How Good Is The Learning And Development In Our

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How good is thelearning anddevelopment inour community?Evaluation resource

Contents01 Foreword02 Using this Framework04 How good is the learning and development on our community?05 The Quality Indicators06 What key outcomes have we achieved?08 How well do we meet the needs of our stakeholders?10 Impact on the community16 How good is our delivery of key processes?20 How good is our operational management?26 How good is ou strategic leadership?32 Securing improvement of the quality and impact of services34 Useful Appendixes

ForewordI am delighted to commend to you this refreshed self-evaluation resource to supportthe community learning and development sector. The Scottish Government iscommitted to building the capacity of the community learning and developmentsector to better self-evaluate for improvement.This resource How good is the learning and development in our community? hasadopted the Framework for Evaluation of the Quality of Services and Organisations 1common to most public services. All the frameworks developed by EducationScotland sit under this overarching framework. How good is the learning anddevelopment in our community? shares a common language and basis with otherEducation Scotland self-evaluation frameworks including How good is our school4?,How good is our third sector organisation? and How good is our culture and sport?.All these frameworks are structured around six questions which are important for anyservice to answer.0F1. What key outcomes have we achieved?2. What impact have we had in meeting the needs of our stakeholders?3. How good is our delivery of key processes?4. How good is our operational management?5. How good is our strategic leadership?6. What is our capacity for improvement?The quality indicators within How good is the learning and development in ourcommunity? reflect the context within which community learning and developmentpartners operate. The quality indicators focus specifically on the impact ofcommunity learning and development provision and will include work with youngpeople, adults and communities.The emphasis on impact and outcomes reinforces the principle that self-evaluation isnot an end in itself. It is worthwhile only if it leads to improvement. It is designed tohelp you to evaluate your performance and to identify priorities for action. It isimportant that the framework is owned by those who seek to use it for self-evaluationleading to quality improvement.SignedBill MaxwellChief Executive Education s/Overarching%20Framework%20updated%20131112 tcm4-736045.pdf1

Using this FrameworkWhy use this resource It helps those adopting a CLD approach to their work understand what they aredoing well and what they can do better.It will support you to understand and improve the impact you are making.It supports staff and volunteers at all levels to become more confident withself-evaluation.It is free to use.It gives you challenge questions to prompt discussion.You can use part or all of the resource.It can be used alongside other evaluation resources.It shares a common language with other evaluation frameworks developed byEducation Scotland.1FA note about the term ‘self-evaluation’This term is used to cover the way in which individuals, groups and partnershipsexplore their progress and identify what has improved and what still needs toimprove. It is a way of using evidence to assess achievements, success and areasthat require action. It is never an end in itself but a means to inform action which willlead to increasingly positive impacts on the people and communities you work with.How to use itAs you look through the document you will see a number of quality indicators whichfocus on specific areas for improvement. They will help you identify your strengthsand areas for improvement. They will help you understand the difference you aremaking and what you need to do next. They are designed to support you in thinkingabout how well you use resources and ideas from elsewhere and plan for comingchanges.Each Quality Indicator has: A general statement and themes to tell you what it covers.Challenge questions you can ask yourself.Examples of evidence you could gather when exploring your strengths and areasfor improvement and assessing the impact of these.Illustrations of what very good could look like.These illustrations are intended to provide examples of evidence and practice,not to be fully comprehensive, nor used as a checklist.2

Getting startedYou can start with any quality indicator and can look at them in any order. You donot need to use every quality indicator, but they do relate to each other so looking atmore than one or two will give you a broader understanding of your impacts. Somepractitioners choose to start by looking briefly at all of the quality indicators. Bydoing this they identify those that are most appropriate for them to explore in moredetail.Who should be involved?Everyone can contribute to self-evaluation. Usually the best way to use aself-evaluation resource is to involve as wide a range of people as possible. Youmay also want to involve partners and other stakeholders.Who is it for?It is primarily a tool for CLD practitioners and those adopting a CLD approach to theirwork. It can be used by volunteers, part time and full time staff and managers. Itcan also be used by partners working together to improve services.3

How good is the learning and development inour community?This quality framework is organised under six key questions. These questions mirrorthose in the Framework for Evaluating the Quality of Services and Organisations(See Appendix 3), often referred to as The Overarching Framework, common tomany public and voluntary services.What keyoutcomes havewe achieved?How well do wemeet the needs ofour stakeholders?How good is ourdelivery of keyprocesses?How good is ouroperationalmanagement?1. Keyperformanceoutcomes2. Impact on serviceusers5. Delivery ofkey processes6. Operationalmanagement9. Strategicleadership2.1 Impact onlearners5.1 Delivering thelearning offerwith learners6.1 Planning, policyreview anddevelopment andparticipation bystakeholders in keyprocesses9.1 Vision, valuesand aims1.1 Improvementsin performance3. Impact on staff5.2 Inclusion,equality andfairness8. Partnerships andresources8.1 Partnershipworking4.1 Impact on thelocal community9.4 Securingimprovement ofquality and impact ofservices8.2 Financial,resource,knowledge andinformationmanagement4.2 Improvingimpacts from sharingwider practiceWhat is ourcapacity forimprovement?9.2 Leadership anddirection9.3 Leading peopleand developingpartnerships3.1 Impact on staffand volunteers4. Impact on thecommunityHow good is ourstrategicleadership?10. Capacity for improvementGlobal judgment based on evidence of all key areas, in particular, outcomes,impact and leadership. No specific QI as gather evidence from QIs acrossthe previous five questions.Those of you familiar with the Overarching Framework may notice that some of theQuality Indicators in this framework vary from those listed in it. This is to take intoaccount the differing needs of this sector. This list in Appendix 3 shows which QI inthis framework relates to which QI in the Framework for Evaluating the Quality ofServices and Organisations otherwise known as the overarching framework.4

