L3 Award in Education and Training - Prospect Awards CIC · Web view(PfG 2016-21) is clear that...

Prospect Awards Level 2 Award in Introduction to Community Engagement V1.3July 2019. BGC

1Accredited Qual NO. 603/4347/3


Table of Contents

INTRODUCTION ...................................................................................................................................... 4

PROSPECT AWARDS QUALIFICATIONS..............................................................................................................4

COMMUNITY DEVELOPMENT AND PROSPECT AWARDS ......................................................................... 5

KEY PURPOSE OF COMMUNITY DEVELOPMENT..................................................................................................5COMMUNITY DEVELOPMENT VALUES..............................................................................................................5ABOUT THE COMMUNITY ENGAGEMENT QUALIFICATION SUITE.............................................................................6

QUALIFICATION SUMMARY AND KEY INFORMATION ............................................................................. 7

QUALIFICATION OBJECTIVE............................................................................................................................7QUALIFICATION TARGET GROUP.....................................................................................................................8TOTAL QUALIFICATION TIME AND GUIDED LEARNING HOURS...............................................................................8RELATIONSHIP WITH PREVIOUS QUALIFICATIONS.................................................................................................8PROGRESSION OPPORTUNITIES.......................................................................................................................8LINKS TO OTHER QUALIFICATIONS IN COMMUNITY ENGAGEMENT...........................................................................8INDUSTRY SUPPORT AND RECOGNITION............................................................................................................9RELATIONSHIP WITH NATIONAL AND INTERNATIONAL STANDARDS.........................................................................9

QUALIFICATION STRUCTURE ................................................................................................................. 10

PROSPECT AWARDS LEVEL 2 AWARD IN INTRODUCTION TO COMMUNITY ENGAGEMENT...........................................10

UNITS OF ASSESSMENT ........................................................................................................................ 11

UNIT 1 INTRODUCTION TO COMMUNITY ENGAGEMENT PRACTICE........................................................................11UNIT 1 AMPLIFICATION..............................................................................................................................13

ASSESSMENT ........................................................................................................................................ 14

ASSESSMENT GUIDANCE.............................................................................................................................14CENTRE DEVISED ASSESSMENT (INTERNAL ASSESSMENT)...................................................................................15PROGRAMME DELIVERY..............................................................................................................................15

APPROVAL TO OFFER THIS QUALIFICATION .......................................................................................... 16

CENTRE RECOGNITION AND QUALIFICATION APPROVAL......................................................................................16ENTRY GUIDANCE.....................................................................................................................................16REASONABLE ADJUSTMENTS AND SPECIAL CONSIDERATIONS...............................................................................16



GENERAL RESOURCE REQUIREMENTS.............................................................................................................16SPECIFIC RESOURCE REQUIREMENTS..............................................................................................................17QUALITY ASSURANCE FOR THE PROSPECT AWARDS LEVEL 2 AWARD IN INTRODUCTION TO COMMUNITY ENGAGEMENT...17

APPENDICES ......................................................................................................................................... 18

APPENDIX 1 .......................................................................................................................................... 18

MAPPING UNITS TO STANDARDS..................................................................................................................18

APPENDIX 2 .......................................................................................................................................... 21

1 GUIDE TO ASSESSING PROSPECT AWARDS QUALIFICATIONS.............................................................................212 COMMUNITY DEVELOPMENT IN POLICY AND PRACTICE...................................................................................21RELEVANT LEGISLATION AND LINKS...............................................................................................................23

APPENDIX 3 PORTFOLIO EVIDENCE RECORD SHEETS ............................................................................. 26

UNIT 1: INTRODUCTION TO COMMUNITY ENGAGEMENT....................................................................................27

Document Version History

Version Date Description1.3 July 2019 Accredited (updated new

front and format)

