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Strategic Area Review of Adult and Community Learni=
ng
May 2004
Contents
Report Summary
Acknowledgements
1.1The Volunt=
ary
and Community Sector
1.2The Import=
ance
of the Voluntary and Community Sector
3.1 The ACL S=
urvey
3.2 The
Questionnaire
3.3 Case Stud=
ies
4. Analysis
4.1 Initial
total returns
4.2 Final =
total
returns
5. Responses
5.1 Sample=
size
5.2 Meetin=
g the
needs of the service user
5.3 Mode of
operation
5.4 Recrui=
tment
methods and provision coverage
5.5 Learni=
ng
accreditation
5.6 Progre=
ssion
of learners
5.7 Fundin=
g and
Partnership issues
6. Key Findings
7. Recommendations
8. Conclusion
9. References
10. Appendix I - Questionnaire
11. Appendix II – Telephone Inter=
view
Framework
12. Appendix III – List of
participating organisations
Methodology
Results
·=
; =
57% of organisations provide learning to less than 50
individuals in a year
Recommendations
From this short study these are the
recommendations for funders, traditional education providers and the volunt=
ary
sector:
·=
; =
This study acknowledges that all three groups provide key
roles in the provisions of learning in the voluntary sector and need to con=
tinue
to work together towards providing learning
·=
; =
It is important that the value of informal learning prov=
ided
by the voluntary sector is recognised along with its niche in the range of
learning opportunities
·=
; =
Both forma=
l and
informal learning strategies need to be recognised
·=
; =
The voluntary sector needs to find ways to quantify and
qualify their learning strategies which then need to be recognised by other=
s in
the learning ring
·=
; =
A range of accreditation should be recognised as appropr=
iate
means of acknowledging an individuals success
·=
; =
The voluntary sector should seek to build in some form of
accreditation to its training and to link this to progression routes in the
learning framework
·=
; =
The FE College and the Adult Education Service need to w=
ork
with the voluntary sector organisations to help the transition and progress=
of
their students
·=
; =
The voluntary sector organisations need to be supported =
to
continue and develop accreditation which is appropriate to their learners
Conclusions
Learning provided within the volun=
tary
sector is very diverse and available to a range of individuals across the
community. The flexibility of approach coupled with the constant change to
facilitate the demand on the sector has proven to be quite effective. The
survey has shown the over 70% of the organisations provide some sort of
learning and that most of these organisations provide a few opportunities t=
o a
small number of people.
The survey showed that the learning
opportunities seem to be available to staff, volunteers and clients at most=
of
these organisations. There were of course the few organisations which provi=
ded
very few client opportunities and the few the provided mainly client
opportunities.
Just about a half of the responding
organisations provide learning to their clients and only one fifth are set =
up
with training or learning as their main activity.
1.
Introduction
&=
#8216;An individual is said to have learnt w=
hen
he/she has increased their options for applying new or different skills to a
specific set of circumstances which the person believes will be to his/her
benefit.’
An ‘adult learner’ gen=
erally
means anyone involved in education and training who has completed their ini=
tial
education. Learning policy tends to treat ‘adults’ as people ag=
ed
19 or over. ‘Learning’ includes formal education or training
leading to a qualification and, increasingly, the range of informal learning
opportunities, some of which are significant sources of skill or knowledge
development.
The Voluntary Sector plays a very =
vital
role in the educating a large proportion of the adult community within
"A Learning Organisation is one in=
which
people at all levels, individually and collectively are continually increas=
ing
their capacity to produce results they really care about."
In
What is important is=
the
fact that VCOs reach the most marginalised and disadvantaged groups in soci=
ety
and as such play a very vital part in learning opportunities available to t=
hem.
The flexibility and innovativeness is what allows these organisations to be
able to reach these individual within society.
<= o:p>
This report attempts to identify
existing support for adult learners which enable them to make valuable and
informed choices about their learning and progression. It also outlines the
various ways in which the voluntary and community sector can improve access=
for
local, disaffected groups and individual learners.
The report which will follow detai=
ls the
background to the task undertaken. The methodology, scope and range of the
research are outlined along with a thorough analysis of the findings togeth=
er
with conclusions and recommendation for action.
In April 2004, a database of 887 potential organisations involved in
adult and community learning in the area was identified by the researcher. =
This
list was derived from
- UK Online site locations in
- Learning Skills Council
- Word-of-mouth and other phone contacts
The contracted researcher in
collaboration with WNC administrative staff organised a mail-shot of all 887
organisations and the organisations were given up to four weeks to respond =
to
the questionnaire either by providing details of their courses and
learners’ profile or indicating that the questionnaire was not releva=
nt
to them (Appendix I).
