Liveargyll - Community Learning and Development Report 2025-26
Argyll and Bute Council · 27 August 2026
Back to Community Services Committee — 27 August 2026 and its agenda
Text extracted from the council's PDF. Layout and reading order may differ from the original.
Page 1
ARGYLL AND BUTE COUNCIL COMMUNITY SERVICES COMMITTEE EDUCATION 27 AUGUST 2026 LIVEARGYLL – COMMUNITY LEARNING AND DEVELOPMENT REPORT 2025-26 1.0 EXECUTIVE SUMMARY 1.1 This report aims to provide members with an update on the performance of liveArgyll’s Community Learning Services and specifically the provision of Adult Learning and Youth Services, in session 2025/2026. 1.2 The report outlines the progress being made by the multi-agency Community Learning and Development (CLD) Strategic Partnership in delivering key priorities within the 2024-2027 CLD Partnership Plan. The key areas examined by the report are: • The context for CLD planning and delivery • CLD engagement with learners • The work of the Argyll and Bute Youth Action Council (ABYAC) • The Community Learning Strategic Partnership and the CLD Strategic Plan 2024-2027 1.3 Community Learning is a professional practice that covers all stages of lifelong learning. The purpose of Community Learning is to provide early intervention for those who are at risk of experiencing inequality of opportunity within the education and skills system. 1.4 It is recommended that the Community Services Committee: a) Recognise the significant improvements and strengths achieved by Community Learning and the CLD Strategic Partnership, particularly with regard to Adult Learning and associated reporting on participation, accredited achievement and wider achievement. b) Recognise the increased capacity of the CLD Partnership to evaluate performance against defined performance measures, report more effectively and to improve performance through more data-rich approaches.
Page 2
c) Recognise the contribution to positive outcomes for young people and adult learners in Argyll and Bute resulting from Community Learning’s work with and support of schools, its understanding of the needs of individuals, groups and communities, and its provision to learners.
Page 3
ARGYLL AND BUTE COUNCIL COMMUNITY SERVICES COMMITTEE EDUCATION 27 AUGUST 2026 LIVEARGYLL – COMMUNITY LEARNING AND DEVELOPMENT REPORT 2025-26 2.0 INTRODUCTION 2.1 Community Learning works closely with communities and partners to help individuals, families and groups achieve their potential through lifelong learning, mutual support and strong community organisations. It focuses on youth work, which involves early intervention with children and young people, as well as community-based adult learning programmes such as adult literacies, digital literacy and English for Speakers of Other Languages (ESOL). 2.2 Community Learning Practice is committed to providing equal educational opportunities to everyone, especially those who belong to marginalised groups. The goal is to remove barriers that limit the access to education for people who have few or no qualifications, those who need assistance in engaging in learning opportunities and those who face personal, social, or systemic obstacles to learning. Through high-quality Community Learning practice, CLD Argyll and Bute strives to empower such individuals to access education and improve their lives, in the belief that education in all forms is the key to unlocking opportunities and maximising and fulfilling the potential of all. The statutory basis for CLD is set out under sections 1 and 2 of the Education (Scotland) Act 1980 (the 1980 Act) and in the Community Learning and Development (Scotland) Regulations 2013, links to which are provided below. https://www.legislation.gov.uk/ukpga/1980/44/section/2/enacted https://www.legislation.gov.uk/ssi/2013/175/contents/made 2.3 By such means, CLD’s mission is to create stronger, more resilient, supportive, influential and inclusive communities.
