FINAL PROGRESS UPDATE: 31 March 2012 : Adult Literacies Strategic Plan 2011-2013: Scottish Borders Summary: Improvement actions and targeted partnership delivery aligned to new ALIS 2020 Guidance for 2011-2013
The Scottish Governments Literacy Action Plan (2010) establishes an overarching vision to raise the standards of literacy for all learners from early years to adult hood
For Adults, the vision is that “by 2020 Scotland’s society and economy will be stronger because more of its adults are able to read, write and use numbers effectively in order to handle information, communicate with others, express ideas and opinions, make decisions and solve problems as family members, workers, citizens and lifelong learners.”
The Guidance outlines 4 National Outcomes for achieving the vision and draws attention to particular themes and groups (ALIS 2020): http://www.scotland.gov.uk/Publications/2010/12/21112151
ALIS 2020 Outcomes:
1. Scotland’s adults have access to literacies learning opportunities in which they can achieve goals and progress
2. Adult literacies learners receive high quality learning and teaching so that they can achieve their goals
3. Scotland has a coherent infrastructure that enables and supports continuous enhancement of provision
4. There is evidence of the impacts and the value of literacies learning for individuals and society
ALIS 2020 Themes:
Ø Literacies, employability and work
Ø Literacies and financial capabilities
Ø Literacies and families
Ø Literacies and health and well being
Ø Offenders and ex-offenders
Ø Adults whose first language is not English
Ø Accreditation
Ø Partnership working
The actions in this document rest on stakeholder commitments in Scottish Borders for development, awareness raising and targeted delivery of Literacies that will support the achievement of outcomes, locally and nationally.
They are linked to the SOA and SBC corporate Business plans See page 22
This document reports on progress of the actions that are the Literacies Partnership’s priority improvement actions for the next three years and are based in a self evaluation of current practice in Scottish Borders in relation to ALIS 2020 and HGIOCLD2.
Adult literacies learning is delivered within a Social Practice model: this means that learning is linked to learners’ lives and supports the development of critical literacies as well as skills. Success is measured in learners’ terms and linked to achievement of their individual learning goals. The outcomes of learning are measured in terms of successful achievement of these goals (positive outcomes), the associated skills and change outcomes and the impact on people’s lives in terms of progression and becoming Successful Learners, Confident Individuals, Effective Contributors and Responsible Citizens.
SBC CLDS leads, co-ordinates, monitors and evaluates the Adult Literacies Partnership activity in Scottish Borders and reports to stakeholders:
Contact Claire Stewart 01896 755110
Summary of learner participation, achievement and progression as a result of partnership actions: all most all planned outcomes were achieved.
§ The partnership supported 430 Literacies learners in 560 opportunities with average learning hours of 15hrs/learner. 186 of these learners had never had literacies support before.
§ Male and female learners enter the project in equal proportion except in 40-49 aged group, where the number of men is half the number of women. 22% of learners have a learning disability. 17% have no qualifications, 15% have other disabilities. Trend analysis indicates that the project is reaching an increasing number of learners with no qualifications. In terms of reaching targets groups, this is linked to the new national indicator: “Improve the skill profile of the population” with the corresponding measure of decreasing the “proportion of adults aged 16-64 with low or no qualifications (SCQF level 4 or below)”. 45% of community based opportunities are occupied by people who are unemployed or unwaged. Most of these have a circumstance of limited education or a learning disability.
§ 243 learners achieved their learning goals with positive outcomes, evidencing a change in skills (206 learners), qualifications (120) and impact on family life (37), employability (125), financial capability (58) and health and well being (185).
§ 35 learners withdrew and 187 learners continued with learning to achieve their goals in the following financial year.
§ On achieving their literacies learning goals, 160 learners progressed to further learning, 36 became involved in a community activity with 9 entering volunteering and 32 progressed to or through employment.