To increase the rate of returns the
questionnaires were sent out with self addressed envelops. A prize draw with
the opportunity to win a £150 voucher or one of two £50 vouchers
was also used as an incentive to complete the questionnaires. Organisations were given four week=
s to
respond, adequate time to allow for follow-ups after data collection.
The questionn=
aires
consisted of tick box type multiple choice questions as well as open ended
questions. The questionnaire looked at the following areas:
- Meeting the needs of the service user
- Mode of operation – teaching styles, etc.
- Recruitment methods and provision coverage
- Whether the learning was accredited
- Funding and partnership issues
Sample organisations were chosen f=
or
follow up in the form of a telephone interview to give a more in-depth look=
at
the type of facilities available to adult learners through the community and
voluntary sector. These organisations were chosen based on the following ca=
tegorisation:
(i) &nb=
sp;
the number of courses offered and diversity
a.
80 – 90% of courses/areas listed
b.
Open to all (no select group)
c.
A number of wards covered
(ii) &n=
bsp;
Average number of courses, some degree of diversity
a.
40 – 60% of courses/areas covered
b.
Open to all (no select group)
c.
Not necessarily a great many wards covered
(iii) &=
nbsp;
Specific courses offered to target clientele
a.
5 – 10% of listed courses/areas covered
b.
Open to select groups (gender, age, status, etc.)
c.
Operating in one or two wards
Organisations chosen for interview=
s and
case studies based on the above criteria were:
<=
![if !supportLists]>·=
; =
St. Michael’s Mission Hall
<=
![if !supportLists]>·=
; =
All Saint’s Women’s Resource Centre
<=
![if !supportLists]>·=
; =
Shaheed Bhagat Singh Welfare Centre
<=
![if !supportLists]>·=
; =
YWCA Wolverhampton
<=
![if !supportLists]>·=
; =
Base 25
The analysis =
was
carried out using Excel.
St.
Michael’s Mission Hall
About the organi=
sation: The core function of the
organisation is Information, Advice and Guidance and it is a member of the
Black Country IAG network. St Michael’s Mission Hall has provisions f=
or
up to 10 courses annually for Staff, Volunteers and Clients. They see an
average of 10 volunteers, 10-25 members of staff and up to 250 clients
undertaking courses yearly. The main areas of learning delivery involve Ski=
lls
for Further Learning and Employment and Personal Development Training.
Current Learning
opportunities and delivery
Le=
arning
is delivered at the centre in Bilston by tutors employed by the respective
organisations engaged to deliver learning. The organisations involved inclu=
de
Job Centre Staff, Action Team for Jobs, New Deal, Sure Trust and Colleges
across the
Ar=
eas of
training involve ESOL, Literacy and Numeracy, OCR accreditation, IT training
(Basic and other levels) and IAG. Training is delivered by general workshop=
s,
forums or seminars; classroom-style learning or ‘off the job training;
information sessions/talks from professionals as well as by on-the-job
training/shadowing.
Development and
projections
Th=
ere
are areas of learning that St Michael’s would like to provide but due=
to
limitations of funding some are not possible. The first is a project to del=
iver
learning entitled ‘First Step to Learning’ targeting learners n=
ot
sufficiently competent to acquire certificate training. Frontline basic ski=
lls
will be taught. The second area is a SAGE online accounting programme. These
two particular courses were highlighted as necessary based on client feedba=
ck
and information gathered from walk-ins enquiring about courses.
A
structured yearly performance review, staff training grids and informal tal=
ks
allow the organisation to efficiently plan for the further development of t=
heir
members of staff. This means that there is an on-going development scheme in
place and there are always plans for further advance where staff is concern=
ed.
Delivery of lear=
ning
jointly with other providers
St
Michael’s support the idea of ‘networking’ to deliver
learning and the are currently involved in an informal partnership agreement
with the Haque Centre for the delivery of specialist basic skills based on
referrals. There is scope for
additional ‘networking’ with similar organisations across the
borough and as such would like to explore delivery of learning in collabora=
tion
with others.
Funding
St
Michael’s Mission Hall is currently funded by UK Online, the ESF/LSC
Co-financing and by other charitable grants.
All Saint’s Women Resource Centre
About the organi=
sation: The core function of the
organisation is to improve the quality of life for women with children by
increasing their economic independence, confidence health and well being
through the support of the centre. ASWRC has provisions for up to 10 courses
for staff and volunteers and up to 25 courses clients annually. They see an
average of 10 members of staff and 10-50 volunteers and clients undertaking
courses yearly. The areas of learning delivery involve Skills for Further L=
earning
and Employment; Personal Development Training; Organisational Development
Learning and Recreational Learning.
