HAMPSHIRE COUNTY COUNCIL

Decision Report :

EXECUTIVE SUMMARY

1)           Summary of Decision Area

1.1        This report informs the Executive Member of various developments in the County Council's provision of adult and family learning. It highlights the external and internal influences which have impacted on the development of the service and the responses being made.

1.2        The report highlights some of the challenges the service has faced over the past 10 years and how, by making organisational adjustments, the Authority will be better placed to see a `step change` in the volume and variety of adult learning opportunities available to Hampshire residents.

1.3        There is currently no up-to-date corporate strategic overview surrounding the various learning opportunities for adults and families. This report does not give the definitive answer but shows how the County Council is moving towards a corporate solution.

 

1.4        The vision is to achieve a vibrant adult learning service across the whole county based at local venues within communities. That vision requires a strategy and this report outlines recommendations which will go towards building that strategy.

1.5        The unfolding strategy will support all three priorities of the Council's corporate strategy:- "Hampshire safer and secure for all" -  by promoting good community relations through creating local learning partnerships; "Maximising wellbeing" -  by providing a full range of quality learning opportunities which ensure the continuous development of skills, qualifications and individual achievement; "Enhancing our quality of place" -  by enabling local delivery of services in a variety of ways, in support of sustainable communities.

2)           Issues Covered in Report

2.1        A description of the background to the development of adult learning in Hampshire over the past 10 years.            

2.2        The changes to the adult learning scene since the introduction of the Learning and Skills Council and our developing close working relationship with that key partner.

2.3        The development of, and reasons for, the unfolding strategy of bringing together all adult and family learning in Hampshire under a corporate `umbrella'.

3)           Recommendations

3.1               That the Executive Member for Recreation, Heritage and Communities approves the strategic direction being taken to ensure the future of the adult and family learning service in Hampshire.

3.2        That the Executive Member for Recreation, Heritage and communities accepts the summary recommendations of the report.

3.3        That the Executive Member for Recreation, Heritage and Communities approves the County Council's/LSC's 3 Year Development Plan for 2008-11 in order to secure Learning and Skills funding for the year 2008-09.

MAIN REPORT

1)           Purpose of the Report

1.1        The report informs the Executive Member of various developments and progress made in the County Council's provision for adult and family learning.  The report informs the Executive Member of the actions being taken towards creating a `step change' in the learning agenda for adults and families in Hampshire.

2)           Contextual Information

2.1               There is a proud history of adult and community learning in Hampshire.  During the 1980's the County Council invested steadily in its adult learning service.  During this time of investment there was clear evidence of a very integrated, centrally managed, service that was delivered locally.  Policy development and strategy was a county obligation.  Local involvement and operational effectiveness were based on the needs of a particular area.

2.2        There were many reasons for the demise of this model.  In the early 1990's responsibility for adult learning moved from the then Education Department to the then Arts, Countryside and Community Department of the County Council.  The operation moved from a county led service, managed in-house, to a contracted out model. Greatly reduced County Council funds to support adult learning activities were contracted out to a single organisation or group of providers.  During this period the service became very disjointed.  It began to lose any form of corporate direction being solely dependent on the interest and core business of local providers.

2.3         In 2000 responsibility for the service moved back to the then Education Department.  The same model of delivery was used. At the same time national legislation changed, which saw the introduction of the Learning and Skills Council (LSC) and the County Council lose the resources it had allocated to support adult learning activities.  All resources used for adult learning were given over to the LSC as a requirement of the new legislation.  Resources were returned to the county but against an agreed LSC driven plan.  Over many years the funding reduced and so did the number of learners it supported. 

Thus, in some ways, the County Council became a contractor to the LSC.   As the new arrangements developed, Hampshire saw itself losing much of its influence in what had been developed prior to the introduction of the LSC.  The LSC placed greater emphasis on the government's skills agenda.  This agenda focused on employers' needs for a qualified and skilled workforce and support for individuals to gain the skills and qualifications needed for employment. This led to the development of courses leading to formal qualifications and a reduction in the courses which Hampshire residents joined out of interest, to follow a hobby or to keep their minds active and stimulated.

2.4         As a result of the growing emphasis on the skills agenda, the craft, cultural, leisure and interest based courses began to disappear or simply moved away from the local authority/LSC supported service and became independent or semi-privatised provision.  The balance and linkage between formal and informal learning were lost.

