Community Learning and Development Regulations in Scotland

1. Note for deliverers Please amend this presentation to suit your audience and local circumstances – you will not need all the slides for every audience. The notes under each slide cover the key points and you can add in local detail as relevant. Useful links are also included. You may wish to liven it up with photos of local provision – it’s quite wordy currently! I’ve sometimes used pictures to replace some slides and given the full version as a hand-out and this has worked well.

2. The Requirements for Community Learning and Development (Scotland) Regulations 2013

3. Aims For participants to have: • A shared understanding of what is in the CLD Regulations, their background and support to the field • A clear understanding of timescales, roles and responsibilities

5. CLD in Scotland In 2012, the CLD Strategic Guidance for Community Planning Partnerships moved the focus of CLD to: • Improving life chances through learning, personal development and active citizenship • Building stronger communities

6. What do we need to do..? “Each local authority should have a clearly defined framework for planning and delivering CLD, through partnership, as a key element of its reformed public services.” CLD Strategic Guidance (p5) The Scottish Government, 2012

7. …and how do we need to do it? The values of CLD are: • Empowerment • Participation • Inclusion, equality of opportunity and anti-discrimination • Self-determination • Partnership

8. Why legislation? • To ensure communities across Scotland have access to CLD support • To strengthen the co-ordination between the full range of CLD providers • To reinforce the role of communities and learners in the assessment, planning and evaluation processes • To make CLD’s role and contribution more visible

9. ?? What opportunities and strengths ?can you see ?

10. Regulation 1 Citation, commencement and interpretation

11. Regulations 2 and 3 - Assessment of need The local authority needs to ensure that the following things happen in its area, regardless of who does them: • Target individuals and groups most likely to benefit from the provision of CLD are identified • The CLD needs of these individuals and groups are taken into account • There is an assessment of the extent to which these needs are already being met • Barriers to the efficient and adequate provision of CLD are identified

12. As an integral part of making this happen, the LA must ensure that the following are involved in and consulted on the process: • People representative of the target individuals and groups • People and organisations representative of CLD providers in the LA area

13. Regulation 4 - Elements of the Plan How the local authority will co-ordinate its own provision of CLD with other providers of CLD in its area. What action the local authority will take to provide CLD over the period of the plan. What action other providers intend to take to provide CLD in the local authority’s area over the period of the plan. Statement of any needs for CLD that will not be met over the period of the plan.

14. As previously, the LA must ensure that the following are involved in and consulted on the plan: • People representative of the target individuals and groups • People and organisations representative of CLD providers in the LA area • Anyone else the LA chooses

15. Who does what • Local authorities are responsible for developing and publishing the plan, in consultation. • They cannot fulfil their duties without engaging with partners, learners and communities. • HM Inspectors will expect to see partnerships implementing the CLD Regulations in advance of September 2015. • Completed plans will be seen by the Local Area Network of scrutiny bodies (Care Commission, Education Scotland etc) and will feature on the LAN’s Shared Risk Assessment.

16. ?What is the collective challenge? What needs to change ??

17. What do I need to do differently?

18. How do we establish who is most likely to benefit from CLD provision currently? What might we need to do differently? • What existing needs analysis does the LA have? What do partners have? Where are the gaps and how can we fill them? • What existing consultation mechanisms are there to draw on? How do they need to be supplemented to ensure all learners, communities and partners have a voice? • The LA needs to co-ordinate its activity with other providers – what will this look like? What needs to happen to enable this to work well?

19. Timeline – things to consider • Who do we need to involve in this process? How aware are they just now? • Which committees need to see our planning? Understand the process we’re undertaking? Comment on the final plan? and what is/ are the meeting cycle(s)? • How long a consultation period and at which points? • Holidays – Xmas/ New Year, Easter, half terms… • 2015 election purdah period • Is there a formal process for publication in my organisation? Eg when do the web team need the document? Who formats it? How long will all that take? • Are my elected members aware? • The unexpected – inspections, referendum, being reorganised…