Current Learning
opportunities and delivery
Le=
arners
are recruited through the Adult Education Service and through outreach cont=
acts
of current clients. Training is delivered at the centre in
Tr=
aining
is delivered to staff, volunteers and clients by general workshops, forums =
or seminars;
classroom-style learning or ‘off the job training; information
sessions/talks from professionals as well as by on-the-job training/shadowi=
ng.
Development and
projections
Wo=
rking
in partnership with colleges was highlighted as an area the ASWRC would like
explore, and as such they are working on improving the level of networking
their organisation currently employs. Other future developments involve
instituting a learning hub and opening up accessibility to wheelchair assis=
ted
users for the upper level of their facilities as they are currently expandi=
ng.
Feedback from the community, the police and the Haven has provided informat=
ion
on the areas of development the members of the community are looking towards
them (ASWRC) for in terms of support.
Delivery of lear=
ning
jointly with other providers
AS=
WRC
supports the idea of ‘networking’ to deliver learning and they =
are
quite keen on networking with similar organisations in
Funding
The
organisation is currently funded by the LSC core/Local FE College, LSC Bite
Size, New Deal for Communities and the Community Fund/Lottery.
Base 25
About the organi=
sation: The core function of the
organisation is learning and the delivery advice and guidance to people in =
and
around
Current Learning
opportunities and delivery
Le=
arning
is delivered at Castle House in
Tr=
aining
is delivered by general workshops, forums or seminars; information
sessions/talks from professionals as well as by on-the-job training/shadowi=
ng;
mentoring and on-going support or counselling as well as exhibitions and
displays and most trainers are employed directly by Base 25.
Development and
projections
A
‘Bite size’ programme is on the horizon for future development,
however at present, Base 25 seems comfortable with the training opportuniti=
es
currently available to their clientele and staff and volunteers. A structured yearly performa=
nce
review is used to analyse the progress of the organisation and with the
feedback from the client group this is used to improve the learning deliver=
ed
to the community which they serve.
Delivery of lear=
ning
jointly with other providers
Th=
ere is
scope for networking with similar organisations across the borough and as s=
uch
would like to explore delivery of learning in collaboration with others.
Funding
Ba=
se 25
is currently funded by LSC Bite Size, LSC Local Intervention and Development
Fund and Single Regeneration Budget.
Shaheed Bhagat Singh Welfare Centre
About the organi=
sation: the SBSWC regards it’s=
core function
as delivery of learning but assist walk-ins with advice and counselling to =
the
Asian community in the Willenhall area, Bilston North, Bilston South,
Wednesfield, East Field and Heat Town. They provide some amount of advice a=
nd
guidance but are not members of an IAG network. SBSWC has provisions for up=
to
10 courses annually for Staff, Volunteers and Clients. They see an average =
of
10 members of staff, 10-50 volunteers and up to 100 clients undertaking cou=
rses
yearly. The main areas of learning delivery involve skills for further lear=
ning
and employment, personal development training and organisational development
learning.
Current Learning
opportunities and delivery
Le=
arning
is delivered at the respective centres across the borough by tutors employe=
d by
the organisations as well as those engaged to deliver learning. The
organisations involved include
Tr=
aining
is delivered by general workshops, forums or seminars; mentoring or on-going
support or counselling; information sessions/talks from professionals as we=
ll
as by on-the-job training/shadowing and on-line learning.
Development and
projections
Th=
rough
word-of-mouth, feedback from individuals and the day-to-day dealing with
clients the centre has been able to highlight the needs of the community th=
ey serve
as language training and information technology skills. They do presently
provide this but would like to expand their current provision in the very n=
ear
future. To undertake this, they have applied for various grants to enable
sustainability over the next couple of years. They highlight limited resour=
ces
as a draw back in most areas they would like to see development take
place.
Delivery of lear=
ning
jointly with other providers
The
SBSWC supports networking but also pointed out that a disadvantage to them =
was
a language barrier created by their clientele being mainly Asian. A second
point they mentioned was that networking would no doubt involve cost sharin=
g,
bearing in mind that the issue of limited funds was raised as a inability to
provide added opportunities for the community they serve.
Funding
The
SBSWC is supported by the ESF/LSC Co-financing, Community Fund/Lottery and
other sources of funding.
YWCA
About the organi=
sation: The core function of the org=
anisation
is to engage young women who have been disengaged through various set backs.
This is achieved through the application of informal training. YWCA has
provisions for up to 10 courses annually for Volunteers and Clients and a
further 11 - 25 for members of staff. They see an average of 10 members of
staff and volunteers, and up to 50 clients undertaking courses yearly. The =
main
areas of learning delivery involve Personal Development Training, Skills for
Further Learning and Employment and Organisational Development Training.