2.5        The remaining LSC supported work was, because of the use of government funding, open to Ofsted inspection.  This regime of inspection is robust and exacting.  Perhaps fear of the Ofsted regime, or the reluctance to be subjected to such close inspection, saw further providers and learners leave the LSC supported service.  Thus, statistically, it appeared that the variety of courses and the number of learners involved in adult learning were beginning to fall away.

2.6 Apart from the challenge of Ofsted, the number of learners involved in adult learning was decreasing.  Some of the bureaucracy introduced as part of the LSC funding regime seemed to be strangling what had been a vibrant and exciting service.

2.7 This reduction in numbers, which the National Institute for Adult Continuing Education (NIACE) had drawn attention to over the last few years as a national trend, led to the re-organisation of services in many local authorities nationwide.

2.8        The development of family learning activities did halt the decline for a short time but within a year the funding methodology to support this work became more complex.  Again, this was perceived by learners and providers to be bureaucratic and, in their eyes, inappropriate.

3) Key Issues to be addressed in order to achieve a `step change' in adult learning

3.1        To launch Hampshire Learning as a concept to cover all learning opportunities for adults and families offered by County Council departments, leisure providers, the third sector and other partner organisations.  Many organisations are supported by Hampshire County Council and other agencies and, as resources are finite, bringing them together will ensure long term sustainability, better marketing and real local ownership.

3.2        To re-energise the current adult and family learning scene so it is more attractive to those adults who have had a poor educational experience.

 

3.3        To maintain a universal service of opportunities by accepting that some learners will have to substantially contribute to the cost of their learning.  There is a need to ensure that the infrastructure to provide the service is as robust as possible, that there is little or no duplication of effort in certain geographical areas and that this is achieved within the constraints of existing funding.

3.4        To establish a `learning platform' that will publicise what is on offer to learners and, in time, provide online enrolment and discussion forums and make available e-learning opportunities to those in isolated locations.

3.5        To ensure that whatever opportunities are offered they are ones of quality.  Some opportunities will be subject to Ofsted inspection and it is the intention to embrace such visits with confidence, based on the knowledge that all providers have ownership and understanding of the quality assurance procedures.

3.6                To work towards a two tier delivery model, consisting of a central strategic and finance group, alongside local/area collaborative working which is economical, effective and responsive to local needs. 

3.7        To confirm that the Recreation and Heritage department are best placed to take the lead role on behalf of the County Council, working closely with other departments, the LSC and partnership organisations.

3.8        That the LSC becomes one of the key partners in the vision and the operational detail of the provision they fund in Hampshire, but that they also recognise and support some of the more informal learning which takes place in a variety of centres and establishments around the county.

4)      Action for  Communities - Laying the Foundations

4.1        The constantly overheard and growing national and local `conversation' about the perceived decline in adult learning, encouraged NIACE and the LSC to fund an investigation into the reasons for the decline and to encourage areas/counties to work towards finding new solutions by stabilising the provision in some way  and then implementing joint strategies with others to encourage growth.

4.2        Hampshire County Council was asked to take the lead role in the Laying the Foundations initiative and to:

·                 undertake an investigation into which organisations were providing courses and in what areas.

·                 bring together all the major `players' to discuss future growth and development.

·                 suggest how the provision could be better served via greater collaboration and partnership working.

·                 establish a network of all providers across the county within the 11 district and borough council areas. 

4.3        The project highlighted the importance of having an identified learning partnership comprising learning providers, interested parties, district/borough councils, voluntary and community groups.  A good example of where this is working well is the Test Valley Learning Partnership which is the `learning arm' of the Local Strategic Partnership.  It is able to demonstrate how the learning agenda fits in with other priorities and actions for the local community.  The intention is that  this model be replicated in other areas, subject to minor local alterations and needs.  To date, one such group  has been established in each of the following areas: East Hampshire, Basingstoke, Winchester, Hart and  Gosport.

Embryonic partnerships exist in Fareham, Eastleigh, Rushmoor and Havant.  In the New Forest, the two major colleges in the area (Brockenhurst and Totton) have taken a lead on adult learning. The two colleges have agreed to assist in forming a partnership for the New Forest and waterside areas.

 

4.4        The Steering Group that was established during the project has elected to continue, to ensure that the momentum of this development is sustained.

4.5        The project has helped to heighten enthusiasm for adult and family learning countywide and has assisted Hampshire Learning  to develop a new structure.  Two county-wide consolidation events were held, attended by around 200 providers of learning.

