• Share
  • Email
  • Embed
  • Like
  • Save
  • Private Content
Strategic Plan 2008 - 11
 

Strategic Plan 2008 - 11

on

  • 955 views

 

Statistics

Views

Total Views
955
Views on SlideShare
955
Embed Views
0

Actions

Likes
0
Downloads
0
Comments
0

0 Embeds 0

No embeds

Accessibility

Categories

Upload Details

Uploaded via as Microsoft Word

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

    Strategic Plan 2008 - 11 Strategic Plan 2008 - 11 Document Transcript

    • Adult Literacy and Numeracy Strategic Plan 2008 - 2011 Local Authority: City of Edinburgh Contact: Angus Whyte Telephone No: 0131 270 6076 E-mail: angus@clanedinburgh.org The completed Strategic Plan should be sent by e-mail to Isabel Russell (isabel.russell@scotland.gsi.gov.uk) by 14 December 2007. PLEASE NOTE THAT WE NOW REQUIRE STRATEGIC PLANS (AND ANY SUPPORTING DOCUMENTS) IN ELECTRONIC FORMAT AND HARD COPIES SHOULD NOT BE SENT. D15202
    • Adult Literacy and Numeracy Strategic Plan 2008-2011 Strategic and Process Issues 1. STRATEGIC APPROACH -How effective is your Partnership? How do you ensure that all Partners understand the purpose and aims of the Partnership and their role within it? • Strategic Partners rehearse the purpose and set the aims of the Partnership collectively in the Action Group. • New Strategic Partner representatives undergo an induction covering purpose, aims and their organisation’s role within the Partnership. • Twice a year a coordination visit is made to each Strategic Partner covering their particular role and the staffing and funding of their activity to deliver their role. • Collective analysis of learner profiles in the Partnership has underscored the different contributions partners are making respectively to secure the overall objectives of the Partnership. How did you ensure that all Partners contributed to this plan? • All Strategic Partners took part in a participative Partnership Planning Event on 25th September. • Individual Strategic Partners contributed data for sections 3, 4 and 5 of the plan, and approved the work in progress and on completion. What role did Partners play in setting priorities including allocation of funding? • The Strategic Partners set the Partnership’s priorities for 2008-11 in a group discussion at the Partnership Planning Event. • At the same event allocation of funding was agreed by the Partners in the form of a budget for 2008-9. While there had been no allocation of funding by the Scottish Government for 2008-11, the Partnership had been advised not to expect funding turbulence in 2008-9. Therefore the Partnership assumed the same total funds as for 2007-8. The Partnership also agreed that for planning purposes, the various percentages allocated in the 2008-9 budget could be rolled forward, whatever the total funds were, to 2009-10 and 2010-11. • Since these discussions the funding available to the Partnership has been reduced by £100,000, and partners have agreed how this reduction will be managed. How do you evaluate Partners involvement in the plan? • Partners involvement in the Plan will form part of the annual Partnership self-evaluation, written up in the end of year report. 1
    • Adult Literacy and Numeracy Strategic Plan 2008-2011 2. STRATEGIC OUTCOMES/OUTPUTS AND FINANCIAL ALLOCATION What are the Strategic Outcomes of the Partnership? Strategic Outcomes 1. Adult Literacies in Edinburgh is embedded within Community Planning. 2. Adult Literacies in Edinburgh annually engages 8000 learners, including learners from the agreed target groups in a high quality learning experience: 3. Adult Literacies staff in Edinburgh are well supported with access to high quality staff development and training opportunities and resources. 4. Adult Literacies services in Edinburgh are effectively co-ordinated and exemplified by strong partnership working, robust guidance processes and progression routes and opportunities. 5. Adult Literacies services in Edinburgh are built from and informed by learner and partner consultation and research. 6. Adult Literacies services in Edinburgh (including staff posts) are sustainable post April 2011. The rationale for determining these outcomes is as follows: 1. Embedding Adult Literacies in Edinburgh in community planning ensures that it is a continuing consideration for local planning and should enhance the sustainability of the ALN initiative. 2. This outcome, informed by the ALNIS Report, reflects the two key objectives which have driven the Edinburgh Partnership since its inception- more learners, better learning opportunities- to which this Partnership remains committed. 3. More learners and better learning opportunities requires a growing trained workforce and improving resources. This strategic outcome is to ensure these are delivered by the Partnership. 4. The Edinburgh Partnership’s success has not been accidental- its continuation will require effective coordination and from the Partnership, leadership and direction. This direction needs to be married to processes that work for learners in guidance and progression. 5. Effective literacies services depend on stakeholder consultation, particularly with learners and the widest range of CLAN partners. 6. As we head towards the later stages of the national ALN initiative we must put in place services, resources and strategies which can be sustained beyond March 2011. Key to this will be sustaining staffing levels in ALN provision. 2