Current Learning
opportunities and delivery
Le=
arning
is delivered at the centre in Warstones by tutors employed by the respective
organisations engaged to deliver learning. Young women are provided with
crèche facilities while they undertake 2hr sessions in training. The
providers of learning engaged include
Tr=
aining
is delivered by general workshops, forums or seminars; classroom-style lear=
ning
or ‘off the job training and information sessions/talks from
professionals.
Development and
projections
The
provision of information, advice and guidance where careers are concerned i=
s an
area highlighted as one the YWCA would like to provide. This was highlighte=
d in
feedback from the community through questionnaires and graffiti walls where
young women are encouraged to express themselves.
Plans for future development include being able to
offer accredited courses through the university and colleges in the area and
engaging Getting connected. In terms of organisational development, listeni=
ng
to the needs of the client and identifying issues highlighted will enable t=
he
organisation to identify gaps in the service and correct them in order to
create a better service for the client.
Delivery of lear=
ning
jointly with other providers
Th=
e YWCA
supports the idea of ‘networking’ to deliver learning. There is
scope for ‘networking’ with similar organisations across the
borough and as such would like to explore delivery of learning in collabora=
tion
with others.
Funding
Th=
e YMCA
Wolverhampton is currently funded by UK Online.
4.1 Initial t=
otal
returns
A number of responses were returned
informing us that the organisation written to was no longer at that address=
or
inactive. Approximately 10 responses of that nature were received. This
accounts for 1% of the estimated VCOs in
Through the mail-shot, delivery of=
one
questionnaire per organisation was attempted but some organisations had more
than one department and as such received more than one copies of the
questionnaire. This was seen three times and as such a concerted effort was
made not to duplicate information from the same organisation.
Returns were 87 (10%) at the end o=
f the
four week completion date. This was well below the 20% target returns
anticipated. The 20% target response rate was chosen as it is often used as
standard good return percentage for postal questionnaires.
4.2 Final tot=
al
returns
In an attempt to improve the retur=
ns
rate follow-up calls were made. Time constraints did not allow for all
organisations that did not respond to be contacted, in addition, not all
organisations had contact numbers listed with their addresses. Where the la=
tter
was the case the yellow pages, internet sites and internal cross referencing
were used to locate a contact number but came up unsuccessful in many cases.
Target organisations included those from the WVSC/WNC forums and mailing li=
st
with known telephone details. This limited the number of call backs possible
and as such the target returns were only boosted from 87 to 122 (from 10% &=
#8594;
14%) still short of the 20% target returns.
A total of 52 calls and 25 emails =
were
made and sent out. Only 29 of these 77 contacts were successful. Of the
remaining 50 attempts 38 calls and/or messages had gone unanswered while 12
organisations said they had not received the questionnaire (in this case a =
copy
was emailed or faxed across) or that they had not found time to fill out the
questionnaires. Even when encouraged at this point to complete and return t=
he
questionnaire, they still did not submit the questionnaire. Other reasons
stated were the possibilities of the questionnaire being passed to wrong
department, misplaced or found not relevant and so discarded.
![](3D"ACL_Report_VSO_files/image002.gif")
Key:
A - Assertiveness /
B - Healthy living / Health awareness
C - Personal Social Development, Life Skills
D - Arts, crafts
E - Hobbies
F - Sports & activities (including coaching &
leadership)
G - Administration/ Office Skills
H - Accounts and book keeping
I - Basic Skills (Literacy, Numeracy)
J - Counselling, Mentoring and Personal Advisors
K - Debt counselling, welfare benefits, Legal issues
L - ESOL (English for Speakers Other Languages)
M - First Aid
N - ICT (Information & Communication Technology)
O - Leadership and Management
P - Volunteering / working with volunteers
Q - Work Preparation
R -
S- Community Development
T - Diversity / Equal Opportunities / Disability awarene=
ss
U - Family learning
V- Gender awareness / women’s issues
W - Management Committee training
X - Neighbourhood Learning
Y - Team building
Z- OTHER TYPES OF LEARNING (Which???)
The types of courses being offered
presented a very interesting distribution of a variety of courses throughout
the organisations with regards to staff, volunteers and clients (Figure 1).
Courses involving office related skills (e.g. IT & Accounts and book
keeping, etc.) and issues related to dealing with groups and individuals (e=
.g.
leadership and management, team building, etc.) were seen being done mainly=
by
staff and volunteers of the organisations submitting responses. On the other
hand courses involving personal development and recreational learning attra=
cted
more clients than staff and volunteers. Z represents other types of courses
available; those listed were from course specific organisations and included
(i) recreational learning such as narrow boat skills, Indian classical dance
and music; (ii) personal development – mediation skills and (iii)
Business related development – planning, fundraising, start up and
support.
5.3 Mode of
operation
There were eight learning styles l=
isted
all of which were indicated as utilised by a variety of organisations.