 

4.6         As part of the project, some funding was channelled to area partnerships as a way of encouraging collaboration in the development of new learning opportunities. By establishing this Innovation Fund some good examples of joint working between differing providers has been noted.  It is intended to continue funding innovation and the development of joint activities in local areas via a funding stream from the LSC.  This method of funding is seen as an effective way of allocating funding from the centre to local areas. It is the intention to conduct a feasibility study over time to investigate ways of funding the entire adult learning programmes taking place in a given area.  By this means, the funding system will be more  transparent, will involve all learning providers and will ensure that the funding is used in a responsive way to meet local needs in a timely manner.  As part of the feasibility study, this method is being piloted in the Test Valley/Havant areas during the academic year (2008-09).

4.7         Research was undertaken around the `Voice of the Learner' to address concerns that the provision was driven too much by the provider rather than the customer.  The results of this work will now feed into local area groupings.

5)      The Most Recent Picture

5.1         Non supported LSC activity has continued in community centres, libraries, community schools and private venues. In many cases this area of work has grown.  Following the Laying the Foundations project there is now a much clearer picture of the size of this area of work. More work needs to be undertaken to be able to give a more detailed picture of this provision, exact locations of where the learning takes place and how it can be knitted together in order to form a coherent picture of adult learning in Hampshire.

5.2        There is a very mixed pattern of provision and prospective learners find it complex and confusing.  In some areas there is over-provision - in others there is little or no provision.  There is no central referral, information or enrolment system.

5.3        There is much talk about progression routes (ability for a learner to move from one activity to another with ease).  Again, learners find the current arrangements confusing and therefore they are somehow encouraged to remain with their current provider and in some cases make no further progress.  The learner has little or no knowledge of the ways and routes which can offer progression or advancement.  What they really need is a `ladder to learning' where the rungs are clearly identified and which they can then climb with ease.

6)     National Perspective

6.1        There has been growing concern by government that the adult learning scene appeared to be in a state of decline.  This concern has been voiced by many national and regional organisations including  NIACE. The clear message is that there is an urgent need  to `take stock, rethink and then carefully lay down some new  foundations'.

6.2        NIACE has agreed  to undertake a major research project into the future direction of adult learning.  This process will be  robust and detailed and the research will take time to analyse.  It is estimated that the research element will not be finalised until next year (September 2009).

 

6.3        The current Secretary of State began his own  enquiry into the future funding and remit of informal learning for adults some months ago and a report is due this autumn.  Hampshire has contributed to this exercise.  His response may well influence our future direction in Hampshire.  There is also the need to note the view of the current main political opposition party which leans more towards the  emphasis on skills development but which also stresses the important role informal learning can make as a method of encouraging adults to consider and engage in higher level learning.  Thus there is a need to offer a portfolio of opportunities which embraces both the skills agenda and the more exciting and innovative informal learning.  By moulding and shaping these two strands into one `seamless robe' of provision the people of Hampshire will be better served.

6.4        Over the past 3 years this growing national `conversation' about the perceived decline in learner numbers and the variety of learning opportunities available has recognised the variation between different areas, cities, towns and districts across the country, depending upon funding levels.

7)     Targeting of resources

7.1        The government has decreed that not all learning for adults will be subsidised.  Resources should be allocated to those with most need or those who have benefited least from the education system.  Over a two year period it is the aim to ensure that the majority of  resources are invested into the more deprived areas of Hampshire. The areas of Havant, Gosport, Basingstoke, Rushmoor and Andover will be major recipients, although it is recognised there are other pockets of deprivation in other areas which would also attract some funding.

7.2        It is acknowledged that learning is one of the key features that can change and enhance people's lives and that there is work to be done to engage those people who have not recognised the benefits of participating in learning.  Resources will be channelled towards creating innovative ways of contacting, engaging and creating successful learner pathways.

8)     Funding

8.1        Currently the majority of the funds for adult and family learning is provided by the Learning and Skills Council and is used to offer free provision for targeted learners and to provide a subsidy for some leisure provision.  In the move to reallocate funding to those most in need, it is intended to phase out the very small subsidy currently offered to some leisure learning activities in order to concentrate on the targeted provision described above. There is an expectation that where learners can afford to pay the full cost of their learning, they should continue to do so.  This is currently the case on a large scale through community schools and organisations, libraries and other Recreation and Heritage sites.  However, it is recognised that in some cases the infrastructure which is necessary to sustain the provision in an area may need some financial support.  The funding allocated to area partnerships will provide a mechanism for organisations to access this funding on a local basis.

