INTRODUCTION Why a Manifesto?

Transcription

1 INTRODUCTION Why a Manifesto? Learning can change people and society. It is a key contributor to the quality of our individual and community lives, to social justice, civil renewal and the economy. It is so important that voluntary and community organisations in the West Midlands have come together to issue this Manifesto for learning and skills. The VCS wants to promote equality and diversity in the West Midlands by furthering equality of opportunity for all, through widening participation and creating equal access to learning for everyone, involving those who have traditionally been excluded from further education and training ensuring that commitment to equality and diversity and the mainstreaming of equality and diversity measures are central to learning and skills policy and development in the region. The sector has a strong interest and track record in learning and skills. We can enhance the effectiveness of learning in the West Midlands by promoting an holistic approach to learning, integrating it with other aspects of people's daily lives and concerns, being a route through which volunteers, service users and local communities as well as paid staff can learn new skills to enhance their personal and professional development, promoting dialogue within and between the subregions on learning and skills. To do this, we want to affirm and build on the sector's role with the community, particularly with more marginalised groups and individuals raise the profile of the sector s involvement in learning and celebrate its innovative work promote the sector as a major employer and a good career path promote the sector as a provider of learning ensure a that VCS views on learning and skills are heard at regional level

2 This Manifesto aims to: provide representatives of the VCS with a mandate for discussions and negotiations with regional and subregional bodies, supporting them in being proactive and providing legitimacy for their approach create further opportunities for the sector to engage as a strategic player in learning as a provider / deliverer, employer and supporter or influencer, Enhance the VCS s influence and ensure it is able to make a full contribution in the area of skills and learning The time is right. The key role of the VCS in regeneration, civil renewal and the delivery of key public services is increasingly recognised. However, we shall not achieve our potential and make our full contribution to learning and skills unless we recognise and promote our strengths and acknowledge our needs, and encourage our partners to do the same. A SECTOR RESPONSE The Manifesto sketches the VCS in the West Midlands. It outlines our role in learning and skills and identifies some of our strengths and needs. It is intended to be of value to policy makers, planners and funders of learning and skills and of regeneration at regional, sub-regional and local levels as well as the VCS (VCS) itself. contribute to the development of a regional learning and skills strategy for the VCS in the West Midlands.

3 KEY FACTS 1 The sector in the region has: Over 18,300 formal, active voluntary and community n the region, of which 87% have a local area of benefit. A paid workforce in excess of 44,000 people; A volunteer workforce of 333,000 and 102,000 trustees, making the unpaid workforce 10 times larger than the paid workforce. An expenditure of 1.15 billion in the region in 2002 in its work for disadvantaged and socially excluded communities. Estimated total funds (assets minus liabilities) to be worth 3.57 billion in UNDERSTANDING THE SECTOR The VCS is a diverse and dynamic sector made up of many different kinds of organisation whose very diversity makes it dynamic and creative. The VCS is characterised by honest, passionate and supportive policies and practices which aim to make a real and effective difference to the lives of individuals and society as a whole. There has been a rapid growth in the number of voluntary and community organisations (VCOs) in the West Midlands in a relatively short space of time These 18,300+ organisations include large national bodies, community groups, volunteer bureaux and development agencies working at a local level. Some rely solely on voluntary effort whilst many others have paid staff. Main functions are extremely diverse though all are not-for-profit organisations acting for community benefit and run by unpaid management committees normally drawn from the community or from service users. Many are user-led and firmly based on community action, with sound community roots. Concerns to bring about greater social justice lie at the heart of many voluntary and community organisations. The sector includes service providers delivering stautory services as well as self-help and advocacy groups, organisations providing services to other voluntary organisations, campaigning groups, social enterprises, organisations with an education or training focus, and small groups with very limited aims - a picture of great diversity. Concerns include everything from housing and homelessness to health and disability, arts or religious activities to the environment or animal welfare. Some are based on a geographical patch; others focus on particular groups in the community which may be defined by ethnicity, ability, age or other circumstances. This tapestry creates an enormous range of development opportunities and needs.