Page 4
3.0 RECOMMENDATIONS 3.1 It is recommended that the Community Services Committee: a) Recognise the significant improvements and strengths achieved by Community Learning and the CLD Strategic Partnership, particularly with regard to Adult Learning and associated reporting on participation, accredited achievement and wider achievement. b) Recognise the increased capacity of the CLD Partnership to evaluate performance against defined performance measures, report more effectively and to improve performance through more data-rich approaches. c) Recognise the contribution to positive outcomes for young people and adult learners in Argyll and Bute resulting from Community Learning’s work with and support of schools, its understanding of the needs of individuals, groups and communities, and its provision to learners. 4.0 DETAIL 4.1 The Council approved the transfer of its Community Learning services to liveArgyll on 30th June 2021. The Service Level Agreement amongst other things stipulates: • liveArgyll’s responsibility for ensuring that the four statutory obligations, as set out in the Community Learning and Development (Scotland) Regulations 2013, are met. In doing so liveArgyll ensures: o clarity on what CLD is and who the priority groups for CLD provision are within the authority. liveArgyll will deliver Community Learning service requirements that meet both the service specification set out by the Council, and Education Scotland requirements. o the relevance and impact of CLD provision in the area by looking at the needs of the priority groups and individuals. o it involves and consults with priority groups, individuals and stakeholders to find out what they need and want, including an extensive consultation process to inform development of CLD plan priorities. o it creates and publishes a CLD plan every three years, and takes the lead role in the development of the new plan, with periodic
Page 5
progress reports prepared for the Community Services Committee. 4.2 Argyll and Bute Council retains a governance role working alongside liveArgyll. The Service Level Agreement provides for reporting and monitoring via Education Services to the Council. Further Context for CLD Planning and Delivery 4.3 Both the national reform of curriculum (the Curriculum Improvement Cycle [CIC] process) and the proposed Scottish Skills Model underscore the importance of the “ethos and life” of communities. The CIC outlines personal pathways for learners, recorded via a Learner Profile which can extend beyond school education, that ensure every learner in Scotland has opportunities to engage in educational, social, cultural, well-being, and economic activities. The Personal Pathway is to be supported by a range of educators, and both the CIC and Scottish Skills Model outline the skills required to support learners on their learning and vocational journeys, and how such skills are developed in a curriculum which prioritises skills in a “Know, Do, Understand” model of concept-based learning. Community Learning in Argyll and Bute is committed to the principle of Lifelong Learning in this context, extending beyond school and throughout adulthood. 4.4 The proposed Scottish Skills Model builds on James Wither’s 2023 Report Fit for the Future, which emphasises that it is not sufficient to focus solely on young people or those in school or college. The prototype Scottish Skills Model identifies three key areas of skills necessary for both Scotland’s economic future, and equity and social mobility for all in Scottish society. The key areas identified are Personal, Core and Specialist skills to underpin Lifelong Learning and vocational success. The development of such skills by all strands of Education, including Community Learning, should be a structural part of the learning system and an embedded resource within local communities. 4.5 The 2024 Independent Review of Community Learning and Development, led by Kate Still, assessed CLD's effectiveness in supporting learners, particularly those facing barriers, and is still a relevant factor in CLD policy development. It acknowledged the potential of CLD to equip individuals with life skills for various pathways, including work and further education. The review has also stressed the need to improve how CLD data is gathered, measured and used to ensure the best outcomes for learners. Key recommendations from the report include strengthening leadership and structures, developing a clear policy narrative, focusing on delivery, improving funding and workforce development, and enhancing the visibility of CLD and its impact. Despite progress of national statutory reform in CLD policy being slower than
Page 6
anticipated, CLD Argyll and Bute has ensured its policy and improvement agendas are being informed by these recommendations. CLD Engagement with Learners 4.6 The following chart illustrates the average number of Young People aged 12- 18 years and Adult Learners 16+ (not in school) accessing Community Learning Services each month between April and March over the last three years. The graph shows registered learning (learning through structured programmes attended on a regular basis) and wider engagement (learning through one-off learning activities such as larger individual events, drop-ins and partnership engagement activities). The graph shows slight fall-offs for both young people and adult learners in regular learning activities in which learners are required to register. This is due to a number of factors, including young people and adults dropping out of courses, particularly those with barriers to engagement, and a wider range of individual or “one-off” activities with which learners are engaging. Conversely, as mentioned, the number of activities defined as single events offered by Community Learning has increased significantly. This is due to a Chart 1: Total Engagements with Community Learning 2023-24 - 2025-26 147 156 73 128 206 199 202 212 166 186 432 335 0 50 100 150 200 250 300 350 400 450 500 Average monthly engagement of young people in registered Community Learning Average monthly engagement ofAdult Learners in registered Community Learning Average monthly engagement of Young People in one-off events/drop-in sessions Average monthly engagement of Adult Learners in one-off events/drop-in sessions 2023-24 2024-25 2025-26
Page 7
number of school engagement activities – such as Dynamic Youth Awards and Transition activities – being classed in this way, and an expansion of Community Learning’s partnership working. 4.7 Community Learning Youth Service Leads work in schools and in partnership with the Scottish Government and other Scottish Attainment Challenge partners to promote the role of youth work in closing the poverty-related attainment gap. They share best practice, support practice development and gather evidence of the impact of youth work on attainment. 4.8 In Argyll and Bute in school session 2025-26, Community Learning has continued its partnerships with secondary schools to support the Education Service in broadening the curriculum and offering a wide range of attainment and achievement possibilities. This provides achievement pathways and skills-building opportunities for all learners, and in doing so, plays a role in furthering the principle of Parity of Esteem between “academic” qualifications and vocational accreditation, and in reducing the poverty-related attainment gap. 4.9 The chart below highlights two areas: 1) The total number of young people gaining nationally recognised awards (e.g. Qualifications Scotland (QS) awards at SCQF Levels 3-6, Youth Achievement Awards) achieved by young people through partnership with Community Learning. 2) The total number of young people who have participated in and gained wider achievement awards, local awards and awards not nationally recognised, through partnership with Community Learning (e.g. Saltire Awards (volunteering), Dynamic Youth Awards and Hi5 Awards).