8.2         It is recognised that in the future more emphasis will be placed on evidence that learners are progressing and that the funding methodology may be instrumental in making this a reality.  This is much easier to achieve if organisations within local communities are communicating and jointly planning their provision to meet learners' needs.

8.3        The LSC will cease to exist in 2010 and will be superseded by the Skills Funding Agency (SFA).  It appears that this body will be involved solely in funding activities rather than planning and development.  This now provides an opportunity for Hampshire County Council to put in place, with its partners, a strategic `map' and detailed countywide programme proposals that can be funded in the future by this new body.

8.4         It is important in the political climate that there is a balance between the `softer' areas of learning and the more robust skills agenda.  Currently our activities embrace both: the cost recovery courses which enable people to enjoy their hobbies and interests and the very targeted learning which contributes to the skills agenda e.g.  Family Literacy, Language and Numeracy courses which lead to national tests at level 2 in literacy and numeracy.

8.5         For the next two academic years (2008 - 2010) Hampshire County Council will seek LSC funding to support some of the adult learning provision in the county.  It is intended that this funding be targeted towards the more disadvantaged areas and learners.  To gain this financial support (£1.9 million) from the LSC, there is a requirement to submit a 3 Year Adult Learning Development Plan a copy of which is attached at Appendix 1.  This Plan needs to have Hampshire County Council's approval.

9)     Strategic Overview

9.1         This document has given a view of how operational matters can be dealt with at a local level.  From the Laying of the Foundations project, one of the key factors noted as being absent was a countywide strategic group involved in adult and family learning.  It is proposed to establish such a group which will meet for the first time in autumn of 2008.

 

9.2         The group will comprise of representatives from Hampshire County Council (Children's Services, Recreation and Heritage, Adult Services); the Voluntary Sector (Community Action Hampshire); the Primary Care Trust for Hampshire; Hampshire Colleges; and the Learning and Skills Council.  It is intended that the group is small enough in number to be effective as a strategic body and able to represent the views of the wider community.

Activities will be centred on:

·                 development of a strategy for learning in Hampshire

·                  investigation into the possible alignment of funding streams

·                 agreement on targeting of provision to certain geographical areas and identified areas of need e.g. visually-impaired learners

·                  performance and value for money

·                  linkage with other agencies/organisations

·                  co-ordination with other providers

·                  increased emphasis on the profile of this work through marketing and publicity activities.

              To ensure delivery of the above activities there will need to be effective links with the local area groups. 

9.3         It is recommended that this strategic `board' of officers meet 4 times each year with the prime objective of developing a strategic ongoing  plan for adult and community learning in Hampshire. This will need to link with the three year plan which Hampshire agrees with the LSC on an annual basis and with other local and regional plans.

10)   Working With Others

10.1       There is a recognition that working with others is the most effective and efficient way of responding to need and meeting targets.

10.2       Hampshire County Council will not be able to reverse the decline in learner numbers in isolation, hence a strategic partnership approach is needed to bring existing providers, funders and potential partners together in a practical way.

 

10.3       Hampshire County Council was successful in obtaining a Big Lottery bid for Family Learning.  This initiative was rolled out through the main areas of disadvantage in Hampshire.  The programme has been most successful, not only in terms of the activity and number of families involved, but in the way providers have worked together to achieve the results.  We would expect these groups to be merged with the area partnership groups, to minimise duplication of effort and create greater sustainability for the future.  In addition, a further Big Lottery initiative appears to be reaching a successful conclusion in developing community learning in libraries in the Havant and Rushmoor areas.  The successful outcomes and the lessons learned surrounding both of these Lottery activities, will be shared across the county.

10.4       Family Learning is making a contribution to the development of children's centres by supporting the provision to meet local needs.

 

10.5       There is also a close working relationship with the Extended Schools' team to support one of their core agenda items, the development of informal adult and family learning opportunities for parents and children.

10.6       Learning opportunities are provided for older people (through the libraries and Age Concern); for those with learning difficulties and disabilities (through Adult Services and community and arts organisations); those with mental health issues (through MIND); those with visual and hearing impairments (through libraries and community schools).

