Information Manager to meet the LSC’s requirements in Section 5.41 of the Adult and Community Learning Plan.
16. Without additional resources, the main resource implications of the Plan would need to be met from within the existing Education in the Community revenue budget and in particular by:-
v redirecting full and part-time staff resources
v redirecting supplies and services budgets
v redirecting the “adult and community” sections of the Annual and Grant Aid Scheme
(Grants for “youth” activities will remain unaffected).
Suggested way forward
17. Clearly, a new and significantly different framework is required for the future which will be seen to be robust and fully effective in terms of Adult and Community Learning. It is suggested that the main focus for Adult and Community Learning should be in 20 Main Centres which will be large enough to facilitate a wide range of programmes and fulfil the quality standards laid down by the LSC and which will be subject to the inspection arrangements of the Adult Learning Inspectorate.
18. It is further suggested that subsidiary or “satellite” centres would be associated on a geographical basis with these “Main Centres” where a smaller range of programmes could take place. For the remaining 80 community associations and voluntary groups which do not come within the purview of the revised arrangements for Adult and Community Learning it is recommended that further detailed consideration be given to their current programme and the existing level of Grant Aid with a view to revised arrangements being applied from April 2003.
19. Clearly, there will need to be further consideration, and detailed discussion, on these matters.
Consultation and implementation
20. Given that there will be further changes required as a result of the resources from the LSC being “formula driven” after April 2003, Members will wish to note that revised arrangements for 2002 will themselves need to be seen as a transitional phase in that process. Indeed, unless the revised arrangements operate to the criteria laid down by the LSC, there can be no guarantee of funding in 2003.
21. It will be necessary to engage in further detailed consultation with Community Associations regarding the future framework and implementation of change, before Service Level Agreements for 2002-2003 can be finalised and agreed, and so that the further process of change from April 2003 can be considered and appropriate action taken.
Recommendations
22. The Cabinet is requested to:
(i) approve the Adult and Community Learning Plan in principle for submission to LSC and that additional resources be made available to implement the necessary process of transition;
(ii) make the strongest representations to LSC to make funding available in respect of the additional administrative costs;
(iii) consult about a revised grant aid framework for implementation from 1 September 2002 or as soon as possible thereafter, and specifically that
· 15 Main Centres currently not receiving support from the Authority for full time staffing each receive a grant of £15,000 towards administrative and clerical support.
· 70 satellite or associated centres each receive a grant of £3,500 towards administrative and clerical support, with the exception of those already in receipt of full-time or part-time staffing support from Education in the Community.
· the remaining 80 centres falling outside the scope of Adult Community Learning be the subject of further detailed consideration regarding the Grant Aid Scheme after April 2003.
(iv) authorise Officers of the Authority to approach the LSC for funding those community associations and village halls which do not come within the scope of the Adult and Community Learning Plan.
(v) consider as soon as possible further reports on the outcome of consultations with Community Associations in the context of the Adult and Community Learning Plan.
| Contact: Keith Mitchell Director of Education Ext. 3319 |
Annex 1: Implications
| Finance N/A Staffing N/A Accommodation N/A Crime and Disorder N/A Environment N/A Human Rights N/A Localities N/A Young People N/A Consultation N/A Raising Standards N/A ADULT AND COMMUNITY LEARNING PLAN 2002-03 CONTENTS Introduction – Keith Mitchell, Director of Education (i) The County Council’s Mission Statement 5 |
| (ii) Corporate Aims 5 |
| (iii) Corporate Values 6 |
| (iv) The LEA’s Vision and Mission 7 |
| (v) The Education Service’s Contribution to Corporate Core Values 7 |
| 1. Organisational Details 10 |
| 1.1. Local Authority Name10 |
| 1.2 Lead Officer10 |
| 1.3 Adult Learning Delivery Arrangements10 |
| 1.4 Utilisation of School Premises 10 |
| 2. Mission Statement 10 |
| 3. Needs Analysis10 |
| 3.1 Introduction10 |
| 3.2 Education and Skills11 |
| 3.3. Adult and Community Learning11 |
| 3.4 Basic Skills Analysis11 |
| 3.5 Needs Analysis Results12 |
| 3.6 Consultation12 |
| 3.7 Summary13 |
|
| 4. Strategic Objectives for 2002/3004 13 |
| 4.1 Adult and Community Learning13 |
| 4.2 Strategic Objectives for 2002-0314 |
| 4.3 Strategic Action Planning – Adult and Community Learning14 |
| 4.3.1 Partnership Working14 |
| 4.3.2 Reorganise Education in the Community Service15 |
| 4.3.3 Self-Assessment Report 15 |
| 4.3.4 Implement Service Level Agreements with Partners15 |
| 4.3.5 Delivery Models15 |
| 4.3.6 Staff Development Needs15 |
| 4.3.7 Developing Strong Links with Local Communities15 |
| 4.3.8 Marketing and Publicity15 |
| 4.4 Strategic Action Planning – Basic Skills16 |
| 4.5 Retention Data16 |
| 4.6 Withdrawal of Provision 16 |
| 5. Coherence with Other Provision16 |
| 5.1 Other LSC Funding16 |
| 5.2 Collaborative arrangements with other LSC funded providers17 |
| 5.3 Funding other than that provided by the LSC17 |
| 5.3.1 Adult Basic Skills17 |
| 5.3.2 Family Learning17 |
| 5.3.3 Widening Participation (including ICT)18 |
| 5.4 Collaboration with Other Providers18 |
| 5.5. Structures within the County Council to Promote Coherence 19 |
| 6. Basic Skills19 |
| 6.1 Context19 |
| 6.2 Funding Arrangements 20 |
| 7. Widening Participation 21 |
| 7.1 Learner Recruitment21 |
| 7.2 Make up of Adult Population21 |
| 7.3 Examples of Innovative Programmes |
| 7.4 Target Groups 21 |
| 8. Family Learning/Family Literacy and Numeracy 8.1 Context 22 |
| 8.2 Family Learning22 |
| 8.2.1 Family Learning Targets22 |
| 8.2.2 Performance Indicators 2002-03 23 |
| 8.3 Family Literacy and/or Numeracy23 |
| 8.3.1 Context24 |
| 8.3.2 Models of Delivery24 |
| 8.3.3 Monitoring Arrangements 25 |
| 9. Working in Partnership 27 |
| 10. Access to ICT for Learners 28 |
| 11. Fees and Fee Policies 28 |
| 12. Learner Support28 |
| 12.1 Current Position28 |
| 12.2 Information, Advice and Guidance28 |
| 12.3 Other Guidance 29 |
| 13. Learning Support 29 |
| 14. Data Collection and MIS Infrastructure 29 |
| 15. Sub Contracting 30 |
| 16. Accommodation 16.1 Accommodation Strategy 16.2 Disability Discrimination Act and Special Educational Needs and Disability Act 30 30 31 |