Our contact detailsProspect Awards CICThe Studio21B Garrison RoadKnockcloughrimMagherafeltNorthern IrelandBT45 8RD


www.prospectawards.orghelpdesk@prospectawards.orgFacebookTwitterLinkedIn

https://www.linkedin.com/company/10996463/admin/updates/

https://twitter.com/?lang=en-gb

https://www.facebook.com/ProspectAwardsCIC/

mailto:[email protected]

http://www.prospectawards.org/


IntroductionThank you for considering Prospect Awards CIC as a learning partner in your work. Prospect Awards CIC is a not for profit social enterprise and a national Awarding Organisation with an international vision, based in Northern Ireland and regulated by CCEA Regulation. Our vision is: -

Learning for Everyone -Everywhere!

and our Mission is: -

‘To make our learning and development journey a joy.’

Our work at Prospect Awards is underpinned by the values we hold in common with other community development organisations. These are: -

Social Justice and Equality, Anti-Discrimination, Community Empowerment, Collective Action, Working Learning and Growing Together

Prospect Awards Qualifications

Welcome to the Qualification Guide to Prospect Awards Level 2 Award in Introduction to Community Engagement . This guide currently houses the Prospect Awards Level 2 Award in Introduction to Community Engagement and contains the qualification specification and other information you need to know about in order to offer these qualifications. This guide is intended for Tutors, Assessors, Internal Verifiers and other staff involved with their planning, delivery and assessment.

This is a live document and as such will be updated when required. Approved centres will be informed via Prospect PLAZA when changes are made, and it is your responsibility to ensure the most up-to-date version of the Qualification Handbook is in use. This will always be the version available in PLAZA.

Prospect Awards offers regulated qualifications at different levels (Levels 1-5) focused on Community Development, Governance and Learning. Our qualifications are flexible enough to be delivered in a range of settings, from small providers to large colleges and in the workplace both nationally and internationally.



Community Development and Prospect AwardsProspect Awards CIC is committed to the Key Purpose, Values and ways of working aligned to Community Development. The practice of community development is widespread, throughout the UK and globally.

It is a recognised occupational area of work, influenced in the UK by the Community Development National Occupational Standards (CDNOS). Prospect Awards qualifications are mapped to these standards (available at Prospect Awards), and the International Standards for Community Development and when relevant the Scottish National Standards for Community Engagement 2016.

Community development is a respected and valid approach to working with communities, adopted by professionals across wide and varied fields including health, education, social enterprise, environment, justice, youth work and others.

In addition to being a recognised occupational sector and profession, community development practice is also undertaken by thousands of volunteers, activists and campaigners, across the world, engaged in working around issues that impact on people within communities of geography, identity and interest.

Community development as a way of working has recognised status at the United Nations.

Key Purpose of Community Development

The Key Purpose of Community development enables people to work collectively to bring about positive social change. This long-term process starts from people’s own experience and enables communities* to work together to:

Identify their own needs and actions

Take collective action using their strengths and resources

Develop their confidence, skills and knowledge

Challenge unequal power relationships

Promote social justice, equality and inclusion

in order to improve the quality of their own lives, the communities in which theylive and societies of which they are a part. *Communities refer to those that can be defined by geography, identity or interest.

Community Development Values

The community development process is underpinned by a set of values on which all practice is based. Community development practitioners need to relate these values to


https://prospectawards.org/


their roles and actions. There are five key values that underpin all community development practice and the practice of Prospect Awards CIC:

Social justice and equality

Anti-discrimination

Community empowerment

Collective action

Working and learning together

Community development is undertaken by a wide range of people in different settings and roles. Community development practitioners may be paid (employed workers) or unpaid (community activists and voluntary workers). All community development practitioners need to be competent in the necessary skills and knowledge and to work with integrity to support communities who may have few recognised resources and limited access to decision makers.

