Community Learning Trust pilots

Frequently Asked Questions (page updated 22.05.12)

Descriptors for the pilots

1. Could the descriptor for a pilot be an amalgam of different terms, e.g. Lead Accountable Body, but with a strong focus on community involvement/leadership?

   Yes, it is fine to use words that reflect your own model.

Evaluation / Evidence

1. Are pilots expected to write their own evaluation report?

   No. there will be an overarching evaluation carried out by external evaluators who will be involved from the beginning of the piloting period. Pilot trusts, including their models, their data/evidence and their ways of working will contribute to, and be the focus of, the evaluation. The external evaluators will write the reports.

2. What evidence of impact will pilots/providers be expected to produce?

   Measuring the impact of their work to deliver the new community learning objectives will be an important aspect of the piloting activity. NIACE (under direction from BIS and the Agency) will work with the pilots to develop and agree approaches to gathering data and evidence. NIACE has also been carrying out research to identify the Social Return on Investment (SROI) impacts of a group of ACLF projects. Although in-depth SROI is a time-consuming approach if applied to all projects, there may be some useful SROI 'financial proxies' emerging from the NIACE work. NIACE will keep pilots updated on progress.

3. How will pilot trusts evidence/report on their delivery of the new objectives? If trusts gather impact evidence in different ways, how can performance be compared and trust models evaluated?

   Pilots will identify innovative ways to measure impact and outcomes. The NIACE support programme will develop a consistent evidence-gathering strategy with the pilot projects, keeping it as light touch as possible.

4. What will the key performance indicators (KPIs) be? Will consistent and coherent KPIs be developed to evidence and compare return on investment across the different trust models?

   The pilots will be expected to establish appropriate KPIs. The evaluation process will demonstrate how effectively the pilot trusts offer a return on public investment.

5. How will the June evaluation of the CLT pilots fit into the planning cycle for 2013/14?

   It is recognised that successful pilots will be better able to implement new models of delivery in 2013/14. It is expected that other providers will develop their new models of delivery during 2013/14, informed by the pilots and the associated support materials.

6. How will evidence of 'informal' learning be captured?

   The NIACE support programme includes working with BIS, the Agency and a small number of stakeholder organisations on the development of impact measures for informal learning.

7. What will the external evaluation measure: learning, the model or both?

   The evaluation will review the delivery model but particularly its impact on learning, learners and local communities.

Funding

1. What is "£ Plus"?

   It is a shorthand way of referring to income strategies to make the taxpayer's pound (i.e. their investment) go further. Pilots' strategies might include re-considering their course fees, looking for business sponsorship, working collaboratively across services, applying for funding from other sources and putting a financial value on the contributions made by volunteers.

2. Will pilot trusts be expected to allocate all of their Agency funding to the trust?

   That is a decision for the individual trust, but the funding must be used in accordance with the Agency's Community Learning funding rules.

3. Will there be a problem if trusts do not set up bank accounts in the first year?

   The trusts do not have to be formal legal entities, so a bank account is not necessary. As above, each provider will be accountable for using the funding in accordance with the Agency's Community Learning funding rules.

4. The pilots finish in June 2013, quite late in the funding year. Does that mean there will be no changes in funding allocations for 2013/14?

   We can't make any definitive statements about next year's funding allocations. Any changes would need to be agreed by Ministers.

5. What percentage of current funding can be used to manage, monitor, evaluate process and outcomes of CLT?

   There are no set guidelines - it will be whatever reasonable proportion of the budget is required to manage, deliver and monitor the strategies outlined in an individual pilot proposal. However, it is expected that pilots will increase participation through their proposed activities.

6. Can funding be used for 16-19 year olds?

   No, this funding is for learners aged 19 and over.

7. Will the trusts be formal trusts in the legal sense? If not a legal entity, who will hold the funding and be accountable for it?