| 17. Staffing 32 |
| 18. Accountability and Governance32 |
| 18.1 Context32 |
| 18.2 Planned Developments 32 |
| 19. Audit33 |
| 19.1 Context33 |
| 19.2 Planned Developments 33 |
| 20. Quality Assurance33 |
| 20.1 Structures33 |
| 20.2 Systems34 |
| 20.3 Planning to improve quality assurance systems35 |
| 20.4 Learner Satisfaction36 |
| 20.5 Performance Indicators36 |
| 20.6 Quality Awards 36 |
| 21. LSC Performance Review 21.1 Planning 21.2 Performance Review Indicators 36 36 37 |
| 22. Equality and Diversity37 |
| 22.1 Basic Skills 22.2 Adult and Community Learning 37 37 |
| 23. Disability Statement 38 |
| 24. Health and Safety 38 |
| 25. Summary of Action Points Appendices (supplied separately) 1. Family Learning Policy 39 |
| 2. Family Learning Action Plan |
| 3. Disability Statement |
| 4. Health and Safety Policy |
Introduction
The importance of an education system which promotes learning, and the enjoyment of learning throughout life, has long been recognised in County Durham and by the County Council, where achievement in all aspects of human development and endeavour is highly valued. In recent years both the quality of education and levels of achievement, particularly the academic achievement of children in school, have been a principal focus of attention and this will continue. A broader national emphasis which impacts on this aim is to improve the quality of all services. This accompanies an increased focus on partners working together to improve services.
Individuals and communities who use different services have a growing direct involvement with service providers, and there are also performance indicators which attempt to show how well different organisations are making progress. There is a growing understanding of the significant contribution that people can make towards identifiying their own learning needs and an emerging expectation that they will also be directly engaged in decision making. The interaction among national, county and community demands, needs and priorities is explored in this Plan, along with details of the priorities which will impact upon the LEA’s Adult and Community Learning provision.
For many adults non-vocational learning often represents their first step or opportunity to engage with informal Lifelong Learning. The County Council, through its Education in the Community Service is committed to further develop this key aspect of people’s lives. By its nature it has to be available locally and through the County Council unique partnership with community groups in the voluntary sector significant resources support the infrastructure of community buildings, management committees, training and development and a range of access issues.
It is to be welcomed, therefore, that the Government has made a commitment of resources to Adult and Community Learning and has moved to establish a Quality Framework.
The County Council acknowledges the support and guidance provided by officers from the Learning and Skills Council (County Durham) in the preparation of this, the first Adult and Community Learning Plan since the creation of the LSC in April 2001.
Keith Mitchell
Director of Education
(i) THE COUNTY COUNCIL’S MISSION, AIMS AND CORE VALUES
The Adult and Community Learning Plan contributes to the fulfilment of the County Council’s Mission, Aims and Core Values
| Mission Statement |
The County Council’s many services and activities will continue to be guided by the following mission:
‘To make County Durham the best place in which to live, work and bring up a family.’
| (ii) Corporate Aims |
To maximise the impact of the County Council’s work, it is essential that we maintain a clear focus. We will therefore concentrate our activities and use our resources in collaboration with our partners on the following overall corporate aims and strategic objectives:
Working in partnership we will:
Promote Strong, Healthy and Safe Communities
Build a Strong Economy
Look After the Environment
Develop Lifelong Learning
Durham County Council, through its Corporate Aim of Developing Lifelong Learning, has recognised the importance of Lifelong Learning in supporting personal development in order that individuals can fulfil their aspirations as well as improving their material circumstances and the prospects of communities. This aim also has a set of corporate strategic objectives:
· To improve provision for early learning for our children.
· To improve educational attainment for all children in our schools and inspire them to enjoy learning throughout their lives.
· To provide opportunities for all to gain personal fulfilment through learning and to maximise their potential for further learning and development of employment skills.
· To improve recreational and creative opportunities.
| (iii) Values |
In working towards each of the corporate aims, five values underpin everything that the County Council does. These values are to:
Provide Leadership and Representation
As the democratically elected body serving County Durham, the County Council takes its leadership and representation duties very seriously. We seek to represent and promote the interests of County Durham’s communities regionally, nationally and internationally.
Work in Partnership
The needs of County Durham and the aspirations of its communities require a co-ordinated response, not just from the County Council, but from a wide range of organisations and people. We will work with others towards our mission to make County Durham the best place in which to live, work and bring up a family.
Promote Equality of Opportunity
The County Council is committed to equality of opportunity and we will seek to ensure that in our policies and procedures we do not discriminate against groups or individuals on the grounds of sex, marital status, race origin, disability, religion, age, sexual orientation or political beliefs.
Deliver Best Value and Continuous Improvement
The County Council will seek to provide the highest quality services within the resources available, targeting those resources at priority needs. We are committed to striving for continuous improvement across all activities, to make Durham County Council one of the best managed authorities in the Country. Maintaining an effective, corporate and co-ordinated approach to management will continue to be a high priority.
Promote Sustainability
Sustainability is an important value affecting all aspects of the work of the County Council. Sustainability is about meeting the needs of the present without compromising the ability of future generations to meet their own needs. It also relates to more general objectives such as maintenance of high and stable levels of economic growth and employment, social progress which recognises the needs of everyone, the effective protection of the environment and the prudent use of natural resources.