Summary of capacity building for improvement of literacies outcomes:
§ The capacity of local organisations and services was developed so that they are now better supporting literacies assessment of need and learning ( Apex, Criminal Justice Social Work, NHS, Borders Care Learning Network)
§ The CLD SQA centre continues to support learner centred accreditation: the capacity to support accreditation of young people’s learning through School/CLD centre partnership arrangements is improving
§ The capacity of CLD to support better impact recording continues to improve through MIS development and staff training
§ Self evaluation based in HGIOCLD2 is triangulated with stakeholders experiences and informs improvements: p13-14
§ The quality of learning opportunities and processes supporting delivery remains consistently high across Borders (recent HMI inspections in Tweeddale and Cheviot evaluated impact on learners as very good and good)
Contents / PageTable 1: Trends in Literacies Learners participation and impact across the Partnership / 4
Outcome 1: Actions targets and progress updates / 6
Outcome 2: Actions targets and progress updates / 10
Outcome 3: Actions targets and progress updates / 12
Outcome 4: Actions targets and progress updates / 13
Table 2: Impact of literacies learning: Participation, achievement and progression by High School catchment area and Learning Community / 15
Table 3a Literacies Learners by Funded Areas and Projects / 17
Table 3b Average Learner hours/learner by Funded Area and Projects / 18
Table 4: Performance against Targets / 19
Table 5: Budget available through LAGAE to Literacies Partnership to deliver outcomes / 20
Table 6: Revised Budget and actual spend 2011-2012 by locality and projects / 21
Table 7: Staffing available to Partnership to deliver outcomes: / 22
Table 8: Total Funding and spend for Outcomes by funding source including in kind from partners / 22
National and Local contexts and challenges / 23
Abbreviations: / 25
APPENDIX:
A1 - A6 Data tables showing participation by funded area / 26
A7 - A14 Data tables showing achievement by funded area / 29
A15 – A17 Data tables showing progression by funded area / 37
Table 1: Trends in Literacies Learners participation and impact across the Partnership
2008-2009 / 2009-2010 / 2010-2011 / 2011-2012PARTICIPATION / target / actual / target / actual / target / actual / target / actual
Number of learners / 400 / 504 / 400 / 457 / 400 / 431 / 400 / 430
Average learning hours/learner / 17 / 17 / 17 / 17 / 17 / 18.5 / 17 / 15
Border Wide
Positive Outcomes / 2008-2009 / 2009-2010 / 2010-2011 / 2011-2012
ACHIEVEMENT / target / actual / target / actual / target / actual / target / actual
Number of learners with positive outcomes / 200 / 247 / 200 / 289 / 210 / 220 / 220 / 243
% of participating learners achieving goals / 49% / 63% / 51% / 57%
2010-11 / 2011-2012
Learners completing learning goals and becoming: / 219 learners (187 reporting impact) / 243 learners (203 reporting impact)
· Confident Individuals / 95% / 98%
· Successful Learners / 98% / 96%
· Effective Contributors / 48% / 31%
· Responsible Citizens / 40% / 37%
SOA PI: % of Literacies learners demonstrate positive outcomes in terms of goal achievement and becoming confident individuals and successful learners: in any reporting year, it is expected that more than half of all registered learners complete their learning (Target>50%). Currently, approx 8% withdraw from learning and the remaining learners carry on learning into the next financial year. Learners start and end dates are individually negotiated within their Individual Learning Plan and the number of learning hours, the length of time they spend in learning varies significantly from one learner to another. At review of their ILP, learners report on the impact of their learning on their everyday lives. Ongoing and summative assessment using AifL approaches support an understanding of skills progression and achievement.
