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| Path: Projects > R&D > Voluntary Sector > Regional Report |
See Also: Final Report
The nine reports of the joint WEA/NIACE Regional Seminars
With the support of NCVO and NACVS
The sections of the reports on this page are common to all nine regional reports, but where they differ, links are provided to the respective regional pages (with return links back to the same point on this page).
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The aim of this report is to offer participants at each of the nine regional events, other locally-based voluntary and community groups, Government Officers in the region and the developing local Learning and Skills Councils, a summary of the issues and comments raised during the seminar. The account highlights the opportunities and challenges that local voluntary and community groups anticipate will arise as a result of the introduction of the new post-16 learning framework.
This report will contribute to the summary report which aims, where possible, to synthesise the issues raised across the series.
For the acknowledgements for each region follow the relevant link below.
Return links are provided back to this point.
Eastern | East Midlands | London | North East | North West | South East | South West | West Midlands | Yorkshire and the Humber |
Within its agenda to develop an inclusive Learning Society, the Government has recognised the potential contribution of the voluntary and community sectors to increase and widen participation in post-16 learning. This was clearly acknowledged by the Policy Action Team on Skills Report which argued that: "The most effective work we have seen with disadvantaged people has been delivered by local community and voluntary organisations, who usually have a much better understanding of local people’s needs and more credibility with them than larger, more inflexible organisations in the public sector".
As a consequence, Learning and Skills Councils, local Learning Partnerships and Local Authorities, the bodies at the centre of the new planning and funding arrangements, are encouraged to ensure that their base includes voluntary and community organisations.
In December 1999 the Department for Education and Employment (DfEE) invited the National Institute for Adult and Continuing Education (NIACE) and the Workers' Educational Association (WEA) to deliver a programme of seminars across the Government regions. The aims of the events were twofold; to inform representatives of voluntary and community organisations about the post-16 learning framework that will be in place by April 2001, and to help ensure that the work of the Learning and Skills Councils is informed by the perspectives of the rich diversity of voluntary sector bodies with a contribution to make to lifelong learning.
The events were delivered throughout February and March 2000. Each seminar aimed to strike a balance between dissemination of information about the new planning and funding framework and discussion and comment by participants. In this way NIACE and the WEA were aiming to act as 'channels' of information and views between the DfEE and the voluntary and community sectors. This was complemented by the production and distribution to all participants of a leaflet detailing the new post-16 arrangements and outlining a number of issues that may affect the voluntary sector. Further information was made available to participants at each event including a list of useful contact addresses in their region and up to date briefings from DfEE websites.
At all times it was recognised that it would be impossible and undesirable to present the seminars as in some way capturing the voice of the voluntary and community sectors. Indeed the potential contribution of these sectors to the lifelong learning agenda is rooted in their diversity, scale, and capacity to respond flexibly and creatively to the needs of local communities. As a result the subsequent reports attempt to highlight the whole range of issues and concerns raised by participants at the seminars. A degree of synthesis of the issues raised within and between seminars has been possible (and this will be a significant component of the overall report for the series), but not at the expense of imposing a false uniformity onto the outcomes.
The seminars had three main anticipated outcomes:
 | a report of each event, highlighting issues raised within the particular region. |
| a summary report of the whole series. |
| opportunities to facilitate networking between participants, supported by a contact list drawn up by NIACE and the WEA and included as an annex to this report. Representatives of voluntary and community groups were encouraged to remain in contact with and support each other in their engagement with the LSC framework. |
Copies of the regional and national reports will be sent to all delegates, the DfEE, Government Offices and the emerging Learning and Skills Councils.
The aims of the series, as agreed with the DfEE were as follows:
| to ensure that a broad range of voluntary and community sector bodies are aware of the structures being put into place following ‘Learning to Succeed’ and of the opportunities these offer. |
| to identify issues and support needs facing the sector. |
| to identify the potential contribution of the sector to the achievement of the vision set out in both the ‘Learning Age’ and ‘Learning to Succeed’. |
| to begin the process of networking within regions to ensure the voluntary sector can engage effectively with local Learning and Skills Councils. |
| to help ensure the work of the local Learning and Skills Councils is informed by the perspectives of the rich diversity of voluntary sector bodies with a contribution to make to lifelong learning. |
It was intended that the meetings should bring together a broad range of organisations including those whose primary focus is the provision of learning and training, those for whom educational provision supports other activities and those for whom learning is unpremeditated, unplanned and incidental. This includes training agencies, educational charities, welfare organisations and community action groups.