    • Adult Literacy and Numeracy Strategic Plan 2008-2011 3. DATA COLLECTION: ACHIEVEMENT AND PROGRESSION What processes and systems do you have in place to capture and analyse learner activity and outcomes to allow you to complete Annex 1 shown in the Guidelines? All Strategic Partners were given a copy of Annex 1 when it became available at the end of July 2007. The CLAN Partnership Action Group discussed it at a subsequent board meeting. Partners agreed to build in to their data collection system the four fields listed and where possible to provide impact statements from learners. This will be collected for the part year involved and made available in the end year report. 4. IMPACT OF STAFF AND VOLUNTEERS Detail what the Partnership will put in place to demonstrate that voluntary and paid staff feel motivated, confident and valued? How will the Partnership demonstrate that all providers ensure that the training needs of their staff, in relation to the strategic plan delivery, are identified and met? Please enter details of workforce involved in delivery of strategic outcomes at Appendix 2 In the course of 2008-2011 the Partnership will, at several points, formally assess ALN staff’s feelings of motivation, confidence and value. This will be carried out by staff questionnaires of the type periodically deployed by HR departments. In the course of the planning period the CLAN Partnership will continue to seek to address the issues of employment conditions, training needs, resourcing and communication raised in the present planning period 2006-08. And of course, this Partnership will do what it can to support staff when financial uncertainty at national and local levels may undermine feelings of motivation, confidence and value. 3
    • Adult Literacy and Numeracy Strategic Plan 2008-2011 5. QUALITY What processes are used by the Partnership to ensure that each of the main providers undertakes self evaluation in line with an appropriate Quality Framework i.e. HGIOCLD2, LIC, Curriculum Framework, Standards and Quality in Scottish Further Education, etc? Give details of the learner’s involvement in reviewing the quality of provision. Each of the Partnership’s main providers is required, generally by funders, to undertake self-evaluation using an appropriate quality framework or frameworks. This is reported to the Partnership in the end year report as are details of learner’s involvement in reviewing the quality of provision. The Partnership’s main providers are listed below together with details of the involvement of staff and learners in the evaluations process. Complete form for each of the main providers Name of Provider Stevenson College Edinburgh Identify the self evaluation tool used by the organisation HMIE self evaluation framework (but this is currently being re-drafted) with reference to LIC framework as required. Outline the involvement of staff and learners in the evaluation process Part of on-going procedures to evaluate with staff and learners through course team meetings- with student reps, analysis of PI’s, oral and written feedback from learners, staff team meetings, peer observation and team teaching. 4
    • Adult Literacy and Numeracy Strategic Plan 2008-2011 How will this provider address barriers to participation for excluded communities, groups and individuals? Active engagement strategies through: • Escalator project with West Edinburgh Action (knocking on doors) • Community and outreach provision- Princes Trust, short tasters in Craigmillar and Wester Hailes (Just Do It and 2welve), Literacy ESOL classes across the city, etc • Partnerships- voluntary and statutory agencies, eg INCLUDEM, school/college partnership Transitions, SIST (Stevenson Inclusion Support Team) working with social care staff of the City Council for Looked After and Care Leavers, city strategy on More Choices, More Chances agenda • Support on course- extended learning support, SIST, mentoring project applied through the South East Forum, use of assistive technologies and ICT, tutor support and guidance. Name of Provider City of Edinburgh Council Community Learning and Development Identify the self evaluation tool used by the organisation LIC self evaluation process mainly, also HGCLD 2. Outline the involvement of staff and learners in the evaluation process Learners are involved in ongoing evaluation of classes and groups conducted by tutors and assistant tutors. An ongoing programme of group/class observation visits by senior workers and other local monitoring and evaluation processes also feed into the final evaluation. The LIC process is conducted involving volunteer, sessional and permanent staff. Usually the process is facilitated by the two senior CLD workers based at HQ. How will this provider address barriers to participation for excluded communities, groups and individuals? We offer classes and groups at times and in places which learners have told us are suitable as much as possible. All our classes are free, friendly and informal allowing learners to work at their own pace on reading, writing and number skills, knowledge and understanding which is relevant to their lives. We offer targeted provision to particular excluded groups (offenders, minority ethnic people, gypsy travellers, d/Deaf learners and learners with learning disabilities) and value diversity in our groups. We use accessible buildings as far as possible and aim to provide support to individual learners who need it (this might be provided in the form of a Communication Support Worker, Inclusion/Equalities Support Worker, adaptive technology or resources). We offer training to staff which helps them address inclusion issues. We consult with learners about provision. We organise taster courses and open days to offer learners the opportunity to get advice and try out learning. Name of Provider NHS 5