The CDNOS applied to practice will ensure that community development impacts on poverty, racism and social exclusion in a way that empowers, enables and encourages participation. Community development is rooted in a range of overlapping traditions of practice which have developed in the different contexts of local, regional and devolved national governments

The CDNOS are organised into six Key Areas. Key Area One: Understand and practise community development is core to all community development practice and underpins all the others. It applies to all community development practice in all roles, settings and levels

About the Community Engagement Qualification Suite

Community engagement and social innovation are important features of the Community Development landscape and they will continue to play a significant part in this space in Northern Ireland and the Republic of Ireland, as Community Planning continues to impact upon people and places.

This suite of qualifications, developed by Prospect Awards with experts in Community Development and Engagement, includes examination and application of community engagement informed by a community development process. This process is part of a ‘triple helix’ that is person and people and community centred. The Community Engagement suite is mapped to the UK Community Development National Standards, the international Community Development Standards and the Scottish Community Engagement Standards.

Community development is a creative, innovative, and challenging practice. It is also a practitioner, academic and professionally respected way of working collectively with



communities to bring about positive social change. It has a long and well-respected history both as an occupation and grounded methodological approach in its own right as well as one which supports delivery on outcomes across several other occupational and professional sectors. Sectors such as health, youth work, environmental sustainability, cross sectoral partnership work, governance, learning and others.

Qualification summary and key informationQualification Title Prospect Awards Level 2 Award in Introduction to

Community Engagement

Qualification Number (QN) 603/4347/3Geographical Coverage Northern Ireland

Operational Start Date 6th March 2019

Review Date 1st April 2024

Guided Learning Hours (GLH) 25

Total Qualification Time (TQT) 30

Credits 3

Grading The grading for this qualification is Pass/Fail

Learner Age 14+

Qualification objective

● Prospect Awards Level 2 Award in Introduction to Community Engagement is a one-unit

Award (30 hrs TQT with 25 GLH). This qualification will equip learners with the knowledge required to support effective and inclusive participation of local people in community engagement processes and contribute to local decision making. This is an introduction to the engagement process for and between groups, individuals, organisations, government and non-government organisations It focuses on the knowledge and understanding associated with community engagement as part of a community development process.

The Prospect Awards Level 2 Award in Introduction to Community Engagement gives learners the opportunity to:

• Describe the key purpose, benefits and values that underpin effective community engagement

• Explain how to plan an inclusive engagement process

• Outline ways to communicate effectively with people, organisations and communities in a community engagement process



Qualification target group

The Prospect Awards Level 2 Award in Introduction to Community Engagement can meet the needs of a range of community practioners and volunteers, including:

• individuals not currently working or practising in community engagement• individuals currently working or volunteering in community engagement

including those who have just begun or are about to begin• those with an interest in community engagement

This qualification is suitable for community educators, mentors, facilitators, activists, volunteers and practitioners with an interest in acquiring an initial community development qualification focusing on the community engagement processes.

Total Qualification Time and Guided Learning Hours

Total Qualification Time (TQT) is the number of notional hours it takes a typical learner to achieve the full qualification and is made up of two elements:

the minimum number of Qualification Guided Learning Hours (GLH) – (the number of Tutor-led contact hours)

the number of hours spent on preparation, studying and the assessment that is non-guided

In this qualification, the number of tutor-led contact hours (GLH) is 25 and the number of hours spent by the learner (not on GLH) on preparation, studying and the assessment is 5hours. Therefore, the Total Qualification Time (TQT) for the qualification is 30 hours.

Relationship with previous qualifications

This is the first Prospect Awards qualification in this area

Progression opportunities

Learners who have completed this qualification may choose to progress to the Prospect Awards Level 3 Award in Designing Community Engagement and other Community Development qualifications with Prospect Awards. See our website for more details.

Links to other qualifications in Community Engagement

There are no direct links to other Community Engagement qualifications


https://prospectawards.org/


Industry support and recognition

The units in this qualification were developed by Prospect Awards CIC following consultation with the Community Development and Local Government sector in Northern Ireland. They have also been mapped to the 2015 Community Development National Occupational Standards and the 2019 International Standards curated by the International Association of Community Development. Prospect Awards CIC is a member of the IACD, and we encourage other community development organisations to join IACD. More details can be found on their website. .