![](3D"ACL_Report_VSO_files/image004.gif")
Key:
A- Workshop, forums or seminars
B- Classroom-style learning or ‘off the
job’ training
C- Information Sessions/talks from experts
D- Mentoring or on-going support or counselling
E- On the job training/shadowing
F- Exhibitions/Displays
G- On-line learning
H- Other
Surprisingly the number using the =
online
learning was far less than expected with the number of UK Online facilities
located across the borough. The four most common styles were A, B, C and D =
(see
key).
Workshops/forums/seminars (60%),
information sessions/talks from experts (50%) and mentoring/support/counsel=
ling
(38%) were the most commonly utilised among volunteers and clients while the
remaining methods were employed more so with the members of staff [percent
indicates the quantity of organisation responding].
![](3D"ACL_Report_VSO_files/image006.gif")
![](3D"ACL_Report_VSO_files/image008.gif")
Between 44% – 46% of respond=
ing
organisations offer up to 10 courses annually to staff, volunteers and clie=
nts,
similarly 15% offered up to 25 courses while less than 4% offered above 25
courses yearly. Figure 4 shows 33% of organisations indicating that up to 10
members of staff and volunteers undertaking courses yearly, 24% stated that=
up
to 50 S, V and C undertake courses yearly, the numbers for S and volunteers
tapers off more quickly than those for clients. 6% of responding organisati=
ons
said they had up to 500 clients undertaking courses yearly. Whether this is=
by
head count or enrolled was not distinguished. Bear in mind that most charit=
able
organisations are of relatively small staffing size engaging volunteers in =
many
instances to accomplish daily tasks. 500+ clients refer to responses return=
ed
from
5.4 Recruitme=
nt
methods and provision coverage
Organisations indicated that they
offered learning in areas other than those listed. These other services were
categorised into 7 groups. These groups are shown in the chart below.
![](3D"ACL_Report_VSO_files/image010.gif")
22% of responding organisations in=
dicate
that they offered information advice and guidance, 9% offered health care
services to assist families with family members suffering various afflictio=
ns, 7.5%
engaged learning in employable skills not previously listed, and 10% of the
responding organisations had a variety of courses mentioned only by them (t=
hese
include landscape design, theatre design, support to foster carers,
interpretation & translation). The remaining 3 categories accounted for
less than 4% each.
Recruitment methods listed by
organisations were quite similar across the board. They include adverts,
leaflets, word-of-mouth, college/university, referrals, staff/volunteer/cli=
ents,
job centre and other sources. Organisations offering specific courses are t=
hose
who also referred to other methods of recruiting. There is a fairly even
distribution of the methods employed with staff/volunteers/clients from oth=
er organisations
being the most frequently indicated method (24%) while the job centre was t=
he
place with the least number of recruits (5%).
77% of the responding organisations
indicated that they had links to other providers of learning both from the
private and voluntary sector. Details of the types of learning services eng=
aged
are detailed in the figure 6 below.
![](3D"ACL_Report_VSO_files/image012.gif")
Other providers listed include EYDCP, OCBC, Hospital Professionals, T=
AF,
Beemal Training, B-BAP, Age Concern, CAB Nat’l Training, Community
Learning Network, NIACE, WVSC, Anchor Training Centre, Wolverhampton Police
Probation Centre, Teenage pregnancy Unit, Social Services, YMCA Drug Traini=
ng,
LSC, All Saints Learning Hub, CLN, Blakenhall family Centre, Global, Scoop,
Sexual Abuse Specialists and Emerge.
Equal opportunity was in place in =
all
organisations but there were a few (20%) which catered to select groups bas=
ed
on the core function of the organisation (see ASWRC and YWCA case studies
– pages 9 and 12 respectively for examples of these types of
organisation). The chart below – figure 7 - shows the types of groups
serviced through the responding organisations. ![](3D"ACL_Report_VSO_files/image014.gif")
Learning support within each ward =
was
explored by asking organisations to provide information on where they provi=
ded
learning, either by community or by the ward. St Peter’s ward had the
greatest support in terms of responding organisations (38% of the total
responding organisation). This was expected as
![](3D"ACL_Report_VSO_files/image016.gif")
=
&nb=
sp;
Ward
abbreviations are as shown below:
Bilston East BE=
Bilston North BN =
Low
Hill &n=
bsp; LH Tettenhall
Wightwick TW
Blakenhall BL Merry
Hill &nb=
sp; MH Wedne=
sfield
Bushbury BU Oxley &=
nbsp; OX Wednesfield
South &n=
bsp; WS
Ettingshall ET Penn &=
nbsp; PE
![](3D"ACL_Report_VSO_files/image018.gif")
![](3D"ACL_Report_VSO_files/image020.gif")
Key:
IiP=
–
Investors in People
PQA=
SSO-
Practical Quality Assurance Systems for Small Organisation
PACE
– Practical Award in Community Excellence
MAT=
RIX
Standards – Matrix standards
CLS=
QM
– Community Legal Services Quality Mark
&=
nbsp; &nbs=
p;
Almost half the responding organis=
ations
did not have a quality assurance system in place. 40% of the organisations
without quality assurance systems indicated that they were working towards =
one QAS
or another. Other quality assurance systems indicated include Mediation UK,
Hospital Audit, Hospitality Assured, Disability Positive, EFQM, ALI inspect=
ion.
