ITSLIFE - Learning for Teaching

 

DEFINITIONS

Personal and Community Development Learning (from NIACE)

Personal and Community Development Learning (PCDL) is what many people think of when they hear the term ‘adult education’. It might cover evening classes in creative writing and flower arranging. Equally, it can include confidence-building courses for people with mental health problems, or working with community groups to develop group facilitation skills. In a climate driven by an emphasis on economic skills, PCDL can provide a creative thinking space, sometimes leading to transformations for individuals and communities, often helping people to cope with their day-to-day lives.

The LSC defines PCDL as “learning for personal development, cultural enrichment, intellectual or creative stimulation, and enjoyment. It is also learning developed with local residents and others to build the skills, knowledge and understanding for social and community action. There is no requirement that learners must necessarily progress to other learning or achieve accreditation…This approach also recognises the wider benefits of learning in the community, including its contribution to broader government policies such as health (mental and physical well-being) and community cohesion” (Our Single Statement of Requirements, Learning & Skills Council, 2006)

NIACE is working on a number of projects, with providers, funders and other partners, exploring how to make sure that a diverse and stimulating range of PCDL is available for all. 

Sustaining Adult Learning - [PDF]
A project to research and develop models for the provision of PCDL, which maximise the quantum of learning delivered as result of government investment, and which make the money from the public purse go further

RESOURCES

The Community Development Foundation has a rather snazzy site, with various useful explanations of key principles, and a list of number of publications which have relevance to education and training in many ways. The key areas in which CDF operates are described as aiming 'to help communities achieve greater control over the conditions and decisions affecting their lives. We do this by:

• advising government and other bodies on measures to build strong, active communities and promote community development and involvement
• supporting community work through networks, links with practitioners, and collaborative work with partner organisations and management of local projects
• carrying out research, evaluation and policy analysis to identify good practice in community development and involvement, and spreading the lessons through training, conferences, publications and consultancy.

Web site is at: http://www.cdf.org.uk

The Federation for Community Development Learning describes itself as: 'Supporting the development of communities: advancing and promoting community development learning at local, regional and national levels, and creating opportunities for good quality training and qualifications.' At http://www.fcdl.org.uk/

The Scottish Community Development Centre, has some useful downloadable tools, reports and handbooks available on their web site at - http://www.scdc.org.uk/index.asp 

BACKGROUND ISSUES

The alchemy of learning - impact and progression in adult learning (LSDA 2004) and interesting, stimulating and challenging read for us all, which introduces itself as follows:

'How can we increase the impact of learning and build progression routes for adults that really work? What are the factors that make a difference? All those involved in education know that engaging in learning can change lives. Adult and community learning tutors and managers usually have their stories of the person who came to join an exercise class, got talking to just the right person at the right time and is now on the second year of a degree course. This kind of impact is, of course, not the average outcome of a decision to join an exercise class, but it can happen. ... Learning is a complex process, often intricately involving mind and body. It can release a surge of energy and power and it can also deflate; it is not emotionally neutral. Learning is both instrumental, a means to an end, and a way of becoming more fully ourselves. In the process we use and challenge our mental powers, and often our physical ones too. When we achieve our goals the horizon shifts a little and new possibilities come into view. And when illness or ageing brings declining powers, learning not only helps us maintain our levels of mental and physical activity but offers new challenges to replace those we may have to set aside. This alchemy of learning works not only in individuals but also in groups, and it can bring with it new social contacts and involvements, contributing to the fabric of society in practical ways and increasing our understanding and tolerance of the values of others.

This guide is about ways in which organisations can identify, maximise and evaluate the impact of learning. This includes the impact on learners and on the communities served. Recognising the richness and complexity of learning is not incompatible with developing simple approaches to this. Download (pdf 220k)

Beck, D (2000) 'The linking of work and education to enable social inclusion' This paper explores an approach to social inclusion, which combines work experience and University level education as operated by Govan Community Development Training in partnership with the University of Glasgow. The context of the work is an inner city area of Glasgow which experiences many of the common features of areas of deprivation - high unemployment, low take up of post-compulsory education, poor health and high levels of poverty. Interesting and thoughtful piece which raises a number of key issues. http://www.leeds.ac.uk/educol/documents/00001432.htm

Jeffacharakis-Jutz, J and Flora, J (2000) Issues and experiences using participatory research to strengthen social capital in community development. Another piece which is not particularly accessible, but it does have some interesting things to say about approaches to building communities, in this case using the 'social capital' framework, which is currently developing in the UK. http://www.leeds.ac.uk/educol/documents/000000297.htm

Watts, Jane (2000) "Dual track" - combining "inclusive" education for individuals with "bottom-up" community regeneration initiatives intended to combat social exclusion - An interesting (despite the title) piece considering a number of relevant issues. Fight your way past the first bit, and it is worth a look. http://www.leeds.ac.uk/educol/documents/00001468.htm

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