10.7       Programmes of learning have been developed with HC3S (the main provider of educational catering within Hampshire County Council) and with Hampshire County Council's cleaning services team to develop and accredit their employees' internal training programmes.  It is recognised that there is significant linkage between adult learning provision, the HR agenda for upskilling and developing staff and the work of the Hampshire Learning Centre.  It is envisaged that there will be closer liaison between these parties in the future.  A Train to Gain contract secured by Hampshire Learning for the delivery of literacy and numeracy programmes may be utilised to support upskilling of local authority staff.

10.8       The LSC is the significant contributor of resources to support adult learning activities in Hampshire.  The LSC have been party to discussion as to how best Hampshire can create a `partnership of providers and agencies' so that the bigger picture of learning for adults and families is embraced.  LSC executives have expressed a willingness for the LSC to be a key partner and are content to help mould the strategy for Hampshire so that further government funding can be utilised in the future.

11    Local Accreditation

11.1       One of the key components of the adult and family learning provision is the Investing in Quality Licence awarded to Hampshire County Council by NCFE (a national awarding body).  Under the Licence, Hampshire Learning is able to accredit locally-developed programmes of learning. There are currently 82 programmes registered with NCFE and during the academic year 2007-08, 174 courses were delivered with 1,375 learners being awarded certificates of achievement.

11.2       Investors in Families (IiF) is a new accreditation scheme for schools and other organisations  working with children and families. The accreditation scheme is mapped against The Every Child Matters agenda which sets out very clearly the five outcomes for children underpinning the work of schools and local authorities. Organisations receiving the IiF award need to demonstrate their commitment, and will have evidence, that they are working with families to achieve each of the five outcomes.  Currently two schools, Romsey School and Testwood Sports College have received the award.  It is the intention that this accreditation scheme is offered to schools, libraries, Discovery Centres and other organisations across Hampshire.  The success of this scheme will be monitored carefully and a decision taken in 2009 on its future.

12)   The Vision

12.1       A partnership of all those involved in the provision of adult and community learning will be established.  This will be co-ordinated by the county council via the strategic group with programmes of learning planned and delivered locally.

12.2      The concept is based on the partnership utilising existing funding streams to better effect. There is no expectation of any significant increase in current funding streams, but an effective partnership may attract alternative or new sources of funding.

12.3      There is no intention to burden this partnership with the costs involved in new staffing structures.  It is the intention to use staff who are already engaged by organisations who wish to be involved.

13)   Delivery

13.1       Currently, the main method of delivery of adult and family learning is through contracted-out provision involving around 50 organisations, including voluntary and community organisations and schools.  Experience has shown that this can be an effective way of meeting local needs.  However, it is dependent upon knowledgeable and effective local staff and the ability of the organisation to work with others, to know their area and to be creative in their response to local learning needs.  Where this good practice is not evident, the organisation can be slow to respond to change and to meet national and local agendas.  Additionally the control of the quality of provision is challenging and it is difficult to have sufficient involvement in the business side of the organisation to ensure value for money, solvency and sustainability.

13.2       During the last 2 years, the service has developed more direct delivery provision.  In essence this means that organisations in an area who do not wish to be fully involved in the delivery and quality of the provision, have availed themselves of the services of the direct delivery team of tutors.  This has been mainly in Family Learning, although it is the intention to extend the offer to include more general adult learning.  This method enables gaps in provision to be filled quickly and to ensure a quality and comprehensive service for Hampshire.  It is proposed to continue both these delivery methods for the foreseeable future by utilising a central team of staff to take on responsibility for an area of the county whilst still maintaining a specialist role e.g. Learndirect or family learning.

14)  Quality

14.1       Provision funded through the Learning and Skills Council is eligible for inspection by Ofsted.  As stated earlier this is a robust and `bureaucratic' process although Ofsted are thought to be working towards a `lighter touch' approach. 

14.2      The local Learning and Skills Council, as in all matters relating to the transfer of the provision from Children's Services to Recreation and Heritage, has been most helpful and supportive. It has allocated resources for the coming year to enable Hampshire Learning to utilise the services of an Ofsted consultant to engineer a more manageable and acceptable quality system for the providers and the central team that meets the requirements of Ofsted and the LSC.  

14.3      This consultant has already started working with providers and will present a report by Easter 2009.  It is the intention to arrive at a process which has been designed and endorsed by those involved in the delivery of the service.  This process will include those courses which are not directly funded by the LSC, to ensure a universal quality service which acknowledges local variations to take account of learners' needs. 