    • Adult Literacy and Numeracy Strategic Plan 2008-2011 Identify the self evaluation tool used by the organisation Staff conduct regular review sessions as part of ongoing support offered by learning advisors. Student Information Sheets (SIS) puts in place the facility to follow learners’ progress and respond to their feedback. Outline the involvement of staff and learners in the evaluation process The aim of the project is to provide learning and learning advice based on learner’s interests. Successful outcomes depend on these aims being met. Evaluation by staff looks at initial goals in SIS and ILP and discuss with learners to what extent these have been met and how they can be developed. How will this provider address barriers to participation for excluded communities, groups and individuals? The Health and Literacy Project aims to work with excluded communities, groups and individuals. Staff work alongside health professionals who work with excluded people and encourage them to make referrals. Staff sometimes go on joint visits with health staff, to ease initial introductions. Staff meet learners in familiar setting where they feel most at ease, including their own homes. We offer some 1:1 tutor support to help individuals to get started and gain confidence in learning. Name of Provider Workers’ Educational Association Identify the self evaluation tool used by the organisation LIC Framework Outline the involvement of staff and learners in the evaluation process At the end of their learning programme all WEA learners are asked to complete a written evaluation form to record their views on the quality of the learning provision they have taken part in and to help identify areas for improvement. These together with informal feedback from learners, employer and tutor reports are analysed by the programme organiser who is responsible for taking appropriate action. For the past two years WEA has organised a self evaluation event for project staff, sessional tutors and learners involved in our workplace literacies programmes in Falkirk, Edinburgh and West Lothian. The event is geared to identify what is working well and areas for improvement against the LIC Framework criteria and is independently facilitated to enable everyone to fully participate. The facilitator’s report is part of a comprehensive evidence gathering approach with enables the WEA Area Tutor Organiser and project team to agree on performance levels, action points and evidence is recorded and provided to the CLAN co-ordinator. 6
    • Adult Literacy and Numeracy Strategic Plan 2008-2011 How will this provider address barriers to participation for excluded communities, groups and individuals? WEA will address barriers to participation by: • Targeting all our WEA/CLAN resources towards workers with few or no formal educational qualifications in low paid, low status jobs • Negotiating release of staff to take part in learning in work time (i.e. employer contribution) • Creating good quality publicity materials • Organising awareness raising/taster events to enable people to easily take steps into literacies learning, eg Confident Care Plan training • Working with learners to create purposeful learning programmes • Offering a varied menu of learning including 1:1 and group provision, opportunities to achieve SQA certification and ESOL learning • Working with other partners to improve access to good quality accommodation and facilities for learning and to provide learner support for adults with specific learning difficulties (SpLDs). Name of Provider Edinburgh University Settlement Identify the self evaluation tool used by the organisation EFQM, Investors in People Outline the involvement of staff and learners in the evaluation process Survey Monkey online questionnaire for CLAN learners, CLAN ESOL learners and staff. Yearly staff appraisals. How will this provider address barriers to participation for excluded communities, groups and individuals? • By continually evaluating classes so that they are meeting and being adapted to learners’ needs • By working in partnership with organisations working with excluded communities • From information gathered from our anonymous Equal Opportunities forms • By providing transport for group trips • By applying for crèche funding (as yet unsuccessful) Name of Provider Edinburgh’s Telford College 7
