The areas that we might wish to comment on within the consultation document (points) or give some suggestions to improving what is suggested (pointers).
ELGIN GROUP 1
Section 5 - Education Workforce.
Opt in or Opt out
CLD needed to evidence community and citizenship within their local communities
Do schools see the value of CLD
How can we change a teachers capacity for change.
Should be a natural desire by teachers to include community learning.
Facilitating a system
ELGIN GROUP 2
Section 5:
Education Workforce Council for Scotland
Don't like the name, no aspiration in title.
Concerns community members/participants will not connect with the title.
Learning Community Scotland is a suggestion.
This section is much more inclusive of all partners than the previous sections.
Would like clarity about how they elect members to the Council.
Aberdeen group 1
To follow
Aberdeen Group 2
Professionalism and the approaches that we use. If you are not involved in CLD you are unlikely to understand what we do.
We need to retain CLD identity and not be subsumed into this new body.
As long as CLD bit within EWC then it will be ok but as the document does not reflect how important our skills are - how can we ensure it is given appropriate representation.
Q17 - purpose and aims must be broader.
q18 - we need to have pre- entry support for people considering coming into the profession.
Inverclyde Group 5
Q17 - We need to ensure that the CLD identity is not lost in this process. CLD is a profession in its own right and is wider than supporting teachers in Scottish Education. The role of CLD is not clear in the aims and objectives and the important contribution we make to lifelong learning is not recognised. The aims and purpose must be wider and include CLD activity throughout. The aims and purpose does not encompass the broad spectrum of people we support.
Q.18 - We would like to see reference to lifelong learning and informal learning as it is very focussed on schools and formal education. We would like to see a key aim recognising the value of CLD, the skills we develop in learners etc.
Q19. Functions are what would be expected of a regulatory body, however, they are still more focussed on teachers. The standards and fitness to practice criteria for CLD professionals must be different from those for teachers to reflect the different roles and values both professions hold.
Q20. Registration for volunteers must remain voluntary as it will potentially put volunteers off otherwise.
Q21. Clarification is required on what a CLD Practitioner is? Does this include Sessional Youth Workers? Part Time unqualified staff? Full Time Qualified Staff but without recognised CLD Qualification. What qualifications will be accepted for entry into the EWC?
Q22. Yes all staff should have a say on this.
Q23. 50/50 split from CLDSC and GTC on any constituted Board.
Q24. Education & Lifelong Learning Workforce Council
Glenrothes:
when people read the name they might automatically think schools due to the word education
The main document really only focusses on teaching
1 paragraph referencing CLD... is it a bolt on
CLD welcome the fact that is actually recognised within the consultation and document and that the standards council play a key role to play within this
what about community empowerment... no mention?
No mention to support community activist which enables so much more to happen not just in a school environment
Are we really getting it right for every child?
What if you are not a parent?
What about lifelong learning?
Staggering of implementation would possibly allow for disadvantaged
Would it mean that membership would be mandatory ... would there be a fee attached
Huge gaps in key policies no mention of Adult Learning Statement of Ambition, Youth Work Strategy ...
Focus too heavily on teaching and schools not recognising that there are other learning environments
Professional learning support should stay within the professional body
Lack of understanding of CLD as a service and at an operational level the understanding is that its just teaching with disadvantaged groups ... we as a service aren't teaching!
There is no mention of associate membership like with the CLDSC at the minute
CLD is person centred approach as opposed to being qualification driven
CLD adopts a social practice model
Funding is an issue ...
What if school itself is the barrier to families, children and young people and parents to engaging???
CLD has and develops informal education relationships
There are other professions that need to recognised not just teaching
There is a huge impact on children's lives during the school is closed during the 6 or 7 weeks of the schools holidays which the NHS has said it takes the child until mid Dec to get back to where there in terms of the health and wellbeing (Liz Easton can get report)
Glenrothes:
when people read the name they might automatically think schools due to the word education
The main document really only focusses on teaching
1 paragraph referencing CLD... is it a bolt on
CLD welcome the fact that is actually recognised within the consultation and document and that the standards council play a key role to play within this
what about community empowerment... no mention?
No mention to support community activist which enables so much more to happen not just in a school environment
Are we really getting it right for every child?
What if you are not a parent?
What about lifelong learning?
Staggering of implementation would possibly allow for disadvantaged
Would it mean that membership would be mandatory ... would there be a fee attached
Huge gaps in key policies no mention of Adult Learning Statement of Ambition, Youth Work Strategy ...
Focus too heavily on teaching and schools not recognising that there are other learning environments
Professional learning support should stay within the professional body
Lack of understanding of CLD as a service and at an operational level the understanding is that its just teaching with disadvantaged groups ... we as a service aren't teaching!