Page 8
Chart 2: Certification/Awards through CL - Young People (12-18) 2023-24 - 2025-26 451 637 350 346 223 130 0 100 200 300 400 500 600 700 Number of young peopleachieving nationally recognised awards through CL Number of young people gaining other wider achievement awards through CL 2023-34 2024-25 2025-26 4.10 The above figures represent a decrease on previous years in accreditation and in wider achievement facilitated by Community Learning. This can be attributed to a number of factors: • Some local Community Learning Youth Leads are part time, leading to a reduced capacity to engage with schools. • A separate Third Sector agency has responsibility for No One Left Behind funding and CL engagement in this context is not recorded here. • Alternative learning pathways for young people who would previously have engaged with Community Learning, such as Flexible Learning Plans. • Some schools have been less effective than others in involving CL in 16 Plus meetings to plan pathways for young people most at risk of disengagement and not attaining a positive destination. Maximising the effectiveness of 16 Plus Meetings has been a priority in 2025-2026, and all school DYW Leads have attended sessions at which the role of CLD in such meetings and the expectation of their CLD has been stated. • Partly through ongoing CL support, schools themselves have increased their capacity to offer Wider Achievement accreditation, increasing in-school engagement and attainment, and meaning smaller pupil referrals by schools to Community Learning. In some cases, schools have had the capacity to take on delivery of accreditation previously delivered by Community Learning. Although such certification is now recorded to the schools, thus increasing schools’ and the Local Authority’s overall attainment statistics, CL Youth Leads still support provision and assessment delivery. o This is borne out by statistical analysis of Wider Achievement across all school-age young people in Argyll and Bute. In 2025, Young
Page 9
people across Argyll and Bute gained a total of 1397 Wider Achievement awards, up from 1251 in 2024 and 1167 in 2023. This marks an increase of 11.6% in the last session and 19.7% over two years. It is anticipated that 2026 data will reflect this trend. Community Learning continues to look for all opportunities to assist each young person to maximise their attainment and achievements. For example, a young person achieving an SQA Award in Young Leadership potentially can also achieve a Dynamic Youth Award and a Saltire Award at the same time. Unlike schools and educational centres, and the local authorities within which they operate, Community Learning is not statutorily required to report formally on attainment. However it is recognised that the gathering and analysis of such data is a key element self-evaluation and its subsequent positive impact on the quality of provision to and outcomes for learners. As such, from session 2026-2027, Community Learning will reflect practice in Education by reporting to Council, as part of this report, a detailed breakdown of entries and accreditation across CL-provided QS courses and the range of wider achievement accreditation it facilitates. 4.11 The chart below illustrates the number of Adult Learners (over 16 and not in school education) who have gained nationally recognised awards (e.g. QS awards at SCQF Levels 3-6), through partnership with Community Learning. Additionally, it illustrates Adult Learners’ engagement through partnership with Community Learning in wider achievement awards, local awards and awards not nationally recognised, (e.g. Health Issues in the Community Awards (HIIC), Attendance Certificates, individual community learning opportunities).
Page 10
Chart 3: Certification/Awards through CL - Adult Learners (16+) 2023-24 - 2025-26 42 7051 50 117 731 0 100 200 300 400 500 600 700 800 Number of adult learners (16+) achieving nationally recognised awards through CL Number of Adult Learners (16+) gaining other wider achievement awards through CL 2023-24 2024-25 2025-26 The above figures demonstrate an increase in formal accreditation. This is a result of an expansion in Adult Learning pathways. Examples include new Adult Achievement Awards, Personal Development Awards in Adult Learning qualifications and SCQF Leadership Awards for Adult Learners. There has also been a significant increase in Adult Learning wider achievement certification from 2024/2025, reflecting increased engagement (see Chart 1 above), and improved recording of online learning activity through the new Learn My Way reporting system utilised by the CL Adult Learning team. The Community Learning Service continues to adapt delivery models to reflect school’s capacities to deliver Wider Achievement, serve smaller, more dispersed cohorts, meet increased demand for flexible engagement opportunities and respond to the changing needs of communities across Argyll and Bute. 4.12 Argyll and Bute Youth Action Council (ABYAC) In 2024, local Community Learning Youth Action Groups (YAGs) conducted consultations to identify the learning needs of young people. Youth Leads have been responsive to the insights gained from consultations and have been working to reach out to as many young people as possible within their areas. One consequence of such consultation and engagement has been the creation of the Argyll and Bute Youth Action Council (ABYAC).