The Quality Indicators5

What key outcomes have we achieved?1.1 Improvements in PerformanceThis indicator focuses on partners overall performance against aims, outcomes andtargets and the extent to which trends are improving over time. It takes into accounthow we gather, analyse and use data to identify priorities and how we plan provision,set targets and improve services.Themes Performance against aims, outcomes and targetsTrends in performanceChallenge questions How well are our priorities and plans informed by high quality analysis of currentstatistical and other information?How well informed is our analysis of needs? How well do we meet needsidentified through CLD strategic analysis?What evidence do we have of positive impacts and wider benefits resulting fromCLD partners’ work?Does analysis and reporting of data demonstrate improvement? Are trends inperformance improving over time?How well do we share information across partnerships and wider stakeholders?How well does our benchmarking and use of comparative informationdemonstrate improvement? Do we set challenging targets that lead toimprovement?How well do our systems demonstrate our progress against outcomes andtargets?Does shared analysis of data amongst partners demonstrate effectiveperformance in achieving intended outcomes?Evidence of demonstrable outcomes will include but is not limited to: Information indicating improvements in the lives of participants, for example,gaining skills for learning, life and workAchievements of participants in CLD provision resulting in improved life-chancesPerformance information demonstrating benefits relevant to priority needs.These may include reductions in crime, improving health and wellbeing,improving employment prospects and quality of lifeBenchmarking and other comparative information showing how well we areperforming relative to similar services and partnershipsMeasurable outcomes or indicators that demonstrate progress against targets setin strategic, business and operational plansIllustration of very good6

Performance information shows improvement in the life chances of participantsand the wider communityAnalysis of need is robust. Performance information demonstrates we areachieving challenging targets set and sustaining continuous improvementHigh quality information and analysis is used consistently and effectively to informplanning and secure improvement. Evidence gathered demonstrates improvedoutcomes for individuals, groups and communitiesWe share and use information effectively to set challenging targets and secureimprovement. There is a strong shared understanding of progress againstoutcomes and targetsWe are highly successful in engaging priority groups identified through needsanalysis. There are sustained or increasing levels of involvement andachievement from targeted groups individuals and communitiesQIs in this framework1.1 Improvements in PerformanceRelates to overarching framework QIs1.1 Improvements in performance7

How well do we meet the needs of our stakeholders?2.1 Impact on learnersThis indicator relates to the impact of our delivery on learners. It focuses on theextent to which we are having a positive and sustained effect on improving the lifechances of individuals and families. This includes looking at the difference madethrough early intervention and prevention. It takes account of how well learners areachieving, progressing and contributing to their communities.ThemesThe extent to which we: Have a positive and sustained impact on people’s lives Improve learning, increase life chances, secure and improve physical and mentalhealth and wellbeing Support learners to participate, achieve positive outcomes and progress Actively involve learners in shaping their learningChallenge questions How well do we meet the needs of learners? What evidence do we have that weare making a positive and sustained impact on their lives?How do we know that we are targeting the hardest to reach individuals/families inthe community?What evidence do we have that learners are achieving, attaining andprogressing?How well do we reflect the context of learner’s lives, address barriers and meettheir individual and community needs? How do we record this and address anyconcerns raised by learners?How well do we enable learners to understand their learning and apply skills indifferent contexts?How do we ensure learners are actively engaged in shaping their own learning?How well do we ensure learners are involved in service design andimprovement?How do we work with others to support learners to acquire skills for learning, lifeand work?How clear are learning pathways?How well do we use accredited learning opportunities to raise and encouragelearners to progress?How well do we value, support and actively promote fairness, equity anddiversity?Evidence of demonstrable outcomes will include but is not limited to: Qualitative information that demonstrates the extent to which learning pathwaysare having a positive and sustained impact on the lives of learners and areenhancing civic life. This may include direct observation, focus groups, casestudies, feedback from both learners and key stakeholders in their lives includingtheir familiesQuantitative data which indicates positive impacts on the lives of learners. Thismay include participation rates, progression and trends over time8

Qualitative data which demonstrates positive impact of learning that we deliverQualitative and quantitative information which shows that participation is resultingin positive impact in other areas of learners’ livesFeedback from learners showing their involvement in evaluating learningpathwaysRecords of change, progression, achievement and attainment. This may includebut is not limited to successes, accreditation achieved, progression by learners toemployment, training and or further/higher education and participation in widercommunity lifeExamples of learners applying their learning in other contextsInformation gathered from stakeholders; including partners, public, private andcommunity organisationsInformation demonstrating the effective consideration and inclusion of potentiallyunder-represented people including those from equalities groupsIllustration of very good Learning pathways clearly meet the needs of learners. There is a positive andsustained impact on the lives of almost all participantsLearners are achieving well, increasing in confidence and progressing to positiveand sustained destinationsInformal learning makes a positive contribution in suppo