There is no mention of associate membership like with the CLDSC at the minute
CLD is person centred approach as opposed to being qualification driven
CLD adopts a social practice model
Funding is an issue ...
What if school itself is the barrier to families, children and young people and parents to engaging???
CLD has and develops informal education relationships
There are other professions that need to recognised not just teaching
There is a huge impact on children's lives during the school is closed during the 6 or 7 weeks of the schools holidays which the NHS has said it takes the child until mid Dec to get back to where there in terms of the health and wellbeing (Liz Easton can get report)
the name makes it sound more school and young person or pupil focused and doesn't seem as if it has anything to do with the community. the new name should be Education and Community Council for Scotland (ECCS).
The term 'A supportive network of critical friends' is suggestive of a hierarchy and not working in partnership therefor is patronising to all other relevant bodies.
Education Workforce Council For Scotland is a title which suggests limited access .
The risk is CLD will loose there identity.
As CLD may come under the umbrella of the Education Workforce Council, funding may be harder to gain for individual projects.
The threat is that CLD Workers will become more directed by educational professionals rather than following the values and principles of a CLD practitioner.
The name primarily focuses education creating individuals designed to contribute only to the economy. Learning should be geared to supporting individuals to achieve and succeed in life not just produce for the economy.
There is mention of Community Development but there is no clear identification within the description of the "Education Workforce Council for Scotland (EWCS)". Surely learning cannot be segregated from the development of communities as the social and economical environment to within which a school is situated affects the drive to create a learning culture.
Scottish Education and Development Council
Education and Development Council Scotland
Scottish Learning and Community Partnership
Scottish Education and Community Improvement Council
Education and Community Improvement Council Scotland
Scottish Education and Community Improvement Alliance
Primary and Lifelong Learning Education Council Scotland
Anything but Education Workforce Council for Scotland
the ethos of CLD should not be looked down upon by teachers and head teachers.
We feel it's important to form an alliance but we need to ensure CLD is put on an equal footing and not eclipsed by the traditional educational field. Separate but linked - we can be stronger united as long as we are not seen as lesser.
Some thoughts from Maggie Paterson CLD Volunteer
No mention of Lifelong Learning.
Edinburgh Group
Q, 17
The purpose and aims offer opportunities. However, the challenge to make CLD's approach and specific skills better understood and valued, especially by schools, still remains. At the same time, CLD needs to sharpen aspects of its practice and this added scrutiny should help. The important point is that schools need to be seen as part of the wider community and not the main focus.
Q.18
More joint professional training and CPD/in-service. Create a greater shared understanding.
Section 5
Question 17 - 24
It's not clear if this is for all CLD workers or just for those who work with young people/in schools
Will "non teaching folk" just be seen as an "add on" to GTCS in the new structure?
There is an implication (due to the wording) that some non teacher professionals are not reflective practitioners. Inverted snobbery?
What about community development and adult learning - Where is it? There is a significant focus on children but nothing about other sections of CLD.
Concern regarding the governance- it is not clear how well represented CLD and other professionals will be within the governance structure.
Dundee Q's17-24
1, Aims should include implementing the Community Empowerment Act
2. No mention of Adult Learning, Community Development, 3rd Sector
3. Name is not appropriate
4.Concern that we do not share same Ethics and Values and approaches
Dundee, Angus, Fife, Perth (22.1.18)
Group 3
Q17-24
The aims need to be spelt out more clearly- i.e. who is included in the education workforce (Part time staff? Volunteers?) the reference is to education professionals
Professional standards and values - who's??? Teachers and cld professional staff are different
No mention of learning out with schools
There is a risk of loss of professional focus and identity
There is a risk of other occupations being seen as supporting teachers and therefore in a subsidiary role - this must be avoided.
Compulsory registration needs to fair and equal across the relevant professionals, whilst taking account of those who work in a voluntary or part time capacity
How inclusive is it for the third sector workforce?
Dundee group 2
- The proposal does not mention those CLD professionally qualified staff who are not working in a school setting (perhaps the majority of CLD practitioners) ie Third Sector, Environment Services, Housing, Community Development, Capacity Building or Adult and Family Learning etc.
- Would the associate members (perhaps not CLD qualified or with a 'professional' qualification) still be able to be a member. This would include our volunteers.
- Due to the larger number of registered teachers in the GTC there would be a disproportional ratio between CLD and GTC.
- on the positive side...... if for any jobs advertised there is a requirement to be registered to the 'Education Workforce Council' then CLD qualified staff would be able to apply.
- This consultation process has enabled a number of CLD practitioners to get together and consider what they would like to see and have available from the CLD Standards Council.
- all in all we do not think that joining the two professions together is a positive move.
Alloa group 1
- lifelong learning is missing
- CLD is at danger of being swallowed up in this process and perhaps devalued
- CLD needs to be engaged in a real partnership
- better understanding of each others roles and responsibilities