Once again, these other quality assurance systems would refer to those
organisations catering to specific skills.
5.5 Learning accreditation
![](3D"ACL_Report_VSO_files/image022.gif")
![](3D"ACL_Report_VSO_files/image024.gif")
As discussed =
in an
earlier section, many organisations offer learning opportunities but these
opportunities are often not recognised primarily because they are informal
learning. The recognised courses are the ones where some form of accreditat=
ion
is offered, i.e., in full or in part. A total of 57% of responding organisa=
tions
indicated that they offered these accredited facilities. The case study of =
YWCA
indicate that there are organisations seeking to improve the available
opportunities by becoming associated or affiliated with institutions and
organisations which will enable them to offer accredited courses.
Other accrediting bodies mentioned
include Cruse, Chartered Inst of Housing, RSH, Chartered Institute of
Environmental Health, CACDP, Edexcel, JEB, Institute of Linguistics, Clait,
Black Country Accreditation Unit, DTI, B.TEC, CACHE, NCF, Playlines, MIDAS,
ECDL, NCFE and Microsoft, Getting connected, Youth Achievement Award, NOCN.=
5.6 Progression of Learners
The response from participa=
ting
organisations showed that 64% knew where their learners ended up, even
though they were unable to give a detailed breakdown.
![](3D"ACL_Report_VSO_files/image026.gif")
It was assumed that 36% of respond=
ing
organisations did not monitor the progression of their learners. This is a
relatively high proportion of organisations (combination of no responses an=
d those
which indicated they did not know where the learners went after courses) and
this should be looked into.
5.7 Funding a=
nd
partnership issues
The questionnaire ended with reference to how the organisations were
able to fund training opportunities offered to communities and areas which =
they
served. Figure 14 gives a detailed outline of the number of organisations
indicating the various funding sources tapped for the support of these cour=
ses.
Most organisations indicated funding through two or more sources. =
In addition to grants they had other sources through fundraising and
other private charities. What should be noted is that all the funding sourc=
es
listed were being utilised by one organisation or another. Funding types II,
III, VII, VIII and IX are LSC affiliated funds/grants.
=
<=
!--[if gte vml 1]>![](3D"ACL_Report_VSO_files/image028.gif")
The most commonly used funding sou=
rce
was primary care trust – health (21%), a number of organisations invo=
lved
in health care and the provision of training for health care to community
members had their in put in this survey.&n=
bsp;
The second was charitable grants (17%) then LSC core/Local FE College
(16%), then ESF/LSC Co-financing (14%) and then Single Regeneration Budget
(12%). All other funding fell into single digit percentage ranging between
4%-7%. The least utilised funding type was through the Jobcentre Plus. VCOs
tend to access funds from a variety of sources (charitable donations and gr=
ant,
as well as contracts for services provided). A lot of these funding are pro=
ject-specific
and short term, which means the VCOs have to meet the different demands of a
number of funders.