4 This Manifesto is timely because of a number of significant changes in and for the sector in national, regional, sub-regional and local policies and activities. CONTEXT National policy and activity The work of the VCS must be seen in the context of major cross-cutting policies, such as the Disability and Discrimination and Human Rights Acts, which highlight the rights of all to be fully included. The importance of the VCS in community development and regeneration has been underlined in a range of government strategies. Its significance within neighbourhood renewal is acknowledged in resource and support for Community Empowerment Networks. More recently, its role has been noted in Sustainable Communities; People, Places and Prosperity (ODPM's 5 year plan) and Firm Foundations: the Government's Framework for Community Capacity Building. The Home Office s Strategic Plan includes an objective to support citizens, communities and the voluntary sector to be more fully engaged in tackling social problems. The need for resources and action to enhance the potential of the VCS to deliver public services and improve the quality of life in local communities lies behind ChangeUp, a ten year vision developed by the Active Communities Directorate of the Home Office. Launched in June 2004, ChangeUp focuses on the development of capacity building support and infrastructure for the VCS. The 2005 Skills White Paper 1 notes the important role played by voluntary and community organisations in helping to raise demand for learning, widen participation and increase skills in deprived communities. Working Together, a strategy for the VCS and the Learning and Skills Council (LSC), identifies three key roles for the VCS: as a provider of learning opportunities, as an employer and as a source of expertise and channel for communication. Workforce development is set within the context of the Skills Strategy for the VCS developed by the Voluntary Sector National Training Organisation (VSNTO) and appropriate occupational standards. The significance of the VCS for regeneration and its capacity to engage with under-represented groups also makes it a potentially key contributor to the LSC's strategies on Widening 1 Skills: Getting on in business, getting on at work (2005). DfEs, dti, DWP, HM Treasury.

5 Participation and Equality and Diversity and to the government's Skills for Life strategy. Regional policy and activity The impact of devolution in the West Midlands is reflected in the development of a range of regional bodies, structures, plans and processes. This includes the regional Concordat, an agreement between the Regional Assembly and other regional partners providing a framework for regional working and the integration of regional strategies. Although devolution at that time had a regional bias, there was recognition of the importance placed by government on improving life in local communities and the role of regions in defining appropriate strategies for doing this. A Regional Skills Partnership (RSP) was formed by Advantage West Midlands to develop skills priorities for the region and take forward the implementation of the government's Skills Strategy. Its priorities include: raising aspirations for learning and skills, widening access and progression to FE and HE, developing employability and workforce skills, improving understanding of employers' needs, making the case for the benefits to employers and individuals of investing in skills and lifelong learning. Regional Action West Midlands (RAWM) has been able to support the engagement of the VCS in learning and skills and to publicise the sector as a major employer with specific capacity, skills and development needs. Activity and outcomes have included: securing a place at the table of the RSP; research ("Mapping the Contribution of the VCS to the Economy of the West Midlands" as well as smaller studies relating to learning and skills engagement); mapping, development and support of VCS networks (including the Learning Strategy Group); involvement in key regional forums and processes; gaining resources to support the sector's engagement; capacity to influence on behalf of the sector. With financial support from Government Office for the West Midlands and the LSC in the West Midlands, RAWM commissioned a skills audit of the VCS workforce in the region which reported in In addition, RAWM have also been able to commission a study on workforce in the VCS with resources from Capacitybuilders.