   This will be a decision for an individual trust. Trusts do not have to be legal entities. Whether or not they are, providers funded by the Skills Funding Agency will continue to be accountable to the Agency for their expenditure.

8. If other recipients of Community Learning funding in the area do not want to buy in, what are the consequences for those who want to proceed?

   It may not be appropriate for all local providers to be involved, but we would like to know the reasons for some providers not getting involved.

9. What are the consequences of not wanting to buy in at this stage? If a provider does not want to take part in the pilot, might their funding be jeopardised after 15/16?

   No, although we do expect lessons emerging from the pilots and their evaluation to inform future community learning policy and funding decisions.

10. Why isn't Formal First Step in scope for Community Learning Trusts?

    Funding for Formal First Step is part of the curriculum offer funded through the single Adult Skills budget, not the Community Learning budget.

11. How will future Community Learning funding allocations be determined?

    The lessons and feedback from the 2012/13 pilots will help inform future funding allocations policy.

12. Will Family Literacy, Language and Numeracy continue to be offered free?

    Learners who qualify for fee-remission will continue to be entitled to receive that benefit.

13. How can I find out who are the providers that receive funding through the £210m Community Learning budget in my area?

    There is a list of providers on the Skills Funding Agency website who received a Skills Funding Agency allocation in 2011/12. Please visit http://skillsfundingagency.bis.gov.uk/providers/programmes/ and look at the paragraph on Allocations, where you can access the information.

    Please note: The Community Learning budget was formerly called Adult Safeguarded Learning budget, so please refer to that column.

14. I do not receive funding from the Skills Funding Agency - how do I apply?

    Please refer to the Skills Funding Agency's Register of Training Organisations on how to apply.

15. What if a Community Learning provider takes its Community Learning budget into a CLT partnership but next year want to go it alone? What happens to their budget? Is there any protection available if partners decide not to participate in 2013-14?

    We expect lessons emerging from the pilots and their evaluation to inform future community policy. At present, we cannot make any definitive statements about next year's (2013/14) Community Learning funding allocations.

Individualised Learner Return (ILR)

1. Can pilots forego ILR returns?

   No, all Agency-funded providers must return ILRs.

2. If two Agency-funded providers are in partnership to deliver a programme, using funding from both providers, how do they register learners on the ILR?

   As above, each provider will need to be accountable, and return the ILR, for the funding they receive. If different providers within one trust intend to 'pool' their Community Learning Funding, their respective funding directors may wish to discuss the nuts and bolts of the joint arrangements. Pilot trusts will be able to discuss the proposed arrangements with Skills Funding Agency staff.

3. How will participation in learning that is supported, but not directly funded, by the Community Learning budget be recorded?

   The Skills Funding Agency will issue additional guidance on how to record this type of learning. This information will be posted shortly in this FAQ section.

4. How will the Agency's administrative systems apply to the work of the pilot trusts, e.g. Individualised Learner Records (ILRs)?

   Providers receiving funding through the Skills Funding Agency will continue to be accountable to the Agency for their use of contract funding, for example through the ILR, but will enjoy greater freedoms about the way that funding is used.

Keeping the wider sector involved

1. How can the pilots who aren't successful stay involved, be kept up to date and keep you up to date if we continue with our proposals?

   We will keep you up to date on the pilots through the NIACE support programme and will be keen to know how your model is proceeding, whether you are selected or not.

2. How can organisations get involved if they don't receive BIS funding for Community Learning?

   We want to encourage a wide range of organisations to get involved. BIS funding for Community Learning is channelled through the Skills Funding Agency to providers, mostly Local Authority Education Services and FE colleges. Organisations that want to be part of the pilot scheme should get in touch with their local college and Adult Education Service and, if these providers are preparing an application, ask to be a partner.

3. If we aren't selected, how can we find out how the pilots are doing?

   There will be workshops and other events during the pilot year. Successful trusts will take part in and/or facilitate these workshops and other similar events so you'll hear from colleagues about different models and what works/doesn't work.