(iv) THE VISION OF DURHAM COUNTY COUNCIL AS THE LOCAL EDUCATION AUTHORITY
| The LEA’s Vision and Mission |
Durham Local Education Authority is a complex multi-faceted organisation, and the wide range of individual skills add up to more than the sum of its parts and, by working together, and with its partners, the LEA adds value to the service it provides, benefiting the whole community. As it pursues the Council’s mission and supports the Lifelong Learning Corporate Aim, the Local Education Authority, with its focus on education, has identified the following as its vision:
“That Durham is a County committed to learning where all can reach their full potential by accessing high quality education.”
In order to fulfil this vision the following mission statement has been adopted:
“To provide a culture of equality and opportunity so that all can:
· Be inspired to enjoy learning throughout their lives.
· Access a high quality education which will give them confidence, raise their aspirations and enrich their lives.
· Reach high standards and gain personal fulfilment through learning so that they and their communities can develop and prosper.”
Greater involvement and higher achievement in Lifelong Learning will ensure that more people are able to participate fully in society and thereby reduce the incidence of social exclusion. Lifelong Learning begins at birth with support for early years, including initiatives such as Sure Start and the provision of nursery education. The statutory focus is from ages 5-16. This includes all the key stages of education and focuses on achievements at ages 7,11, 14 and 16 and its reflected in the LEA’s Strategic and Operation Plan “Partners in Learning”.
Outside formal education the County Council is committed to providing opportunities for continuing personal development as well as for developing employment skills. These opportunities are provided, for example, through Youth Services, Adult Education and Libraries and by a range of community organisations who are supported by the County Council. The Adult and Community Learning Plan has offered the LEA the opportunity to refocus its activities in this key area.
| (V) THE EDUCATION SERVICE’S CONTRIBUTION TO THE CORPORATE CORE VALUES |
Core Values
The Education Service fully subscribes to the County Council’s core values, as shown by the following examples:
Core Value 1: To Provide Leadership and Representation
The Adult and Community Learning Plan provides evidence and priorities for Lifelong Learning standards so that others can effectively focus their resources to common aims. The Plan is therefore leadership in action, and increasingly includes strategies to engage the full range of partners in identifying and addressing priorities. How we communicate the priorities of this, and other plans, and the services which we offer, will be critical to achieving effective leadership.
Core Value 2: To Work in Partnership
Partnership work is now central to all of our activities. Partnerships have evolved from working alongside partners to joint working, as with the County Durham Early Years Development and Childcare Partnership, Education Action Zones, ConneXions, the Single Regeneration Budget and European funding, and to shared/co-ordinated services, as with Sure Start programmes and the Children’s Fund. Recently there have been moves to develop and create long-term joint funding of some key services, and new Local Strategic Partnerships will be introduced to lead and co-ordinate more current and new partnership activities, including the Neighbourhood Renewal Fund. Partnership working such as this will form a core mechanism through which many services and priorities will be delivered as appropriate.
Core Value 3: To Promote Equality of Opportunity
In accordance with the County Council’s Equal Opportunities Policy, the following is the commitment of the Education Department:
“The LEA will pursue a culture of equality and opportunity which actively values diversity and challenges disadvantage, inequality and discrimination, in order to meet the real needs of the community and ensure that everyone has equal access to all our services and is treated with equal respect in our workplaces.”
We, in the Education Department, fully subscribe to this commitment, and will provide a clear focus within our core business.
The impact of equal opportunities on learning outcomes is being increasingly recognised, and while social exclusion and special needs inclusion have been at the forefront of much thinking and resource allocation, there are other aspects of equal opportunities and inclusion which are important.
Inclusion, in all of its forms, is at the core of the effective delivery of an Education Service. Inclusion requires a partnership and inclusive practice necessarily involves working in partnerships. Inclusion is at the heart of many current policies, bringing together several core values, and applies in different ways to each of the County Council’s core aims and indeed to all of its plans.
Most important, however, is the concept of inclusion together with some sort of improvement through learning, in its broadest sense. While we benefit in many senses from being part of what others are doing, long-term benefits, through the increased capacities of individuals and communities, arise when improvements through learning also take place. This amounts to Lifelong Learning.
Recent research, notably that of the Policy Action Teams commissioned by the Social Exclusion Unit, has identified that where physical regeneration (housing, roads etc.) has been associated with aspects of Learning, this has been more effective in the regeneration of communities. Learning, in all its forms, where it is effective and of quality, is increasingly seen as the key to inclusion.
For all of these reasons, Equal Opportunities, Lifelong Learning and Inclusion are clearly central elements of this Plan and form a strong combined approach, set within the common purpose and objective of raising standards and continuous improvement, across all priorities as well as providing a focus for some specific priorities.
Core Value 4: To Deliver Best Value and Continuous Improvement
While Best Value looks to the continuous improvement in all services, the full scope of the Education Service is also tasked with a related and major priority and duty to raise standards for all children of statutory school age. How this is done is contained within the LEA’s Education Development Plan. Continuous improvement of all our services is needed as part of a learning culture which sustains the environment within which this operates. This, in turn, leads to raised aspirations and better achievements in a context of Lifelong Learning. It is perhaps the most central part of our core business, to which the other elements contribute.
Core Value 5: To Promote Sustainability
Actions to sustain communities are integral to this plan. In particular, there is growing evidence that regeneration of communities is not readily achieved unless learning is also a central element. This is a particular aspect of Lifelong Learning, essential to promoting a learning culture which can help both sustain communities and contribute to their regeneration. Learning for neighbourhood renewal therefore contributes to the core business of this Plan.
1. ORGANISATIONAL DETAILS
1.1 Local Authority Name
Durham County Council
1.2 Lead Officer
County Council Contact - Neil Charlton (Deputy Director of Education)
1.3 Adult and Community Learning Delivery Arrangements
The County Council currently secures Adult and Community Learning opportunities either through direct provision ie programmes organised and delivered by the LEA or through working in partnership with and providing grant aid support to local community groups and associations.
1.4 Utilisation of School Premises
The County Council supports the development of Adult and Community Learning on school sites through community association shared-used schemes and family learning programmes. Some LSC funded FE college provision of family learning and ICT takes place on school sites.