6 KEY FINDINGS 1 The VCS is vital to the Learning and Skills mission to meet the education and training needs of individuals, communities and employers. 1 1 Working Together: A strategy for the VCS and the Learning and Skills Council (2004). LSC. KEY FACTS 2 Voluntary and community organisations are engaging in learning and promoting learning in many different ways and via different roles: as employers, providers of learning, community presence, access and brokering, source of communication and expertise, intelligence about need and repository of good practice. Destination West Midlands, a programme recently funded by Capacitybuilders is the regional grouping of local VCS Infrastructure Consortia. It is also aiming to raise awareness of the role and potential contribution of the VCS at regional level. Sub-regional and local activity In addition to its campaigning work and activity with service users, the sector has been involved in Local Strategic Partnerships (LSPs) and other regeneration based partnerships. Its contribution and potential in relation to learning and skills is being increasingly recognised by subregional strategic bodies, including Local LSPs and LSCs. Most LSC sub-regions have commissioned research on sector activity and issues and there is increasing evidence of Local LSCs and the sector developing mutual understanding and respect, as well as compatible forms of engagement. There is ongoing work to develop mechanisms to support and co-ordinate VCS skills development and delivery, in all of the sub-regions. In some sub-regions, Local LSCs have been involved in the development of wider public sector Compacts with the VCS but there is no specific Compact between the LSC and the VCS at regional or sub-regional levels in the West Midlands. THE VCS'S ROLE IN LEARNING AND SKILLS Although the range and diversity of the VCS makes generalisation difficult, learning - formal and informal and at a range of different levels - is an essential and vital part of activities in the sector. A commitment to learning lies at the heart of what many voluntary and community organisations stand for. However, this can and does take different forms: no 'one size fits all' approach is appropriate. Communication The sector offers opportunities to enable local people to engage and become involved in their communities, with learning often a key part of this. The VCS is a key source of communication with local communities, including those the statutory sector often finds 'hard to reach'.

7 Strengthening Communities Voluntary and community organisations can help people to develop learning and skills within their communities and, in so doing, strengthen those communities. In some instances, this happens because learning and skills development, and the confidence this engenders, enables people to participate more fully in issues affecting their lives. Often, this creates a sense of commitment from the people involved not only to further learning but to building their communities. Sometimes, community change is an explicit outcome for learning, with voluntary and community organisations recognising the skills and knowledge that people contribute and develop through taking action and working to bring about change. Widening participation Many voluntary and community organisations value and promote an holistic approach to learning, delivering learning in creative and flexible ways. These efforts can be limited by deficiencies elsewhere, e.g. lack of accessible public transport. By providing information and advice, and by focusing on the individual s needs and interests, we can involve people in learning who would otherwise not have the opportunity to engage with it, bringing learning to the individual rather than expecting the individual to find the learning. Frequently, this leads to approaches that: are user led involve the learner in the planning, design and delivery of the learning focus on improving service provision and on individual personal and professional development through flexible approaches which embrace both accredited and non-accredited learning. The sector s location in and of the community, covering diversity of age, interest and background, makes it integral to widening participation, and our approach can enable us to achieve good outcomes. This is important in engaging groups who have traditionally been excluded from the mainstream. Learners are more likely to complete as they are involved in the whole process from start to finish. We take pride in building strong, trusting relationships with learners - who may be our own staff, trustees, volunteers, clients or members of local communities - and facilitating learning in an informal way.

8 Our capacity to engage and support learners is enhanced by expertise within the voluntary sector on issues affecting learning such as disability and health. Such issues constitute the core expertise of some voluntary and community organisations. Others are involved in VCS networks where easy access to this expertise can inform VCO knowledge and practice. Accredited learning Much of the learning provided or encouraged by the VCS is above engagement level. Some organisations provide or secure accredited learning and, across the sector as a whole, there is a wide curriculum, and qualifications are offered at a range of levels. Some, for example ASDAN or some OCN qualifications, have been developed specifically for the VCS. Quality The sector has enthusiastically embraced the challenge of quality improvement and there are many examples of excellent practice, though there is still work to do to raise standards and embed quality systems across the sector. The focus on performance improvement and the development of volunteer management outlined in ChangeUp will support further quality development in the sector and build on existing good practice. Commitment to quality and to building learning around learners' needs and interests gives us the capacity to be a key partner in the delivery of government strategies including lifelong learning and early intervention. Partnerships In pooling our collective strengths and experience, we are potentially important partners for public and private sector learning providers. In many areas, we play an important role in enabling learning to take place by, for example, providing community venues, transport, childcare, interpreters and mentors. Many larger organisations within the sector are already involved in cross-sectoral partnerships. In addition, voluntary and community organisations, large and small,