Local footprint

1. Will there be just one community learning trust in each region? Or in each Local Authority area?

   Community learning trusts should be very local. In time there could be more than one trust in some local authority areas.

2. Could there be two overlapping trusts in one geographical area? If yes, what would be the implications for an overarching regional plan?

   It's too early to tell. We need to learn from the pilots.

Ofsted inspections

1. How will the quality of provision be monitored? What is the role of Ofsted?

   Normal quality assurance arrangements will apply. We will keep Ofsted informed about the pilots. Providers with impending inspections should let NIACE know.

Partnership and collaboration

1. Could one provider be a member of several trust partnerships?

   Yes, if they are supporting more than one trust.

2. In what ways can a community learning trust demonstrate collaboration with relevant community providers and other organisations not directly funded by the Skills Funding Agency?

   There are no hard and fast expectations, but we would look for evidence of active engagement with relevant local providers of outreach, IAG and learning, such as voluntary and community groups, faith-based groups, community enterprises, Parish Councils, co-operatives, Homestart, housing associations, Theatre Trusts, Children's Centres, libraries, disability organisations, Councils for Voluntary Service (CVSs), Go ON UK and Higher Education community engagement teams, as well as local self-organised leaning groups such as U3As and voluntary arts groups. See the Wider Links appendix for further ideas.

3. Will a trust require a 'lead' provider as in the Lead Accountable Body model? If yes, is it an automatic assumption that one type of partner, i.e. FE College or Local Authority leads?

   A trust could be supported by more than one provider, and also receive financial or in-kind support from other partners. The 'lead' for each trust must, however, be from within the community it serves and be a currently directly-funded Community Learning provider.

4. Can Higher Education Institutions be part of trust proposals?

   Yes, we welcome trust proposals that include working with HEIs.

5. How would a local trust relate to the LEP?

   Local trusts may well engage with LEPs according to the nature of the goals they set.

Quick wins or longer term outcomes

1. Are you looking for quick wins or longer term models/outcomes?

   The main purpose of the pilots is to find community learning models that work in their context and could be used more widely. But quick wins are good too!

Skills Funding Agency Rules

1. Do the Skills Funding Agency rules apply to pilot trusts?

   The funding rules apply to all community learning providers. However, successful pilots will be issued with a side letter alongside their contract, setting out any flexibilities as agreed on a case by case basis.

2. Will providers need to be registered on the Skills Funding Agency Register of Training Organisations (formerly known as ACTOR)?

   All organisations that receive an allocation and wish to receive a contract to deliver Education and Vocational Training Services will need to complete and pass the Due Diligence Gateway Assurance process (the Assurance Gateway for short). The exemption extended to some providers last year will not operate in 2012/13, which means that some will need to complete the Assurance Gateway for the first time. The Register opened for applications in February and the results will be published w/c 2 April 2012. Please refer to the Agency website for further information. For those organisations that did not apply to the Register this time, there will be a further opportunity to apply in April 2012. We will communicate timelines through Update in early April through the Skills Funding Agency.

Sub-contracting and contracts

1. Can we sub-contract to 2nd tier organisations?

   Second tier sub-contracting is not permitted under current Agency Funding Rules - however although not encouraged, the Agency is prepared to consider some such limited arrangements within pilot proposals on a case by case basis, where such proposals make clear the reasonable extent of any such arrangements and how they would be closely monitored and managed in order to ensure maximum learner benefit, value for money and return on investment. Providers who submit pilot proposals that rely on second-tier subcontracting to deliver the outcomes described in the Prospectus will not be acceptable.

2. Will the Minimum Contract Level (MCL) apply?

   For the pilot year we are confirming our intention to give one more year's extension to MCLs where providers seek it.

Themes

1. In addition to the main criteria, the application form asks us to provide information about our pilot's specific themes, but pages 12 and 13 do not give any examples.

   It is for each individual trust to decide what themes are important in their area. Think about the needs/aspirations of people in your area, particularly those who belong to disadvantaged groups.

