One of the three national priorities for Community Learning and Development is to support achievement through learning for young people. This recognises that lifelong learning does not begin once we leave school, but continues throughout our lives.
National Performance Framework
Our work with young people is in the context of the National Performance Framework.
Each part of the performance framework is directed towards and contributes to the Scottish Government’s single, overarching purpose.
Our Purpose
To focus government and public services on creating a more successful country, with opportunities for all of Scotland to flourish, through increasing economic sustainable growth.
The performance framework sets out National Outcomes. Three of these outcomes are of particular relevance to our work with young people:
- Our young people are successful learners, confident individuals, effective contributors and responsible citizens
The ambition is universal: the goal is to raise achievement across the population and for the gap between those who are the most and least successful to be reduced. Possession of these capacities enables children, young people and (subsequently) adults to thrive from an early age, and make a positive contribution in the 21st century. - We have tackled the significant inequalities in Scottish society
Those who have the least access to income, employment and good housing experience higher levels of ill health; often have less physical and psychological resilience to meet challenges; and less power and influence to effect change. Poverty and inequality not only diminish opportunity and life experience, they detract from Scotland's economic success and wellbeing as a nation. Tackling inequalities, therefore, remains our major challenge. - We have strong, resilient and supportive communities where people take responsibility for their own actions and how they affect others
Being part of a strong community gives us the support we need locally. It minimises crime, antisocial behaviour and their social and economic costs. And it allows us to bring up our young people to be successful learners, confident individuals, effective contributors and responsible citizens.
Learning in the community
Curriculum for Excellence acknowledges the importance of developing partnerships between schools, youth work and community learning and development. Youth workers and other partners play a key role in ensuring that young people are given the best possible choices and opportunities.
The Bridging the Gap report provides practical guidance for managing partnerships between schools and youth workers, and contains case studies showing how youth workers can provide support and learning outcomes in partnership with schools, to improve opportunities for young people.
Support for transitions
Curriculum for Excellence states that young people have an ongoing entitlement to develop their skills for learning, skills for life and skills for work. It provides more choices and chances by offering a coherent, flexible curriculum based on personalisation and choice, wherever the learning is taking place.
The senior phase of Curriculum for Excellence, which broadly encompasses the ages of 15-18, builds firmly on a young person’s previous broad general education. Every young person entering the senior phase will have a 16+ Learning Choices offer of post-16 learning before they leave school or before they leave any subsequent episode of learning within the senior phase. For some young people, this will mean staying in school for S5 and S6; for others it will mean further or higher education, work-based learning, volunteering, or learning in a community or third sector setting.
Continuing to learn as a young adult
In 2009/2010 around 14.4 per cent of young people aged 16-19 were unemployed, either seeking or not seeking employment, or their employment status was unknown.
The More Choices, More Chances strategy focuses on delivering a strategic approach to improving outcomes for all young people – linking Curriculum for Excellence with work on reducing health inequalities, tackling poverty, the early years framework and corporate parenting; and on ensuring a joint commitment to action between central and local government, employers, learning providers and support agencies to develop the service infrastructure required to meet the needs of vulnerable young people.
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