Relationship with National and International Standards

The Community Development National Occupational Standards against which this qualification is also mapped aim to define the skills, knowledge and understanding required to undertake the functions carried out by the community development practitioner; in this instance a community development activist/practioner focused on Community Engagement

The CDNOS are organised into six Key Areas. Key Area Five: Community Learning for Social Change and Key Area Three Group work and Collective Action is particularly relevant to the community development educator. The CDNOS can be accessed here on the Prospect Awards website.


https://prospectawards.org/community-development-standards#CDNOS

https://www.iacdglobal.org/

https://www.iacdglobal.org/


Qualification StructureProspect Awards Level 2 Award in Introduction to Community Engagement

This section details the rules of combinations for this qualification. All units are detailed in the next section. The learner will need to meet the requirements outlined in the table below before Prospect Awards can award the qualification. All units must be passed to be awarded the Prospect Awards Level 2 Award in Introduction to Community Engagement.

Minimum number of credits that must be achieved 3Number of mandatory credits that must be achieved 3

Unit Unit Reference Number

Mandatory Units Level Credit Value

Guided Learning Hours

1 TBC Introduction to Community Engagement

3 3 25



Units of assessmentUnit 1 Introduction to Community Engagement Practice

URN TBC

Title Introduction to Community Engagement

Level 3

Credit value 3

GLH 25

Learning outcomes

The learner will:

Assessment criteria

The learner can:

1. Describe the key purpose, benefits and values that underpin effective community* engagement

1.1. Define the key purposes of community engagement

1.2. List the principles and values that underpin effective community engagement

1.3. Summarise the benefits of effective community engagement

1.4. Distinguish between the interests of those involved in the engagement process how communities can identify their own needs and actions

2. Explain how to plan an inclusive engagement process

2.1 Identify the key features of an inclusive engagement process

2.2 Discuss how to use a range of methods to gather information and data

2.3 Outline ways to monitor and review a community engagement process

3 Outline ways to communicate effectively with people, organisations and communities in a community engagement process

3.1 Identify the key communication skills needed to support effective community engagement

3.2 Review ways to use different communication skills to build a shared understanding of the engagement process

3.3 Summarise a range of methods for reporting back to participants in the engagement process



Additional information about this unit – this is a mandatory unit in the Prospect Awards Level 2 Award in Introduction to Community Engagement

Assessment Guidance This is a mandatory unit.



Unit 1 AmplificationLearning Outcomes Unit amplification

1 Describe the key purpose, benefits and values that underpin effective community engagement

What is meant by the twin concepts of ‘community’ and ‘community engagement’? Consider community engagement within a community development context Key Community Development values that underpin community engagement processes Relevant participation models How power relationships influence the involvement of people and communities. Mapping power holders and the kinds of power they hold. Why community engagement is important, and the benefits gained from engaging with different

communities (for agencies and for communities

2 Explain how to plan an inclusive engagement process

What are key components of effective community engagement – characteristics and key features? Using the National Standards for Community Engagement to support good practice Why an inclusive process is important? Identifying barriers to community engagement and ways to address them Range of participatory tools and methods for gathering information, views and ideas from different

communities The importance of and ways to monitor and evaluate community engagement processes

3 Outline ways to communicate effectively with people, organisations and communities in a community engagement process

Key communication skills required to support community engagement and building rapport, such as listening, holding silence, open, non-judgemental questioning and checking for understanding.

Role of a facilitative leader in supporting community engagement Managing conflicting and/or divergent views and opinions Importance of giving clear and accurate feedback to participants and being open about how any decisions

have been made in the reporting process. Methods for reporting that reach different audiences.


Prospect Awards Level 2 Award in Introduction to Community Engagement V3.1 July 2019 Accredited April 2019. BGC

Assessment The table below gives a summary of the assessment methods used in thequalification.