2. MISSION STATEMENT AND VISION
The mission of the County Council is for County Durham to be the best place to live, work and bring up a family. The County Council has identified Lifelong Learning as a key priority in bringing this mission into reality. The Adult and Community Learning Plan seeks to develop ways in which, through the opportunities provided by LSC funding, a range of community based learning activities of the highest quality for the people of County Durham can be secured. Such provision will be locally accessible, responsive to changing priorities, will emphasise diversity particularly in relation to ‘first rung’ learning opportunities and will be underpinned with appropriate adult information advice and guidance.
3. NEEDS ANALYSIS
3.1 Introduction
County Durham is predominantly a rural shire county covering an area of 223,200 hectares with a total population of 496,000. Despite the general rural nature of the County there are significant pockets of social deprivation. Over the years much heavy industry has declined and now more recently, problems with farming, particularly Foot and Mouth disease, have left a legacy of economic, social and environmental problems. The unemployment rate in the county is 6% compared with the national average of 3.9%. Wage rates in the County are amongst the lowest in the country and the problem of intergenerational unemployment often results in low expectations and aspirations.
The Index of Multiple Deprivation reveals that 30% of the population of County Durham live in the top 10% of the most deprived wards nationally. This figure is almost twice as high as that for any other shire county, and indeed similar to the figures for the cities of Sheffield and Bradford.
3.2 Education and Skills
The education and skills base remains low. In 2001 40.9% of year 11 pupils achieved 5+ A*-C GCSE or equivalent, compared with the national average of 50%. The % achieving 1+ A-G was 93.5%. This figure is also below the national average. It has to be said however that there is year on year improvement in these figures, and significant improvement has been achieved at Key Stage 2 to bring the County up to at least national averages. Of particular concern is the staying on rate into full time education and government supported training. In 2000 the rate was 73.1% against a national average of 87.2%. The % remaining in full time education was 59.8; well below the national average of 71.6%.
Whereas nationally 75% of 18-50 year olds are in work, only 68% of 18-50 year olds are in work in County Durham.
3.3 Adult and Community Learning
The adult learning provision directly delivered by the County Council’s Education in the Community Service relates also to the work undertaken by the Basic Skills Units (described later). In terms of Adult and Community Learning the County Council, through grant aid to community centres, supports a community infrastructure which secures non-accredited ‘first rung’ learning opportunities in the voluntary sector, and provides a staffing structure to support and promote activity. A total of 3369 such learners are currently recorded with the Learning and Skills Council. It is recognised that more must be achieved if the County Council is to realise its ambitions as set out in the mission statement.
3.4 Basic Skills Analysis
Durham County has higher rates of literacy and numeracy problems than the national average.
| Total population aged 16-60 | 301,910 |
| number with poor literacy | 82,667 or 27.4% (3.4% above national average) |
| Total number with poor numeracy | 87,729 or 29.1% (5.1% above national average) |
To address the needs of all in County Durham who have basic skills problems, would require working with 85,198 people. At present the basic skills units are working with 1730 16+ students. The Moser Report suggests that on average 250,000 people out of the 7 million who need help (or 3.6%) are taking part in relevant courses of study.
Return to Learn (North/Mid Durham) and LEAP (South Durham) have been providing basic skills in community settings since the early nineteen eighties. Since that time both projects have grown substantially and have become regionally and nationally recognised, particularly for work in the field of dyslexia and for working with the Deaf Community. Learn East was established in Spring 2000 to meet to meet the particular needs of the local community in the eastern part of the county and to develop and expand provision for the ethnic minorities. A fourth basic skills unit in Mid Durham based in the Deerness Valley is to begin operation in April 2002.
Identification of need comes from being based centrally in the community, maintaining regular contact with local people and with agencies with which the project co-ordinators collaborate. This provides constant feedback and awareness of the problems that local people are likely to encounter.
In planning work programmes, consultation takes place with the local sponsoring FE colleges, higher education institutions, schools, employers, social services, local authorities, employment services, libraries, WEA, EAZ, Sure Start, Health Promotions, Psychologists, Community Psychiatric Nurses and voluntary organisations.
3.5 Needs Analysis Results
The Needs Analysis reflects the necessity both for increased basic skills provision and for action to tackle low levels of achievement and participation in all learning activity in County Durham.
It also demonstrates the gender imbalance and the need to engage more males in Adult and Community Learning programmes.
The potential for County Durham to be a location for the Government’s Asylum Seekers Dispersal Policy indicates a need to address educational issues associated with ethnic minority groups.
In terms of age profile there is a clear need to engage more adults aged 60+
The dispersed nature of rural communities creates significant problems of accessibility to learning opportunities.
3.6 Consultation
As the lead partner at sub-regional level the County Council has consulted with a range of providers in the context of economic regeneration and Lifelong Learning and has taken into account important work already undertaken by local learning partnerships in Chester-le-Street, Easington, Teesdale, Wear Valley, Durham City, Sedgefield and Derwentside.
Another example of this consultative approach was the County Learning Partnership event at St. Aiden’s College in July 2001 when forward planning was the focus for the day.
The County Council has through a series of meetings in November and December 2001 consulted with partners in the voluntary sector, not only in relation to revised funding arrangements but also on local needs and priorities.
Furthermore, the emerging Local Strategic Partnerships will be key forums for further consultation on this Plan during 2002.
The County Council will
3.7 Summary
Education in the Community with its emphasis on community based centres for learning is ideally placed to meet this range of needs. This plan reflects the initiatives and organisational changes which Education in the Community intends to put into place to increase participation in learning and ensure quality pf provision. Of particular importance is the role Education in the Community will play in securing additional non-accredited learning in communities where there has not been a culture of returning to learn; in ensuring a diversity of provision to encourage such participation and in improving the physical and geographical accessibility of learning.