2. How many themes should we have?

   No more than 2 themes.

3. Could a trust partnership work on specific themes, such as consistent impact measurement, or volunteering, rather than planning every aspect of provision in partnership?

   Each Trust has to meet all the requirements set out in the prospectus, as well as working on one or two in-depth themes.

4. What will be counted? Can we count really 'informal' learning, such as reading groups and U3A groups? How do we record learning that we have enabled rather than directly delivered e.g. a Spanish Conversation club?

   Learning of this kind is key to delivering the transformational outcomes we all want to see. We will work with pilots to find light-touch ways of recording very informal, non-BIS funded activity because it will help make the case for linkages between learning of this kind and more structured learning.

Universal Vs. Targeted

1. What do you mean by 'universal' and 'targeted' provision?

   Universal = provision which is open to everyone (though learners will pay different fees according to their circumstances), targeted = provision targeted at specific groups such as parents/carers. It is, of course, possible to offer some provision that could accommodate both sets of learners as well as provision designed specifically for fee paying adults or specific groups.

Other

1. How many pilots will there be?

   We will assess, in light of the applications we receive, how best to test a coherent range of models. We are currently expecting to agree formal support for 10 to 15 pilots.

2. Why are there only 10-15 pilots?

   So that we can give each pilot one-to-one support and attention through the NIACE support programme and detailed individual evaluation.

3. Who can apply to become a Community Learning Trust pilot?

   Only directly-funded providers in receipt of an allocation for 2012/13 from the £210m Community Learning budget (previously Adult Safeguarded Learning), working with partners, are eligible to submit a proposal. This means providers must be listed on the current Skills Funding Agency Register of Training Organisations (formerly known as ACTOR) to be eligible. If a provider is not listed on the Register of Training Organisations they are not eligible to apply. To find out more about the Register of Training Organisations, please see Q2 under 'Skills Funding Agency Rules' above.

4. What's the timescale for applications and announcement of successful pilots?

   Please see the list of key dates in the prospectus.

5. How are Community Learning Trusts any different to current arrangements?

   Community learning trust pilots will place local people and local organisations at the centre of decision-making about community learning. Pilot trusts will be supported and have more flexibility to use the budget to try out new approaches, as well as opportunities to exchange ideas and compare outcomes with other community learning providers.

6. Will the CIF and Ofsted inspections still apply to the trusts? If so, how?

   Trusts will be backed by at least one Agency-approved provider and that provider is likely to be subject to Ofsted inspection. That will not change, though discussions will take place with Ofsted about how inspections might take account of the wider trust objectives.

7. What are the advantages of being a pilot?

   Selected trusts will have individual support from the NIACE support programme, as well as the opportunity to share lessons learned and influence the future of community learning.

8. Once a pilot trust application has been agreed, can that trust add partners?

   Yes, pilots are encouraged to add local partners through their work. Think also about national initiatives/organisations that have regional or local presence, such as Unionlearn, JISC, UK Online, Community Learning Champion schemes, Workplace Learning Advocates, Digital Champions, LSIS etc schemes when looking for partners.

9. What is the role of Unionlearn, JISC and UK Online in the CLT pilots?

   Unionlearn, JISC Regional Support Centres and UK Online are keen to work with and support pilots in developing new or innovative approaches related to their expertise.

10. Will you consider big, whole-authority applications as well as applications from small, local areas?

    Yes, as long as you fulfill the criteria and show the rationale for your 'footprint' and your model.

11. Can trusts be penalised for being 'too innovative'?

    It is recognised that risks may need to be taken when piloting new schemes, and pilots will be supported so that innovation is not stifled or constrained. It is important to consider how evidence, regarding participation and lessons learnt will be recorded and reflected upon.

Further information can be found in the Community Learning Pilots Prospectus, the NIACE website: NIACE Support Programme, and on the BIS website: Community Learning Trust Pilots.