See: Performance against Targets table p15 for performance against new locality and theme targets 2011-2012
See p24: National and Local contexts and challenges: Community Planning, SOA and reducing budgets for notes on new PI targets
Outcome 1: Scottish Borders Adults have access to Literacies Learning opportunities in which they can achieve goals and progress: SOA PI 50 % of Literacies learners demonstrate positive outcomes becoming confident Individuals and successful learners
National Literacies Aim / Local action and targets(link to SOA & CLD Business plan) / Outcomes/IMPACT / Targets
2011-2012 / Actuals
2011-2012 / Progress Update
√ achieved P partially achieved
X not achieved / Resources allocated
Learning opportunities are accessible and inclusive / Deliver PDU to 23 Home Care Workers through Workplace Literacies project
(03_2_A16.04)
(03_2_P09/21) / · Learners progress to SVQ registration with confidence
· More learners complete SVQ / 23 learners
with positive outcome / 40 learners
28 positive outcomes
26 gained PDU Qualification / √ achieved: 40 workplace learners in 48 courses with almost all evidencing positive outcomes
SVQ progress monitoring agreed with NHS
Evidence of impact on learners skills, confidence and progression through employment as well as on progress through SVQ / 0.43FTE + 131 sessional tutor hours/year (0.5FTE)
£20,943
Support 1:1 referrals form NHS NES Numeracy assessment as and when
(03_2_A16.04)
(03_2_P09/21) / · Learners confident with numeracy to achieve NES assessment standard / 3 learners with positive outcome / 0 learners
Positive change in organisation / Partially achieved: No referrals to date. Still part of NHS referral process. unlooked for outcome achieved. √Partnership involvement in development of NHS strategy for learning support needs of staff – influenced creation of new referral process and new NHS job role supporting this activity. 2 NHS staff ITALL trained – see Outcome 2
Deliver literacies learning to 115 hard to reach learners in disadvantaged communities through CLDS(Eyemouth, Duns, Coldstream, Galashiels, Hawick, Burnfoot, Kelso, Peebles, Innerleithen, Walkerburn, Selkirk
(03_2_A16.01)
(03_2_P09/21) / · Literacies learners achieve a range of outcomes across literacies themes: Employability and Work, Family, Financial Capabilities and ESOL Literacies / 115 learners
90 become Confident Individuals and Successful Learners / 174 learners,89 with positive outcomes
99% Confident Individuals and Successful Learners / √Almost all targets achieved and exceeded;
174 learners participated with average learning hours of 13.5hr/learner.
89 of these learner completed their learning goals: 81 reported increased skills outcomes; 12 achieved a qualification; 50 improved their employability;56 their confidence, health and well being; 28 demonstrated increased financial capabilities; 30 reported improved family outcomes with 23 better supporting their children’s learning. 31 progressed to further learning;23 engaged with a new community activity with 7 entering volunteering; 18 progressed to or within employment; 70 learners will continue to 2012-2013 and complete their learning in that year. 15 withdrew before completing any goals. / 3.1FTE ALW + 344 sessional tutor hours/year (4.66 FTE)
1.3 FTE LDW
Resource for Activity Agreements not yet quantified
£51,487
Deliver literacies learning to 40 parents ( CLDS)
(03_2_A16.02)
(03_2_P09/21) / · Parents more confident to support their children’s learning / 40 parents with positive outcome / 17 parents engaged with targeted work – 5 positive outcomes / Across the partnership 74 of learner places were taken up by parents. 37 Learners demonstrated that their learning impacted on family life, with 24 of these identifying they could better support their children’s learning and a further 10 identifying better communication with the school. The rest showed improving family relationships.