4. STRATEGIC OBJECTIVES FOR 2002/2003
4.1 Adult and Community Learning
In order to realise its vision for Adult and Community Learning and respond to identified needs, the County Council will:
v work in partnership with the Learning and Skills Council, the FE Sector, the Voluntary Sector and other agencies, to provide a range of locally based Adult and Community Learning opportunities and increase the number of identified learners in 2002-03 to 5369
v reorganise the structure of the Education in the Community Service to a model with main centres of provision supporting satellite organisations and seek funding to extend the AQUA MIS system to those centres.
v undertake a Self Assessment Report, (creating an appropriate development plan) set targets and monitor through the collection of relevant statistics the performance of the:
· All Adult and Community Learning provision commissioned by the Education in the Community service
v provide relevant training and staff development in order to improve the quality of service provided.
v continue to develop strong links with the local community through Education in the Community staff, Local Strategic Partnerships and Joint Area Forums in order to identify and meet the needs of adult learners.
v develop a marketing strategy which publicises and promotes the work of the Adult and Community Learning division of the Education in the Community service.
4.2 Strategic Objectives 2002-2003
Adult Basic Skills
The County Council will:
v increase general basic skills tuition and accreditation in community settings and develop innovative, intensive programmes including ICT in a range of venues which will improve basic skills.
v develop work-based basic skills programmes which meet the needs of employees in local businesses in line with the work currently undertaken with the Easington Action Team for Jobs.
v provide family learning opportunities for parents and children in local schools and in community venues (particularly in areas of greatest social deprivation) and offer progression routes into childcare.
v further develop and promote the specialist areas of activity including work relating to dyslexia, the deaf and ESOL.
v ensure that appropriate information, advice and guidance is an essential feature of all programmes, working in collaboration with the IAG network.
v continue to play an active role in supporting the County Basic Skills Strategic partnership in its role of meeting the LSC targets for County Durham. The establishment of a new Basic Skills base on 1 April, in the Mid Durham area will contribute to this.
v ensure that all tutors working within the service are given appropriate training which, when appropriate, will lead to accreditation.
v extend the work of the Basic Skills Units in their development of innovative programmes to meet the needs of specific priority groups e.g. adults recovering from mental illness, young offenders and ex offenders, disaffected young people 14-25 years old, ethnic minority groups.
4.3 Strategic Action Planning – Adult and Community Learning
4.31 Partnership Working
· evaluate existing programmes across the Adult and Community Learning provision which currently do not meet robust quality criteria by September 2002
· develop a programme of activities which meets the needs of the local community by September 2002
· work with partner providers on Adult Learning Networks and Learning District Partnerships to plan delivery
4.32 Reorganise Education in the Community Structure
· determine main centres and satellite centres and seek funding to implement MIS systems by April 2002.
· evaluate External Institutions development plan – November 2002
· write a full Self Assessment Report and development plan for Adult and Community Learning before December 2002
· prepare for Provider Review by December 2002
· develop a robust data collection system. Confirm data to be collected and identify staff to be involved in the process by May 2002.
4.34 Implement Service Level Agreements with Partners
· identify where agreements are needed – April 2002
· negotiate and agree with partners – May 2002
4.35 Delivery Models
· best practice identified by September 2002
· collaborative planning with key partners
· ensure representation on/and participation in Local Strategic Partnerships.
4.36 Staff Development Needs
· provider review criteria – Autumn Term
· data collection systems – June/July 2002
· quality assurance systems – Summer/Autumn Term
4.37 Developing Strong Links with Local Communities
· Education in the Community presence on Joint Area Forums and LSP – throughout the year
· Education in the Community staff to establish systems for determining community need – Summer Term 2002
4.38 Marketing and Publicity
· make use of existing systems
· publish an annual plan with key dates and termly programmes – June 2002
· involvement in learning partnerships
4.4. Strategic Action Planning – Basic Skills
(see Basic Skills Development Plans already submitted to LSC)
4.5 Retention Data
Retention data does not currently exist other than within Basic Skills (External Institution) provision. The County Council has now put in place a system to collect the data during 2002/2003.
4.6 Withdrawal of Provision
The County Council does not intend to withdraw from any of its existing provision.
5. COHERENCE WITH OTHER PROVISION
5.1 Other LSC Funding
Adult Learning activity encompassed within this plan will be funded either directly from the LSC Adult Learning Grant to the County Council or from other funding which LSC provides either to the County Council or to other organisations and institutions within the County. Such 'other' funding includes:
5.1.1 Adult Basic Skills Provision
Funding to support the work of the former FEFC external institutions 'Return to Learn' based at Stanley and LEAP based at Barnard Castle.
5.1.2 Work Based Learning
Funding to support the Modern Apprentices Scheme operated by the Corporate and Legal Services Department of the County Council.
5.1.3 Local Initiatives Fund
As indicated below the County Council actively supports and in some instances leads collaborative activity with partners which is supported by the Local Initiatives Fund and which is aimed at encouraging and widening participation in learning in the county. It is through such activity that the County Council seeks to fulfil some of its stated Lifelong Learning objectives.
- (a) County Durham Learning – through the Lifelong Learning Co-ordinator the County Council plays a lead role in the ongoing development of this quality framework for non-accredited learning under the auspices of the County Learning Partnership.
(b) Local Learning Partnerships – through the Lifelong Learning Co-ordinator the County Council has played a lead role both in creating and supporting local learning partnerships to which the Local Initiatives Fund has increasingly contributed.
(c) The County Council is seeking to ensure that its Adult Learning Plan meets Quality Assurance and LSC Performance Review requirements and will contribute to an overall county wide standards review through active participation in the County Learning Partnership sub-committee established and funded for this purpose.
5.2 Collaborative arrangements with other LSC funded providers (see 9).
The developing working arrangements with other partners funded by the LSC to promote and give coherence to learning opportunities across the county is making a significant contribution to the achieving of national and local learning targets.
Other providers funded by the LSC eg FE colleges and the WEA utilise school and community association premises supported by the County Council. (Often as the only appropriate venue in a locality.)
The County Council will
v through the Adult and Community Learning Plan continue to ensure coherence with other funding which the LSC provides for related activity as defined.
v through funding the Lifelong Learning Co-ordinator post continue to promote collaborative arrangements to ensure such coherence of funding (as defined in 9)
v support LSC funding for County Durham Learning with a grant from the Adult and Community Learning Fund
v continue to make available local accommodation for learning by negotiating with other providers to determine pro rata an apportionment approach under formula funding.
5.3 Funding other than that provided by the LSC
The objectives encapsulated within the Adult and Community Learning Plan will be pursued using funding other than that provided by the LSC.