14.4       It is the vision to endorse a quality standard by awarding a Hampshire Learning Quality Mark to those providers who meet the requirements.

15)    Marketing

15.1       The Hampshire Learning `brand' has recently been developed with the aim of bringing together the positive aspects of historical good practice with an innovative and modern perspective.  It is intended to bury the image of the `old adult education night school' approach and to foster an agenda around making learning available in a variety of venues. There is the need to use differing approaches that appeal to a wider audience.  There will be greater emphasis on the marketing of the brand and the publicity which surrounds it. 

15.2       As a way of responding to criticism that the adult learning market place is confused, there is a need to develop a `Learning Platform' to inform and promote the service to adults and families.  This development is taking place in a staged development to include:

·             re-designing and updating the Hampshire Learning web site

·             staff development programme online booking, feedback and evaluation systems

·             online booking and payment facility for learners in conjunction with Hampshire Contact Centre

·             online course development (particularly useful for learners in isolated rural areas which links with the County Council's Rural Strategy)

·             online advice, guidance and support for prospective learners

·              tutor support and resources for current learners.

15.3       Over the next six months it is the intention to vigorously publicise the work of Hampshire Learning and the results achieved.  It is  important to see how the achievements and successes contribute to the County Council's corporate strategy, LAA, MAA and PUSH targets.

16)  Conclusions

16.1       It is acknowledged that a single organisation is unlikely to make the step change in adult learning that is required to support the County Council's corporate strategy, in particular `Maximising wellbeing' and `Enhancing our quality of place'  for Hampshire residents.

16.2       The Recreation and Heritage Department is best placed to take the corporate lead to merge the formality of adult learning with the wealth of opportunity already offered in local communities through arts, museums, heritage sites, sports and countryside activities.

16.3       The developing strategy is built upon the model of clear strategic leadership through a new `Board' structure working effectively with learning partnerships in the eleven district and borough council areas.

16.4       By identifying and bringing together all the strands of learning there is the opportunity to create a comprehensive `map' of the learning opportunities currently available.  The object is to ensure they can be joined together into a seamless pattern of provision for the benefit of residents of Hampshire. 

           

17)   Summary Recommendations

        That the Executive Member endorses the strategy for adult and family learning which includes:

17.1      The transfer of the lead role for adult and family learning from Children's Services to Recreation and Heritage.

17.2      The strategy to channel resources to those areas in greatest need.

17.3       Acceptance of the Adult Learning 3 Year Development Plan to secure adult learning funding for 2008-09.

17.4      The continuation to offer provision in all areas via a cost-recovery methodology where appropriate (excepting that some funding may be needed to maintain the infra-structure in some areas).

17.5      Greater emphasis on area working rather than individual provider allocations. It is the intention to have a more corporate response to, and overview of, the needs in one area rather than rely on the efforts and contribution of one organisation.

17.6       Establishment of area partnerships in each of the 11 district and borough council areas, involving a range of providers e.g. schools, libraries, voluntary and community organisations, colleges and agencies.

17.7       Establishment of a Hampshire Learning `Board' to enable funding streams to be aligned and effectively targeted to geographical/areas of need. The first of meeting of the group will take place mid-Autumn 2008.

17.8       Raising the profile of the Hampshire Learning brand and making learning more accessible.

17.9       Developing strategies over the next 12 months to incorporate the `Voice of the Learner'.

17.10    Contributing to Local Area Agreement targets.

17.11     Developing a Quality Mark that is acknowledged by adult and family learning providers and recognised by the public.

17.12     Maintaining a `mixed economy' provision based on contracted-out provision and direct delivery.

17.13     Developing the `learning platform' to enable greater flow of information about product availability and greater public access to the service.

17.14     Allocation of staff from the central team to work with and support developments in the local areas.

Integral Appendix A

CORPORATE OR LEGAL INFORMATION:

Integral Appendix B

Race and Equality Impact assessment

Race and equality impact assessment has been considered in the development of this report and no adverse impact has been identified.

Appendix

Adult Learning 3 Year Development Plan - 2008/09 to 2010/11

The following documents are linked to the Adult Learning 3 Year Development Plan. These are not included with this report but are available upon request:

¬ LA Learner Number Summary for all learning provision in 2008/09

¬ Quality Improvement Plan 07/08

¬ Self-Assessment Report - Academic Year 2006/07