Deliver Literacies as part of Activity Agreements to 16+ aged young people not in school / Young people more confident with literacy and numeracy skills to support their positive destinations and employability / No targets set / 8 Young People / 8 places were taken up by young people on activity
agreements. 7 are ongoing, 1 complete with positive outcome
Deliver literacies support to 60 learners through Borders College (BC) Study Clubs and Outreach
(03_2_A16.03)
(03_2_P09/21) / · Borders College learners become Confident Individuals and Successful Learners
· Literacies learners achieve a range of outcomes across literacies themes: Employability and Work, Family, Financial Capabilities and ESOL Literacies / 60 learners
40 with positive outcomes / 199 learners with 124 positive outcomes / 199 learners were successfully supported to work on literacy and numeracy Borders College courses and outreach work. 124 achieved their learning goals in the reporting year with average learning hours of 12hrs/learner:108 demonstrated skills outcomes;81 achieved a qualification;44 showed increased employability;108 showed a change in their confidence, health and wellbeing; 24 demonstrated increased financial capabilities; 7 completed goals linked to family life; 97 progressed to further learning; 13 to community activity, with 2 entering volunteering; 8 progressed to employment; 12 withdrew before completing their learning goals. 63 learners will continue learning and complete their learning goals in 2012-2013 / 1FTE BC
£21,500
Develop educational guidance processes and Literacies self assessment within CJSW to support offenders to access community based literacies
(03_2_A16.05)
(03_2_P09/21) / · Organisational change within CJSW supports offenders to understand their own literacies
· More offenders access literacies provision / No targets set / 11 Learners
7 positive outcomes
4 ongoing / √Outcomes of CJS bid mostly achieved: evidence that literacies self assessment is embedded across Criminal justice systems and literacies self assessment tool in use across service. P: Envisioned employability link to CPOs through Offender Literacies role interrupted by CJSW restructure and CLD review.
√Alternative arrangements have been agreed to link literacies to Unpaid work condition of CPOs and new CLD locality model. Full report of Offender Learning Project available June 2012 / 0.42 FTE
£4,900 CJA funding
£6,456
Promotion of literacies provision is positive at national and local levels / · Sponsor Adult Learners Awards Literacies Award
· Update and distribute promotional materials that supports learner engagement through online borders and local mailshot to agencies
(03_2_A16)
(03_2_P09/21) / · Referring agencies have a positive view of literacies learning, the benefits of learning and appropriately support learners into provision / No targets / CLD progress reports sent to over 300 named individuals
Positive evaluation of service: low returns: only 3% / √ achieved: Sponsorship to ALAwards continues to support a Literacies Award. CLD learners nominated (10) CLD Learning groups(3) and winners of award categories (2) including literacies and Young Learner awards
√ CLD progress report published and sent to >300 named contacts
√ Online borders pages updated / £400 – Adult Learners Awards sponsorship
National Aim / Local action and targets / Outcomes/IMPACT / Targets
2011-2012 / Actuals
2011-2012 / Progress Update
√ achieved P partially achieved
X not achieved / Resources
Totals and service standards:
Total = 241 learners/year
Total = 130 learners/year with positive outcomes ( SOA PI) / CLDS deliver to 181 literacies learners
Borders College deliver to 60 literacies learners.
(03_2_A16)
(03_2_P09/21)
Service standard:
All learners negotiate ILPs and log their own self directed learning.
Literacies learning is based on the 7 principles of Literacies Learning (LiC 2000), the ALN Curriculum Framework (2002). Delivery partners take a social practice approach / CLDS support 90 learners to achieve learning goals related to themes and become Confident Individuals and Successful Learners
Borders College will support 40 learners to achieve learning goals and become Confident Individuals and Successful Learners / CLDS –
181 learners
BC –
60 learners / CLD -
231 learners in 274 learning opportunities with 124 positive outcomes
BC - 199
Learners in 286 learning opportunities with 119 positive outcomes / Participation and inclusion Across the partnership 430 learners in 560 opportunities with average learning hours of 15hrs/learner. 186 of these learners had never had literacies support before
Male and female learners enter the project in equal proportion except in 40-49 age group, where the number of men is half the number of women.
22% of learners have a learning disability. 17% have no qualifications , 15% have some other disabilities See Table Appendix
Achievement and progression
243 learners achieved their learning goals with positive outcomes, evidencing a change in skills (206 learners), qualifications (120) and impact on family life (37), employability (125), financial capability (58) and health and well being 185).
35 withdrew and 187 learners continued with learning and will complete in the following financial year.
160 learners progressed to further learning, 36 became involved in a community activity with 9 entering volunteering and 32 progressed to or through employment / Outcome 1 Totals:
£105,686
6.58FTE
Outcome 2: Adult Literacies learners receive high quality learning and teaching so that they can achieve their goals