5.3.1 Adult Basic Skills
Currently the European Social Fund and Coalfields Trust funding is used to support the activity of the 'Learn East' unit in Peterlee. Projects funded from the Single Regeneration Budget contribute to the on-going work of the Basic Skills Units.
5.3.2 Family Learning
Funding for Family Learning is currently focused through the Learning and Skills Council. However in order to fulfil its aims and objectives for family learning the County Council has taken the lead in securing an SRB County-wide thematic project worth some £2.25m in conjunction with partner providers.
5.3.3 Widening Participation (including ICT)
The County Council participates in the thematic SRB5 Widening Participation project which seeks through collaboration of partners to increase and widen participation in learning. In addition the County Council supports District Council based Lifelong Learning SRB initiatives through matched funding which provides management and delivery of project targets.
The County Council is playing a leading role in the establishment and operation of Local Strategic Partnerships each of which will develop a Lifelong Learning Strategy. Four of the county districts will have Neighbourhood Renewal Funding to take this forward. Through collaboration with partners the County Council will seek to pursue its Lifelong Learning objectives with particular reference to raising achievement and widening participation.
The Management Committees of local Community Associations (assisted and supported by Education in the Community staff) some directly funded by the County Council and others receiving grant aid from the County Council secure additional funding from a wide range of government and non-government sources to promote local learning. These include Neighbourhood Renewal Funding, National Lottery, UK Online, Learn Direct, Northern Rock Foundation, and the Esme Fairbairn Trust.
The County Council through SRB6 is leading a partnership project to develop ICT broadband connection around the county. This will improve the facilities for IT learning within many communities in the county.
In addition departments of the County Council other than the Education Department fund a wide range of learning activities in the community.
For example the Arts, Libraries and Museums Department provides opportunities for online learning in 38 branch libraries, open learning support opportunities in 16 libraries, storysacks and other Early Years initiatives which can involve liaison with Adult Basic Skills teams whenever appropriate. Education in the Community and Arts, Libraries and Museums officers collaborate on a range of partnership groups.
The County Council will
v continue both directly and jointly with local communities to seek external funding to support the activities outlined in the Adult Learning Plan.
v continue to manage the SRB6 Family Learning thematic project to ensure coherence with the LSC funded family learning provision.
v continue to collaborate with partners across the county to utilise the opportunities provided by regeneration funds to further the aims and objectives of the Adult and Community Learning Plan.
5.4 Collaboration with Other Providers
Interaction with other providers in the county to ensure coherence of policy and provision is achieved through the strategic leadership role the County Council plays on a wide range of partnership groups.
· County Strategic Partnership
· County Learning Partnership and its sub committees
· County Economic Development Partnership
· Adult Basic Skills Strategy Group
· SRB County Partnership
· Local Learning Partnerships in Sedgefield Borough, Chester le Street, Durham City, East Durham, Teesdale, Wear Valley, Derwentside
· Adult Learning Networks
The County Council will
v continue to provide strategic leadership and support for partnership groups in order to avoid overlap and duplication of provision and the best use of resources.
5.5 Structures within the County Council to Promote Coherence
In order to ensure continued coherence both in terms of funding and provision the Local Education Authority has
(a) Created the post of Lifelong Learning Coordinator with the brief of ensuring coherent activity both across the departments of the County Council and with other providers and organisations within the County.
(b) Established a Corporate Lifelong Learning Development Group to ensure that a cross departmental group is actively pursuing the vision of the County Council as a ‘Learning Organisation’.
(c) Established an LEA Lifelong Learning Development group to ensure that activity and planning within the LEA is coordinated. This group is chaired by the Deputy Director of Education and has managers from Education in the Community and Education Resources section, the SRB Coordinator, the LEA inspector with post-16 responsibility, the Lifelong Learning Co-ordinator, the Senior Policy Officer, and co-opted members from the Connexions Service and FE.
The County Council will
v continue to fund the post of Lifelong Learning Coordinator to ensure collaborative planning and coherence in funding activity.
v maintain the LEA Lifelong Learning Group and the Corporate Lifelong Learning Development Group as essential means of ensuring coherent and collaborative planning.
6. BASIC SKILLS
6.1 Context
The County Council currently makes provision for basic skills in County Durham provided by Education in the Community as follows
· The two main centres of provision, LEAP and Return to Learn are former FEFC External Institutions
· The third centre, Learn East, was established with external funding in summer 2000
· The fourth centre, to service Mid-Durham and upper Weardale, will come into existence in April 2002
· Plans submitted to the LSC by the External Institutions allow for the increasing numbers of learners drawn into basic skills provision through the two new centres
· The centres already work collaboratively: staff are recruited to a county “pool”, much staff training is delivered jointly and some specific development projects run throughout the county (Family Learning, ESF objective 3, Basic Skills Quality Initiative)
· The Basic Skills Service is already responding to the aims of ‘Skills for Life’ and works with many of the priority groups listed in the Government’s strategy document.
· It works in accordance with the aims of the County Durham Lifelong Learning Partnership’s Basic Skills Strategy Group, of which it is an active participant.
6.2 Priorities for Funding
Funding will be prioritised to address the Basic Skills Strategic Objectives (see 4.2). In particular the funding of Learn East and the Mid Durham Centre will be new priorities for LSC funding
The County Council will
v develop basic skills underpinning of Adult and Community Learning activities within the Education in the Community Service and in other partnership activity such as County Durham Learning
v deliver programmes of Basic Skills awareness to organisations across the county (as part of the County Durham Basic Skills Strategy Group’s activities) and in particular to staff employed by Education in the Community so that appropriate support can be provided
v complete the standardisation of procedures, documentation and MIS systems across the centres, without reducing the scope of each to develop its own initiatives, local partnerships and areas of expertise
v ensure appropriate Basic Skills co-ordination within the County Council as part of the assimilation of external institutions into Adult and Community Learning from 2003-04
No learner on a programme where Basic Skills is the primary learning goal will be charged a fee. Basic Skills support within other programmes will not be chargeable, even though these programmes themselves may charge fees.