Programme
13.00 - 13.15 |
Welcome, introduction and aims |
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13.15 - 14.00 |
The national picture - Learning and Skills Councils (LSCs) and the voluntary and community sectors |
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14.00 - 15.00 |
Group discussion:
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15.00- 15.15 |
Tea/Coffee |
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15.15 – 16.15 |
Feedback – issues arising and ways forward |
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16.15 – 16.30 |
Summary and conclusions |
The following outline of the main issues raised by participants in their discussion groups and during the plenary was produced as a public summary during the final feedback session on the day. Frequent reference was made to it during the discussions and points were added and amended by the delegates as the debate developed. Although the language has been slightly edited in the interests of clarity, no attempt has been made to arrange the issues under headings in order to minimise any interference with the account.
For the issues raised in each region follow the relevant link below.
Return links are provided back to this point.
Eastern | East Midlands | London | North East | North West | South East | South West | West Midlands | Yorkshire and the Humber |
A number of themes and concerns have emerged over the series of meetings and these will be examined in more detail in the final summary report. In brief, however, it would appear that a major concern of the voluntary sector in its desire to engage positively and fully with the emerging post-16 learning framework is one of capacity. In essence, the sector welcomes the key role for voluntary and community groups envisioned within the Learning and Skills Councils’ structure, but would argue strongly that Government should recognise and meet the resource issues that will arise if the sector is to meet the challenge successfully. This applies at regional and sub-regional level in terms of appropriate infrastructure and also to individual organisations.
The following issues have been raised consistently:
| How can the Voluntary Sector secure balanced representation on Learning and Skills Councils (LSCs)? |
| Given the diversity of the Voluntary Sector how can effective reporting and accountability in relation to LSCs and Learning Partnerships (LPs) be maintained? |
| Support needs to be given to those individuals who become actively involved with LSCs and LPs. This should cover issues such as dependent care, travel expenses, paid time off in lieu etc. |
| The opportunity for Voluntary Sector organisations to have direct access to LSC funds and the overall desire to simplify the funding methodology is welcomed. |
| There is concern however over competition for access to funds, especially where small organisations are bidding alongside large traditional providers. |
| The recognition within the proposed methodology of the higher costs of meeting the needs of disadvantaged learners is welcomed. |
| Given the enhanced strategic roles of Learning Partnerships (LPs) and Local Authorities (LAs) how can the Voluntary Sector ensure effective access to these key bodies? |
| How can LPs and LAs ensure they communicate and work effectively with the diverse range of Voluntary Sector organisations that operate in their area? |
| Planning timescales must recognise the resource limitations of many voluntary organisations. Also planning arrangements must recognise the value of mid to long term funding in sustaining small organisations. |
| The sector welcomes the importance given to quality assurance issues but is concerned that standards must be appropriate to the size and nature of the organisations being assessed and the type of provision and learners involved. |
| Similarly the new inspection framework should be sensitive to the diverse circumstances of the many new organisations that will fall within the OFSTED and Adult Learning Inspectorate remit. |
| It is important that the new funding and inspection frameworks recognise the value of the learning process as well as outcomes and achievements when evaluating provision and that a range of evidence should be considered when assessing a broad interpretation of learning gain. |
| It is important that the imperative of meeting new standards and administrative requirement should not undermine or constrain the flexibility and responsiveness which characterises the distinctive contribution of Voluntary Sector bodies. Bureaucratic processes will need to be sensitive and alert to this potential. |
All participants were asked to complete an evaluation form for the seminar (copy attached). The questions were intended to identify expectations and outcomes (and the degree of correspondence between the two), and thoughts on the structure and delivery of the event. Delegates were also asked to give a simple rating between ‘very good’ and ‘very poor’.
For the evaluation summaries for each region follow the relevant link below.
Return links are provided back to this point.
| Eastern | East Midlands | London | North East | North West | South East | South West | West Midlands | Yorkshire and the Humber |
On the other hand, the range of organisations was also seen as a potentially inhibiting factor in terms of discussion and finding an appropriate level for the information input. The absence of group facilitators was an issue for some delegates as was the size of the groups. A stronger regional focus would have been welcomed along with more time to examine the implications of the new arrangements. The timing of the event was awkward for a few people particularly in view of the absence of lunch.