Page 11
ABYAC was established to strengthen youth engagement across the region. The ABYAC model represents a strategic shift in how local government and community services interact with, listen to, and empower young people. It seeks to address historical challenges in youth engagement, primarily focusing on two key areas: • Overcoming Geographical Barriers: in a region characterised by remote and rural communities, young people have historically reported feeling disconnected from central decision-making. ABYAC provides a structured, accessible forum, bridging the gap between local youth and regional decision-makers. • Transitioning to a Youth-Led model: moving beyond traditional, adult-led consultation forums, the ABYAC rationale prioritises empowerment of young people. The model ensures that young people set their own agendas, chair their own meetings, and identify the issues most relevant to their own lives and experiences, ensuring recognition and articulation of key Articles of the United Nations Convention on the Rights of the Child. The operational structure of ABYAC is designed to be localised yet regionally integrated. Key components of the model include: • Local Youth Action Groups: the establishment of active grassroots groups (such as those in Kintyre, Campbeltown, and Tarbert), coordinated by peer- elected Youth Voice Ambassadors who organise and lead localised action. • The ABYAC Pledge: a mechanism securing formal buy-in from local services, the liveArgyll Community Learning team, and council decision- makers. Signatories commit to actively listening to, respecting, and practically implementing the views of young people. • Integrated Action Projects: the formation of specialised sub-groups to tackle specific priorities identified by local young people. These include initiatives focused on digital and online safety, creative arts and music, and broader youth inclusion practices. In terms of impact and measurable outcomes, since its formation, the ABYAC model has demonstrated significant positive impacts across Argyll and Bute’s community services landscape: • Enhanced Youth Agency: young people report increased confidence levels, using their voice to actively participate in their communities. • Resource and Policy Creation: working with NHS and HSCP, young people are central to the development of sexual health clinics across Argyll and Bute, and the production of a related digital app for young people. • Through the ABYAC Pledge, the model encourages a culture of accountability. Youth consultation has developed to become a catalyst for responsive policy change and service design within the local authority.
Page 12
The ABYAC model is developing to be an effective vehicle for youth empowerment in Argyll and Bute. Its work supports the alignment of Council objectives with the insights generated by the Youth Action Council to ensure future services remain relevant and responsive to the needs of our young people. 4.13 CLD Strategic Partnership Plan 2024-2027 The Community Learning and Development (Scotland) Regulations 2013 require local authorities to publish a three-year CLD plan, co-produced with partners and communities, to outline how they will coordinate, deliver and improve CLD services. These plans should identify learning and support priorities within the community and how they will be achieved. The plans are a statutory requirement and are subject to scrutiny at local authority and Education Scotland and Scottish Government levels. 4.14 In developing its latest three-year Strategic Partnership Plan (2024-2027), CLD Argyll and Bute worked collaboratively to consult with partners, including Education, third sector organisations, and most importantly, learners (adults and young people) and communities themselves. As a result, partners and communities were actively involved in shaping the priorities of the plan, which also articulate local and national policy contexts. 4.15 The priorities which emerged from consultation, and which inform the 2024- 2027 CLD Strategic Partnership Plan, align with the following themes: • Digital skills • Core skills for learning, life and work • Health and Wellbeing • Community voice • The learner offer • Improving how we work as a partnership The 2024-2027 CLD Plan was presented to and approved by Community Services Committee in December 2024. 4.16 Over the past 12 months, the CLD Strategic Partnership has continued to strengthen its collective approach to continuous professional development in support of the Argyll and Bute Strategic CLD Partnership Plan 2024–2027. Self-evaluation of performance against Planning Outcomes has been
Page 13