·=
; =
Staff of these
organisations usually very qualified and specialised
·=
; =
Organisation =
rely
mainly on grants and charitable donations
·=
; =
Learning deli=
vered
in voluntary sector is innovative and flexible but hard to quantify<=
/i>
·=
; =
Not all accre=
dited
courses are recognised because they are seen as informal
·=
; =
Increased rec=
ognition
of courses would facilitate first stage learning
·=
; =
·=
; =
Approximately=
900
VCOs in
·=
; =
122 of this 9=
00
VCOs in
·=
; =
A fifth of the
responding organisations catered to specific groups within the community
(gender, age, ethnicity, unemployed, disadvantaged, non-profit organisations
– to mention a few)
·=
; =
More than 50%=
of
organisations received funds from more than one source
·=
; =
More than 50%=
of
organisations provide learning for their clients
·=
; =
Most learning
activities among staff and volunteers were related to Skills for further
learning and employment and
Organisational and development learning
·=
; =
Most learning
activities among clients were related to Personal development learning and
Recreational learning
·=
; =
Least popular
learning among staff and volunteers were recreational learning, ESOL, and
neighbourhood learning
·=
; =
Least popular
learning among clients were accounts and bookkeeping, volunteering/working =
with
volunteers and neighbourhood learning
·=
; =
The most popu=
lar
learning style was workshop/forums/seminars
·=
; =
The least pop=
ular
learning style was on-line learning
·=
; =
Approximately=
45%
organisations provide less than 10 different learning opportunities in a ye=
ar
·=
; =
57% of
organisations provide learning to less than 50 individuals in a year
·=
; =
Almost 50% of
learning is provided informally
·=
; =
Over 43% of
learning is not accredited
·=
; =
Almost two th=
irds
of organisations report that there is further progression on completion of
learning
·=
; =
It is important that the value of informal learning prov=
ided
by the voluntary sector is recognised along with its niche in the range of
learning opportunities
·=
; =
Both forma=
l and
informal learning strategies need to be recognised
·=
; =
The voluntary sector needs to find ways to quantify and
qualify their learning strategies which then need to be recognised by other=
s in
the learning ring
·=
; =
A range of accreditation should be recognised as appropr=
iate
means of acknowledging an individuals success
·=
; =
The voluntary sector should seek to build in some form of
accreditation to its training and to link this to progression routes in the
learning framework
·=
; =
Colleges need to work with the voluntary sector
organisations to help the transition and progress of their students
·=
; =
The voluntary sector organisations need to be supported =
to
continue and develop accreditation which is appropriate to their learners
Appendix I
Are these contact details correct? If not please amend. Thank you …………………&=
#8230;…………… …………………&=
#8230;…………… …………………&=
#8230;……………. …………………&=
#8230;…………….. …………………&=
#8230;…………………………=
;.
Attach address label her=
e
![](3D"ACL_Report_VSO_files/image031.gif")
Three gift vouchers prizes
Return to
Chena Walker, Wolverhampton Ne=
twork Consortium,
26a Snow Hill,
To be entered in our prize draw
please return by Friday 30th April=
2004!
To request a copy of this form=
by
email please contact cwalker@w-n-c.org=
For each of the questions below
circle the correct letter, tick the appropriate boxes or write in the space
provided.
1. &nbs=
p; &=
nbsp;
Does your organisation deliver=
any
learning to adults? (Y/N)
2. Is
learning the core function of your organisation? (Y/N)
|
For the following 4 questions, please indicate if your answer is
relevant to your staff, your volunteers or your clients (or all of these)
->>>>>> 3. What topics=
do
you provide learning in? |
|
Staff |
|
Volunteers |
|
Clients |
|
|
|
PERSONAL
DEVELOPMENT LEARNING |
|
|
|
|
|
|
|
<= o:p> |
Assertiveness / |
|
|
|
|
|
|
|
&=
nbsp; |
Healthy living / Health aware=
ness |
|
|
|
|
|
|
|
<= o:p> |
P=
ersonal
Social Development, Life Skills |
|
|
|
|
|
|
|
|
RECREATIONAL
LEARNING |
|
|
|
|
|
|
|
<= o:p> |
Arts, crafts |
|
|
|
|
|
|
|
<= o:p> |
Hobbies |
|
|
|
|
|
|
|
<= o:p> |
S=
ports
& activities (including coaching & leadership) |
|
|
|
|
|
|
|
|
SKILLS
FOR FURTHER LEARNING AND EMPLOYMENT |
|
|
|
|
|
|
|
|
Administration/ Office Skills=
|
|
|
|
|
|
|
|
&=
nbsp; |
Accounts and book keeping |
|
