Ofsted finds Neighbourhood Learning in Deprived Communities (NLDC) projects are bringing communities together and boosting educational, training and job opportunities for those most in need.
The survey, The role of adult learning in community renewal: Neighbourhood Learning in Deprived Communities programmes, finds that two-thirds of adult learning providers surveyed have established strong links with local partner organisations to ensure Neighbourhood Learning in Deprived Communities funding is meeting a diverse range of needs.
Published today by the Office for Standards in Education, Children’s Services and Skills (Ofsted), the survey shows that on the whole, providers are highly effective at engaging specific, targeted groups such as people with disabilities, lone parents, minority ethnic groups and young offenders.
Three quarters of providers surveyed said learners gained qualifications and then moved on to other forms of learning. Most were able to develop good communication and presentation skills, and often became more involved in local projects and events, such as community fun days and collective campaigns on local issues.
Christine Gilbert, Her Majesty’s Chief Inspector, said:
“Neighbourhood Learning in Deprived Communities funded projects can be instrumental in engaging hard to reach learners. It’s encouraging to see that most providers are using the funding well, and establishing strong partnerships with local organisations to contribute positively to community regeneration, and better prepare residents with skills for employment.”
Following revised funding guidelines introduced in 2007, three-quarters of providers in the survey had set targets for increasing the focus of funding on skills for jobs; however the definition of such skills varied widely across providers.
“It’s critically important that we keep sight of the bigger picture. Whilst employability skills have a very positive impact on community regeneration and renewal, it’s important that providers don’t narrow their focus too much. They must ensure projects are sustainable, and have the capacity to develop and grow. This may mean looking for further funding on a long term basis,” added Ms Gilbert.
While three quarters of projects in the survey experienced success in the short term, only one in ten became permanently established. Those that managed to achieve this were mostly able to do so through a strong ‘champion’ or an enthusiastic activist to drive the cause.
Regular evaluation of the impact of Neighbourhood Learning in Deprived Communities funding on projects is necessary for long term sustainability. Whilst most providers used some form of self-assessment, a review on how funding is meeting the needs of the neighbourhood as a whole, as well as individuals is essential.
Recommendations:
To improve the quality of provision further, the Department for Children, Schools and Families, the Department for Innovation, Universities and Skills and the Learning and Skills Council should systematically monitor the targeting of provision to ensure that funding is reaching beneficiaries from the most deprived communities in England. They should also review NLDC funding to include a longer term, structured and integrated view of neighbourhood renewal that supports the development of sustainable community projects.
All providers should systematically monitor the targeting of provision across local communities to ensure fair and equitable distribution of funds and that strategies to target communities are fully implemented. They should also place a stronger emphasis on sustainability and outcomes when planning NLDC funded initiatives to support self-management.