improved and is informed by a programme of rolling professional learning, delivered by the Education Manager. Professional Learning has focused on developing more clear and measurable success criteria for improvement outcomes, data input requirements and reporting processes, supporting partners to develop a consistent knowledge and understanding of performance management and evidence gathering across the Partnership. CLD staff have also been trained by the Community Learning Manager in the use of Education Scotland’s CLD quality framework and self-evaluation tool How Good is Our Community Learning and Development (4th Edition) and the self-evaluation principles of “How are we doing?”, “How do we know?” and “What are we going to do next?” As a result, annual planning by the Community Learning and Development Partnership is more responsive to need and is more clearly data-driven, with resultant improvements in provision to learners. 4.17 The CLD Strategic Partnership has developed and implemented bespoke tracking mechanisms for individual agencies within the CLD Partnership to monitor qualitative and quantitative progress against defined success criteria. Feedback has been gathered from partners on the tracker’s purpose, functionality and suitability, and will inform a further review and refinement of the tracker to strengthen future performance, reporting and continuous improvement. The Education Manager’s training in self-evaluation was also accessed by a number of members of the CLD Partnership, and feedback as well as partners’ self-evaluative contributions for the annual CLD Strategic Partnership Report (to be published in September 2026) have demonstrated the positive impact of such training. 4.18 As we move into the 2024-2027 Plan’s final year, rigorous evaluation of all targeted outcomes against Success Criteria will form a key strategic priority in the first part of 2027. The content of the next statutorily required CLD Partnership Strategic Plan 2027-2030 will be shaped jointly by such self- evaluation, consultation with all CLD stakeholders, and the emerging CLD policy landscape detailed in 4.3-4.5 above. 4.19 The 2024-2027 CLD Plan can be accessed via the following link: https://liveargyll.co.uk/wp-content/uploads/2024/10/CLD-Strategic- Partnership-Plan-2024-2027.pdf 5.0 CONCLUSION 5.1 The current governance and strategic planning arrangements between Argyll and Bute Council and liveArgyll are working well. A significant degree of
Page 14
progress in the areas of Community Learning and Development has been made since the transfer of liveArgyll to the Council in June 2021, as demonstrated by the 2021 HMIe inspection, the January 2024 HMIe CLD Progress Visit, HMIe’s response to the February 2025 CLD report and the findings of the Council’s 2025 Internal Audit of CLD. Satisfactory arrangements are in place in respect of fulfilling all CLD statutory obligations, and Council expectations as set out in the Service Level Agreement between the Council and liveArgyll. 5.2 Community Learning Services will continue with the delivery of provision determined by the Scottish Government’s Lifelong Learning policy, Education Scotland’s CLD quality framework HGIOCLD(4th Edition), the CLD Standards Council (Scotland) and learners’ identified needs, which is outlined in the current CLD Strategic Partnership Plan 2024-2027. 5.3 The current Strategic Partnership Plan for 2024-2027 is being reviewed and evaluated by all partners and stakeholders through consultation, with a view to producing the annual Argyll and Bute CLD Strategic Partnership Report (to be published September 2026). 5.4 Additional details and case studies of CLD’s work across Argyll and Bute can be accessed at the liveArgyll website and in the CLD Annual Report of September 2025 (available on website) https://liveargyll.co.uk/reports-and-publications/ 6.0 IMPLICATIONS 6.1 Policy - In alignment with Council policy in relation to transfer of Community Learning from Council to liveArgyll. 6.2 Financial – None 6.3 Legal – In alignment with relevant contractual agreements between Council and Live Argyll 6.4 HR - None 6.5 Customer Service – None 6.6 Risk – The statutory requirements of the Council in relation to the provision of CLD services is set out in the Community Learning and Development (Scotland) Regulations 2013. Adherence to these requirements reduces the risk to which the Council is subject. 6.7 Climate Change – None 6.8 Fairer Scotland Duty – None 6.9 Equalities - protected characteristics – None 6.10 Consumer Duty - None
Page 15
6.11 Island Communities – None 6.12 Children’s Rights and Wellbeing – Community Learning’s work with under- 18s, both in schools and in the community relates to Article 29 of the United Nations Convention on the Rights of the Child: Education must develop every child’s personality, talents and abilities to the full. Douglas Hendry - Executive Director with responsibility for Education Councillor Kieron Green - Policy Lead for Education Jennifer Crocket Chief Education Officer/ Head of Education – Wellbeing, Inclusion and Achievement Wendy Brownlie Head of Education – Performance and Improvement For further information contact: Simon Easton – Education Manager Email: Simon.easton@argyll-bute.gov.uk Tel: 01436 657681 Date: 27 August 2026