9 KEY FINDINGS 2 Lack of long term funding arrangements is a continuing problem for the VCS This can lead to the diversion of valuable VCS resources away from delivering better services Funders should consider carefully the benefits of entering longer term funding relationships subject to satisfactory performance The Role of the VCS in Service Delivery. (2002) HM Treasury. are joining together through structures such as consortia, partnerships, networking and collaborative arrangements. This enables a combined voice on policy and arrangements for learning and skills, facilitates shared activity and can provide the opportunity to develop co-ordination of learning opportunities within the VCS. Funding Sustainable funding for workforce development and delivering learning is a significant issue. Opportunities for the sector to access a larger range of government funding have increased and we have shown that we are able to find innovative ways of accessing resources, as well as delivering projects and contracts efficiently. However, continuity of services and financial stability are major issues. Lack of long term funding arrangements is a continuing problem for the VCS. THE VCS AS AN EMPLOYER The VCS is a significant employer in the West Midlands. As already highlighted its size demonstrates the potential to contribute to increasing skills within the region. In addition, government's emphasis on the crucial role of the VCS in the delivery of public services and in civil renewal makes it yet more important for the sector to have a highly skilled workforce and effective organisations. KEY FACTS 3 Over 930 VCOs have adopted limited company status. The Role of the VCS in Service Delivery. (2002) HM Treasury. Over the years, there has been an increasing emphasis within the sector on creating effective organisations. Voluntary and community organisations are adopting new standards in workforce development as funding and standards become available. Quality systems are being embedded into organisations, creating opportunities for benchmarking and monitoring. The creation of increasingly effective organisations underlies the ChangeUp strategy and action being developed from it. The commitment to diversity within ChangeUp should also help to strengthen Black & Minority Ethnic VCOs and others working with marginalised or disadvantaged groups. A properly planned and funded approach to workforce development is fundamental to achieving the goal of effective organisations. There are now real opportunities

10 KEY FINDINGS 3 The LSC understands that whilst one one-off injections of capacity building funding make a significant and valuable difference, they are not sufficient for sustained development, as the Treasury s Cross Cutting Review (HM Treasury 2002) noted. 1 The role of learning provider is probably the most significant aspect of engagement between the LSC and the VCS. 1 The Role of the VCS in Service Delivery. (2002) HM Treasury. For us to gain recognition of our own workforce development needs and contribute to meeting our skills gaps. We want to shape and maximise these opportunities to develop our workforce ensuring that they are linked to stable funding and national training frameworks, delivered in ways appropriate to the organisations and learners involved, with opportunities for progression designed in. THE VCS AS AN IMPORTANT PROVIDER OF LEARNING AND SKILLS VCS responsibility as employers overlaps with VCS role as deliverers of learning. As well as focusing on the learning needs of staff, trustees and volunteers, we may offer training to clients or service users, or to local communities, ensuring that they are given the right information and development opportunities to suit individual needs. This gives people the opportunity to get onto the first rung of the ladder in learning and progress at their own pace. We are in a strong position because of our ability to tailor services, provide flexibility and deliver training in creative ways. Many VCS organisations work at the grass roots level and are part of the community, with first hand knowledge of the learning and skills needed in their area. Together, we make a valuable difference in local learning provision, reaching learners who would otherwise be excluded. However, in addition to widening participation and building social capital through the provision of learning for personal and community development, some VCOs also make a direct contribution to economic and skills agendas through first step learning, literacy, language and numeracy provision and the delivery of qualifications. For some voluntary and community organisations, this has opened up opportunities as public agencies look for help in meeting their targets and the region s skills gaps. However, funding is frequently insecure, short-term and reliant on funding streams that are diminishing. Opening up mainstream funding for VCS providers, including those not previously funded by the LSC, is seen as a key to addressing this major issue. 2 2 Working together: A strategy for the VCS. (2004). LSC.