    • Adult Literacy and Numeracy Strategic Plan 2008-2011 Identify the self evaluation tool used by the organisation HMIE and in-house quality processes and procedures to include the CLAN work that we deliver. Outline the involvement of staff and learners in the evaluation process The CLAN team themselves will bring student feedback and we have an inclusion survey that may provide some evidence, we will check that. The student services team and the cross college team (SMT representation, lead managers in schools, learning resources and ICT) will be looking at the team evaluation and will take forward recommendations/feedback as appropriate. How will this provider address barriers to participation for excluded communities, groups and individuals? Action to address barriers to participation tends to be led by Trish who leads on B2 Access and Inclusion, and Diversity and Equality. She also chairs Schools and Communities, and this topic can be informed by the CLAN team’s input, which I would co-ordinate with Trish. She would be able to raise any areas for improvement directly at the Schools and Community team, or in the B2 element evaluation process at SMT level. Name of Provider Jewel and Esk Valley College Identify the self evaluation tool used by the organisation We use the LIC Good Practice Framework and the HMIE self evaluation for FE. Outline the involvement of staff and learners in the evaluation process Evidence will be gathered through individual learning plans, course outlines and lesson plans, learners’ evaluation of progress, learners’ achievement of units, paper and web-based publicity materials, levels of student referral and point of referral, core skills screening, learning support evaluation, literacies staff evaluation/meetings, specific literacies data collection and college policies and record systems. How will this provider address barriers to participation for excluded communities, groups and individuals? 8
    • Adult Literacy and Numeracy Strategic Plan 2008-2011 6. STRATEGIC PLAN APPROVAL This Strategic Plan has been formulated and agreed among the following Strategic Partners who are committed to a full and active role in its planning, implementation and achievement of target outputs/outcomes. Name of Partnership: ___Edinburgh__________________________________________ Type Contact Person in organisation Name of Strategic Partner (e.g. local authority, college, (with email address) voluntary, other) City of Edinburgh Council Local Authority Jane McIntosh (jane.mcintosh@edinburgh.gov.uk) Stevenson College Edinburgh F.E. College Jackie McFarlane (jmcfarlane@stevenson.ac.uk) Edinburgh’s Telford College F.E. College Barbara Lawson (barbara.lawson@ed-coll.ac.uk) Jewell & Esk College F.E. College Ruth Hendry (rhendry@jevc.ac.uk) Workers’ Educational Association Voluntary Elizabeth Bryan (e.bryan@weascotland.org.uk) Edinburg University Settlement Voluntary Nick Flavin (nick.flavin@ed.ac.uk) NHS National Public Sector Org. Kate Burton (kate.burton@lpct.scot.nhs.uk) Appendix 1: STRATEGIC OUTCOMES, OUTPUTS AND FUNDING ALLOCATION 9
    • Adult Literacy and Numeracy Strategic Plan 2008-2011 Please complete a separate form for each outcome Outcome 1: Adult Literacies embedded within Community Planning Context/ Current position/ baseline: Output/ Actions that Key Partner/s Performance Allocation of funding Evaluation contribute towards measures achieving outcome 10
    • Adult Literacy and Numeracy Strategic Plan 2008-2011 Appendix 2 – WORKFORCE – involved in delivery of Strategic Plan Voluntary Colleges Other Capacity and Organisation – Total for Local Authority (please complete Please total for all Resources please total across Partnership for each college) organisations FORECAST all organisations 09-1 10-1 08-0 09-1 10-1 08-0 09-1 10-1 08-0 09-1 10-1 08-0 09-1 08-09 10-11 0 1 9 0 1 9 0 1 9 0 1 9 0 No. of Support/ Development Staff - Full Time (Headcount) - Part Time (Headcount) - FTE in total No. of Volunteer Tutors - Headcount - FTE No of Qualified Volunteers e.g PDA:ITALL No. of Paid Tutors - Full Time (Headcount) - Part Time (Headcount) - FTE in total No of Paid Tutors with qualifications at SCQF Level 7 or above 11
    • Adult Literacy and Numeracy Strategic Plan 2008-2011 No of Managers - Full Time (Headcount) - Part Time (Headcount) FTE in total No of Training Officers – Full Time (Headcount) - Part Time (Headcount) FTE in total Co-ordinators - Full Time (Headcount) - Part Time (Headcount) FTE in total 12
    • Adult Literacy and Numeracy Strategic Plan 2008-2011 Appendix 3 - Provision – involved in delivery of Strategic Plan Capacity and Voluntary Workplace Learning Colleges – Other Resources Organisation – Local Authority (please complete for Please total for all Please total for all Total for Partnership FORECAST each college) please total across organisations organisations all organisations 08-0 09-1 10-1 08-0 09-1 10-1 08-0 09-1 10-1 08-0 09-1 10-1 08-0 09-1 10-1 08-0 09-1 10-11 9 0 1 9 0 1 9 0 1 9 0 1 9 0 1 9 0 No. of Learner Places No. of locations (not including learner’s or tutor’s homes) No of locations in learner’s or tutor’s homes Please offer explanation for delivery in home settings: 13
    • Adult Literacy and Numeracy Strategic Plan 2008-2011 Appendix 4 - PARTNERSHIP FUNDING TABLE 2008-09 2009-10 2010 -2011 2007-08 forecast forecast fore cast FUNDING £ in £ in £ in £ in £ actual kind £ kind £ kind £ kind value value value value Funding from the Scottish Executive to Community Learning and Development Strategy Partnerships through Local Authority Grant Aided Expenditure for ALN Partnerships. Funding from other major sources: - European Funding (ESF, ERDF etc) - Additional Local Authority Grant Aided Expenditure - Local Enterprise Companies - FE College - Regeneration Outcome Agreement funding - Other e.g. Jobcentre Plus(specify) Total funding available to the Partnership Additional Information (if required) Please give a note of any funding currently being applied for or intended to be applied for in 2008-2011 14