7. WIDENING PARTICIPATION
7.1 Learner Recruitment
| Learners | Expected 2001/02 | Planned 2002/03 |
| Total Number of Learners (Adult and Community Learning Provisions only) | 3369 | 5369 |
| % Males | 27% | 30% |
| % with learning difficulties and/or disabilities | 4% | 7% |
| % aged 60+ | 20% | 23% |
7.2 Make Up of Adult Population
| Total adult population | % with learning difficulties and/or disabilities | % from minority ethnic groups | % 60+ |
| 390,266 | * | 0.6% | 27.6% |
* The County Council is seeking guidance on the source of this information.
The County Council will
v work with Community Associations to put quality systems and data monitoring procedures in place to bring existing learners within the scope of LSC funding.
v develop a range of innovative programmes which encourage non-traditional learners to participate in informal learning activities based on the experience of the Non-Schedule 2 pilot project in County Durham and the activity generated by the former Lifelong Learning Standards Fund grant and Development Plan
7.3 Examples of Innovative Programmes
Innovative Programmes (Examples) |
| Programme TitleRange of Learners |
| Making videos Young, disengaged learners 16-25 |
| Creative Writing and PerformingWomen 25-35 |
| Writing and producing web pagesWomen 25-35 |
| Creative Arts Unemployed |
| Learning through PlayYoung parents |
7.4 Target Groups
| Numbers | Widening Participation | Learning activity |
| 50 | Males | workbase activities, Lads and Dads, Family Learning through Sport |
| 20 | Ethnic minorities | working with asylum seekers, family learning activity |
| 40 | Learning difficulties | environmental projects |
| 50 | Learning disabilities | working with the Deaf community, people with mental ill health and dyslexic workers |
| 50 | 60+ | Tai Chi for the over 60’s, basic computer courses |
(see also widening participation issues in 5.1, 5.2, 5.3, 5.4, 5.5, 8, 9)
8. FAMILY LEARNING/FAMILY LITERACY AND NUMERACY
8.1 Context
Family Learning has been a target for growth within the County Council for at least 5 years. In 2001 the cabinet approved a Family Learning Policy Statement (appendix 1) the aim of which is
· to work with parents and children to improve their educational opportunities and raise achievements and in doing so widen participation in learning, promote social inclusion and improve employment opportunities.
The LEA has established a Family Learning Action Group (FLAG) which in turn has produced a three year action plan 2001/2004 (appendix 2) aimed at widening participation, ensuring coherence of provision, and developing a quality framework. The FLAG group is a vehicle through which the Education Department can liaise with other departments of the County Council especially Arts, Libraries and Museums and Social Services. It also provides an essential link with the Early Years Partnership and the Surestart initiatives.
In addition, in order to promote a collaborative, partnership approach to family learning, the LEA secured and manages an SRB6 thematic initiative for family learning 2001-2006 through which funding for shared activity with all the other major providers within the county can be channelled. It is worth noting that LSC funds for family learning are a crucial element in the matched funding arrangements of the SRB6 project.
LEA family learning activity is currently funded through the former Standards Fund Grants for Lifelong Learning and Family Literacy/Numeracy, the latter being specifically utilised to deliver programmes following the Basic Skills Agency defined model in schools. The Lifelong Learning grant is utilised to fund a wide range of family learning activity both in schools and in the community.
8.2 Family Learning
8.2.1 Family Learning Targets
Within the context of this element of Family Learning the County Council will
v fund the Family Learning Action Group Year 2 Action Plan.
The activities supported by the funding will include
· delivering family learning schemes in schools and libraries ranging from basic skills supported schemes in a wide spectrum of curriculum areas including IT, PE, the Arts, technology and the humanities, to school initiated projects covering study support, storysacks, curiosity kits, family learning weekends, and enabling parents to better understand how they can support their children through processes like SATs and GCSE. All co-ordinated with the SRB6 project. Materials and equipment will be purchased. Participation will be free.
8.2.2 Performance Indicators 2002-03
| Number of participating adults | 320 |
| Number of children | 320 |
| % adults/children with learning difficulties | 8% |
| % male adults | 20% |
| % of adults/children from ethnic minorities | 4% |
| % adults 60+ | 3% |
| % primary school children | 80% |
| % secondary school children | 20% |
NB In the absence of family learning funding information for 2002/03 these figures are based on a figure of £70,000 which was the 12 months level of funding allocated in 2001/02 from the Lifelong Learning Standards Fund grant.
8.3 Family Literacy and/or Numeracy
8.3.1 Context
Since 1996 the external institutions have organised, delivered and coordinated Family Literacy Projects and later, Family Numeracy Projects, within local schools and the community throughout the county. These intensive courses have been funded through the Standards Fund, the Basic Skills Agency and FEFC. These programmes have been very successful in raising achievements in both adults and their children. (See 8.3.3)
The County Council’s Family Learning Policy defines the concept of ‘the family’ as ‘inclusive of all who have a caring role for children’. The Standards Fund has allowed us to offer a range of models incorporating Family Literacy and Family Numeracy throughout the County’s schools.
The Family Literacy and Numeracy programme is delivered through the Basic Skills Units, in partnership with schools, colleges, health and Social Services promotions etc. Through this the Skills for Life agenda is addressed, as this is a central element of the work of the LEA Basic Skills Units.
Every year, since 1996, the County Council has worked with 60 families on intensive Family Literacy courses, and a further 40 families on the Family Numeracy intensive courses. Under the Additional Family Learning Funding Scheme the Basic Skills units have worked with 25 families on literacy/numeracy and 200 parents on Keeping up with the Children (KUWC). If current funding is maintained the aim is to continue this level of work throughout the next few years.
The children, and therefore families, who are targeted for Additional Family Learning money, are identified on the basis of their underachievement at school. These children are failing to meet milestones for their age, whether this is at Key Stage 1 or Key Stage 2. Research indicates that children who have poor literacy and numeracy skills are very often the product of parents with poor literacy and numeracy skills. Information from the County’s Inspectorate for Schools is used to target specific schools and families. The indices of multiple deprivation is also used to target families and schools for Family Learning activities.
8.3.2 Models of Delivery
Intensive Family Literacy models - twelve weeks (eight hours per week). It aims to raise standards of literacy in both parents and children and to extend the ways in which parents support their children’s language and literacy. An adult tutor is employed to work with the parents and a specialist teacher to work with the children. Every week a session is organised where both parents and children work together.