11 LEARNING STRATEGY GROUP VALUES To work with, support and contribute to empowering marginalised and disadvantaged groups and communities. To prioritise holistic, flexible, responsive approaches to learning. To work with others inside and outside the sector to ensure that learning and skills needs are met. To develop increasingly effective organisations, staff and volunteers. To enable VCOs to recognise the value of learning and training and their role in this. To aim for high quality in learning and skills delivery To collaborate in developing a robust evidence base for our contribution to learning, skills and workforce development Tackling funding insecurity seriously is not the only issue. Much potential for the sector to really widen and increase participation is not being used to best effect. Many voluntary and community organisations would argue that hard outputs or accreditation are neither the only nor necessarily the best way to show success. Success in education and training can be measured by providing evidence of learners' starting points, mapping learning progression, formal and informal, and by clearly identifying the range of learners' achievements and outcomes. Furthermore, through our network capacity, the sector is able to monitor and evaluate the social and community development aspects of increased learner participation in neighbourhood initiatives and agencies. Many voluntary and community organisations believe that this approach is not valued by the government. The problem may be lessened to some extent as the LSC rolls out its RARPA 3 process, though there is likely to be a larger countervailing effect from the increasing priority given to meeting Level 2 and other targets. MAXIMISING THE POTENTIAL OF THE VCS Despite much exemplary practice, the VCS has work to do to support its own development. For example, low investment and the legacy funding policies have contributed to some unhelpful competitiveness within the sector. The skills of some organisations and individuals delivering training are not yet high enough. Some organisations within the sector still need to be enabled and encouraged to invest in their own development. Many other VCOs have excellent standards, a good track record and much to give to learners and potential learners in local communities, but are impeded by the lack of sustained funding. It is in the interests of voluntary and community organisations and of funders, planners and policy makers to create an environment that maximises potential: the sector can work in a way that makes a significant and mutually reinforcing contribution to helping people learn, to building effective organisations, to strengthening communities, to civil renewal and to social change. 3 RARPA stands for 'recognising and recording progression and achievement' in non-accredited learning. The LSC is due to roll out the approach from 2005.

12 We want to continue to shape and change the society in which we live, from supporting individuals' learning experiences to enhancing society as a whole. We are continually learning and evaluating what works, aiming to build this into what we do. We welcome the recognition of the three roles of the VCS identified in the LSC's 'Working Together' strategy: a provider of learning opportunities an employer with workforce development responsibilities a source of expertise and channel for communication and the recognition in the strategy of the need for mutual respect and value. To enable us to contribute fully in these roles requires action on recommendations outlined below. In view of the diversity of the sector, no single approach will be appropriate. We are flexible and want to work with others to ensure the learning and skills needs of all in society are met. We believe we shall be able to do this if policy makers, funders and other learning providers address our recommendations and enter a constructive dialogue with the sector. RECOMMENDATIONS FOR PARTNERS Recognise and make effective use of the sector s strength in reaching marginalised and disengaged groups and communities. Recognise the contribution of learning delivered in and through the VCS to social change, equality and cohesion. Acknowledge the VCS as a significant employer and enable it to access resources and support for high quality workforce development. Through funding approaches recognize the sector s need for sustained resources to enable it to fulfil its employer obligations. Support the development of a Skills Balance Sheet for the VCS to enable it to play a fuller part in workforce development planning alongside those industries which have Sector Skills Councils to speak on their behalf. Prioritise investment in management and leadership development across the sector.

13 Enable the sector to access sustainable mainstream funding for learning in a way that provides continuity without precluding small-scale local activity, innovation and radical practice Resource capacity building support for the sector in managing finance and data requirements of contracts and in developing quality assurance systems. Build the influence of the sector. Investigate and improve the engagement of and the communication with the VCS in policy, strategy and delivery at regional and sub regional level, building on existing structures and networks where possible Where partnership or consortium arrangements are a requirement, we recommend that funders consider with care the implications for participating organisations and invest in the development and maintenance of appropriate structures. Learning Strategy Group 2 nd Revision February 2008