|
|
|
|
|
|
&=
nbsp; |
B=
asic
Skills (Literacy, Numeracy) |
|
|
|
|
|
|
|
<= o:p> |
C=
ounselling,
Mentoring and Personal Advisors |
|
|
|
|
|
|
|
&=
nbsp; |
Debt counselling,
welfare benefits, Legal issues=
|
|
|
|
|
|
|
|
&=
nbsp; |
E=
SOL
(English for Speakers Other Languages) |
|
|
|
|
|
|
|
<= o:p> |
F=
irst Aid |
|
|
|
|
|
|
|
&=
nbsp; |
I=
CT
(Information & Communication Technology) |
|
|
|
|
|
|
|
&=
nbsp; |
Leadership and Management |
|
|
|
|
|
|
|
<= o:p> |
V=
olunteering
/ working with volunteers |
|
|
|
|
|
|
|
<= o:p> |
W=
ork
Preparation |
|
|
|
|
|
|
|
|
ORGANISATIONAL
DEVELOPMENT LEARNING |
|
|
|
|
|
|
|
&=
nbsp; |
|
|
|
|
|
|
|
|
&=
nbsp; |
C=
ommunity
Development |
|
|
|
|
|
|
|
&=
nbsp; |
Diversity / Equal Opportuniti=
es /
Disability awareness |
|
|
|
|
|
|
|
&=
nbsp; |
F=
amily
learning |
|
|
|
|
|
|
|
<= o:p> |
Gender awareness / womensR=
17;
issues |
|
|
|
|
|
|
|
<= o:p> |
Management Committee training=
|
|
|
|
|
|
|
|
<= o:p> |
N=
eighbourhood
Learning |
|
|
|
|
|
|
|
<= o:p> |
T=
eam
building |
|
|
|
|
|
|
|
|
OTHER
TYPES OF LEARNING (Which???) |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
4. What types of teaching and
learning styles do you use? |
|
|
|
|
|
|
|
|
|
W=
orkshops,
forums or seminars |
|
|
|
|
|
|
|
|
C=
lassroom-style
learning or ‘off the job’ training |
|
|
|
|
|
|
|
|
I=
nformation
Sessions / talks from experts |
|
|
|
|
|
|
|
|
M=
entoring
or on-going support or counselling |
|
|
|
|
|
|
|
|
O=
n the
job training / shadowing |
|
|
|
|
|
|
|
|
E=
xhibitions
/ displays |
|
|
|
|
|
|
|
|
O=
n-line learning |
|
|
|
|
|
|
|
|
O=
ther --
please specify |
|
|
|
|
|
|
|
5. How many
different courses are provided in a year for staff, volunteers and client=
s? |
|
Staff |
|
Volunteers |
|
Clients |
|
|
|
<=
span
style=3D'mso-spacerun:yes'> 0-10 |
|
|
|
|
|
|
|
|
<=
span
style=3D'mso-spacerun:yes'> 11-25 |
|
|
|
|
|
|
|
|
<=
span
style=3D'mso-spacerun:yes'> 26-50 |
|
|
|
|
|
|
|
|
<=
span
style=3D'mso-spacerun:yes'> 51-100 |
|
|
|
|
|
|
|
|
<=
span
style=3D'mso-spacerun:yes'> 100+ |
|
|
|
|
|
|
|
6. On average =
how
many individual members of staff, volunteers or clients attend some kind =
of
learning during a year? |
|
Staff |
|
Volunteers |
|
Clients |
|
|
|
<=
span
style=3D'mso-spacerun:yes'> <10 |
|
|
|
|
|
|
|
|
<=
span
style=3D'mso-spacerun:yes'> 10-50 |
|
|
|
|
|
|
|
|
<=
span
style=3D'mso-spacerun:yes'> 50-100 |
|
|
|
|
|
|
|
|
<=
span
style=3D'mso-spacerun:yes'> 100-250 |
|
|
|
|
|
|
|
|
<=
span
style=3D'mso-spacerun:yes'> 250-500 |
|
|
|
|
|
|
|
|
&=
nbsp;500+ |
|
|
|
|
|
|
7. &nb=
sp; What
other specialist services or expertise do you offer?
=
(Feel
free to attach any leaflets or other published information instead of listi=
ng subjects and area=
s)
8. =
How
do you recruit learners?
&=
nbsp; (For
example, do you work jointly with other organisations to recruit learners? =
Do you recruit learners fo=
r anyone else?)
9. =
Do
you have links to other providers for delivery of learning? (Y/N) (If yes, with wh=
om and
how?)
10. Do
you deliver learning to a specific group / community of people? (How do you ensure EQUAL
OPPORTUNITIES, so you can offer learning equally to all the diverse members of the community?)
11.
From
which addresses do you deliver learning?
|
|
|
|
|
|
|
|
|
|
<=
span
style=3D'mso-spacerun:yes'> Do
you cover particular Wards or Neighbourhoods in |
12. &nb=
sp; Do
you have any quality assurance systems in place?
(Tick
any that apply.)
|
|
|
We hold |
|
Working towards |
|
IiP
(Investors in People) |
|
|
|
|
|
PQ=
ASSO
(Practical Quality Assurance System for Small Organisations) |
|
|
|
|
|
PA=
CE
(Practical Award in Community Excellence) |
|
|
|
|
|
<=
span
style=3D'mso-spacerun:yes'> MATR=
IX
standards |
|
|
|
|
|
Community Legal Serv=
ices
Quality Mark |
|
|
|
|
|
Other
– please specify |
|
|
|
|
13. What
accreditation do you offer?
Full / Part / None - Which awarding bodies do you work with?
14.
When
your learners finish their learning, where do they go?
|
Please estimate usual percentages for progression routes (%) |
|
|
T=
hey go
into a job |
|
|
T=
hey get
promoted at work |
|
They start a busin=
ess
|
|
|
T=
hey do
some volunteering |
|
|
T=
hey go
into independent supported living |
|
|
T=
hey go
into further training: |
|
|
with another voluntary
organisation |
|
|
with Adult Education |
|
|
at a University |
|
|
at an FE College |
|
|
elsewhere |
|
|
T=
hey do
something else |
|