All of the work is linked to the National Literacy Strategy. Some children have improved their reading ages by as much as two years by the end of the project. Parents are offered the opportunity to work towards a nationally recognised certificate.
An intensive ten-week Family Numeracy course (five hours per week). Family Numeracy aims to improve the standards of numeracy in parents and children. An adult tutor works with the parents while a specialist teacher works with their children. Every week parents and children work together in a joint session.
All of the work is linked to the National Strategy. All parents are offered the opportunity to work towards a nationally recognised certificate.
Other models delivered in schools have been:
· Keeping up with the Children in Literacy and Numeracy
· Innovative work in Year 7 in Family Numeracy
· Parents and Children from Reception up to Year 6 using ICT
The aim is to engage parents of language impaired children and to link in with Sure Start Schemes and the Early Years Partnership in the near future to develop Family Literacy/Numeracy. All of the work within the County Council’s schools and in the community aims to break the ‘generational cycle of under-achievement’ (Skills for Life).
The County Council will
v continue to deliver Family Literacy and Numeracy schemes and will develop a range of innovative models to increase participation by males – Family Learning through Sport – ethnic minorities and older people – computers for grandparents.
8.3.3 Monitoring Arrangements
All Family Literacy and Family Numeracy programmes delivered by the External Institutions are monitored and information is collected according to a range of criteria. Within the full course children and parents are assessed at the beginning and end of their courses. The children are given a literacy baseline test and their writing skills are assessed according to levels given in ‘Family Literacy Works’ (Basic Skills Agency Publication). At the end of the project these assessments are repeated and improvements in reading ages can then be measured. The parents are assessed in terms of their reading, writing and spelling skills at the beginning and end of their course. Parents have to:
· complete 3 Cloze Passages (reading tasks of increasing difficulty)
· Write a letter (one side of A4 in length) and address an envelope
· Complete a Home Activities Questionnaire
· Complete an adult profile and a child profile
A record is also kept of the parents’ and the children’s attendance. A final report is written at the end of the project detailing improvements in the children’s and parents’ reading, writing and spelling skills.
Family Numeracy intensive courses are similarly monitored. Children and parents are assessed at the beginning and end of the courses. Parents are assessed using the Basic Skills Agency Numeracy Assessment. Parents also complete a ‘Home Activities’ questionnaire. Children are assessed using the school’s own number assessment. An attendance register is kept for parents and children and a final report is written at the end of the project.
Shorter Family Literacy/Numeracy programmes, such as, Keeping up with the Children are also monitored according to guidelines and questionnaires issued by the Basic Skills Agency. Reports are compiled and sent to the Principal Officer in the County who is responsible for collating the information and forwarding it to the appropriate agencies.
9. WORKING IN PARTNERSHIP
The County Council works in collaboration with a variety of partners across a wide range of activities as indicated below
| Partners | Area of Benefit | Activity |
| Derwentside College New College Durham East Durham and Houghall College Bishop Auckland College 7 District Councils WEA Social Services NHS | · Family Learning Development | · SRB6 Family Learning Project · Sure Start |
| Derwentside College New College Durham East Durham and Houghall College Bishop Auckland College 7 District Councils WEA Training Providers | · Widening Participation in Learning/Raising Achievement | · 4 Adult Area Networks · SRB5 Widening Participation Project · Local Learning partnerships in Aycliffe, Ferryhill, Spennymoor, Wear Valley, Teesdale, Chester le Street, Durham City, East Durham, Derwentside · LSP/Neighbourhood Renewal Partnerships · District SRB Project Partnerships · County Learning Partnership Planning · County Economic Development Partnership Planning · Basic Skills Partnership Planning |
| · Promoting ICT access | · SRB6 ICT Working Group · NOF – UK Online Centres Partnership |
| Derwentside College New College Durham East Durham and Houghall College WEA Bishop Auckland College | · Promoting Non-Accredited Learning | · County Durham Learning Steering Group to monitor funding · Developing Quality Framework for Delivery |
| Durham Constabulary Durham and Darlington Fire Brigade | · County Council Constabulary and Fire Brigade Staff Lifelong Learning Opportunities | · Development of Learning Resource Centre on Aykley Heads Site |
10. ACCESS TO ICT FOR LEARNERS
A full audit of ICT provision is not currently available for community venues and County Council premises.
The County Council will
v undertake an ICT mapping exercise which will prioritise main and satellite centres for development.
11. FEES AND FEE POLICIES
The current LEA fee policy, where Adult and Community Learning is delivered, is one of full cost recovery, ie tutor salary, materials, and where applicable, premises related costs are all included in the formula to determine student/learner fees.
A number of voluntary organisations offer a programme of classes and undertake the organisation and administration themselves. Whilst there is no common fee policy for these learners most are administrated to at least a “break even” level.
All basic skills provision is free.
The planned restructuring of Adult and Community Learning funding will have an impact on fee policy. Within this, fee remission in order to encourage increased participation, will need to be explored as part of a service level agreement.
The County Council will
v undertake a review of its fee policy in the light of the level of LSC funding from September 2002.
v continue to provide free basic skills education.
12. LEARNER SUPPORT
12.1 Current Position
Currently no arrangements are in place to support for example, childcare, travel and miscellaneous course related costs.
The County Council will
v as part of its fees policy review explore the potential for creating a learner support fund.
12.2 Information, Advice and Guidance
Education in the Community Service is associated with IAG Network County Durham. The Basic Skills centres are working towards the Guidance Accreditation Board standards in IAG.
The County Council will
v within the proposed new quality framework for Adult and Community Learning address the issue of IAG in all centres.
12.3 Other Guidance
Other guidance currently available is through partnership arrangements with
· Schools
· FE colleges
· Connexions/Careers Service
13. LEARNING SUPPORT
Currently the knowledge and expertise in providing a wide range of learning support is within the Basic Skills Units. This knowledge and expertise will be used to improve learning support throughout the Adult and Community Learning provision.
The County Council will
v ensure that as part of the Basic Skills Quality Initiative project Adult and Community Learning staff will be offered training to he