Units Assessment method

All units Centre-devised assessment, portfolio of evidence, written tasks

Assessment Guidance

Assessment Guidance

The following assessment method/s may be used to ensure all learning outcomes and assessment criteria are fully covered. For details of other methods please refer to the Guide to Assessing Prospect Awards QualificationsAssessment Method

Definition Possible Content

Portfolio of evidence

A collection of documents containing work undertaken to be assessed as evidence to meet required learner outcomes

Learner notes/written work Learner log/diary Peer notes Record of observation Record of discussion

Practical demonstration

A practical demonstration of a skill/situation selected by the tutor or by learners, to enable learners to practise and apply their skills and/or knowledge

Record of observation Learner notes/written work Learner log Micro-Teach

Written tasks This is the consideration of a particular subject, situation or example selected by the Tutor/ Assessor or by learners, which enables learners to apply knowledge to specific situations and to present them in a written format.

Learner notes/written work Written response to

questions Learner Log

Coursework Activities that count towards a learner’s final outcome and demonstrate the skills and/or knowledge gained throughout the learning programme

Record of observation Learner notes/written work Tutor notes/record Learner log/diary

14


Centre Devised Assessment (Internal Assessment)

Each unit has specified learning outcomes and assessment criteria. To pass an internally assessed unit, learners must provide adequate evidence to meet all the learning outcomes and assessment criteria for each required unit. Centres need to write assignment briefs for the learners to show what evidence is required. Assignment briefs should indicate clearly, which assessment criteria are being targeted.

Guidance on our expectations is available in the booklet, A Guide to Assessing Prospect Awards Qualifications. This is available on your home page in PLAZA, our cloud-based Centre Management System. Accessible to all approved centres.

Programme Delivery

Centres are free to offer the qualifications using any mode of delivery (for example full time, part time, evening only, intensive, distance or blended learning) that meet their learners’ needs.Those planning the programme should aim to enhance the vocational nature of the qualification by:

liaising with employers where appropriate to make sure a course is relevant to learners’ specific needs

developing up-to-date and relevant teaching materials that make use of scenarios that are relevant

ensuring that any legislation is up to date and current giving learners the opportunity to apply their learning in practical activities making full use of the variety of experience of work and life that

learners bring to the programme providing opportunities where possible for the integration of

requirements for English, mathematics and ICT in keeping with the personal and professional skills necessary to underpin education and training.

15


Approval to offer this qualificationCentre recognition and qualification approval

All centres are required to enter into a Centre Approval agreement that is a formal commitment by the head of centre to meet all the requirement of the specification and any associated codes, conditions or regulations. This agreement is available on PLAZA, your centre management system and on Prospect Awards website.

Entry Guidance

Prospect Awards policy on access is that our qualification should be available to everyone who is capable of reaching the required standard, free from any barriers that restrict access and programmes and that there should be equal opportunities for those wishing to access the Prospect Awards Level 2 Award in Introduction to Community Engagement

Reasonable Adjustments and Special Considerations

Prospect Awards Reasonable Adjustments and Special Considerations policy outlines:

our arrangements for making reasonable adjustments and special considerations in relation to the qualification, course or programme our learners are registered on

how learners qualify for reasonable adjustments and special considerations the reasonable adjustments we will permit and those where permission is required

in advance before they are applied the special considerations that will be given to learners. Learners taking this qualification may be assessed in British Sign Language or Irish

Sign Language, where it is permitted for the purpose of Reasonable Adjustment.

This policy document is available in PLAZA your Cloud Based centre management system provided by Prospect Awards. Requests for reasonable adjustments and special considerations should be made via the request forms in PLAZA

General Resource Requirements

Centres must have appropriate physical resources (for example equipment, IT, learning materials, teaching rooms) to support the delivery and assessment of the qualification.

Staff involved in the assessment process must have relevant

16

https://plaza.creatiogreen.com/


expertise and occupational experience. There must be systems in place to make sure that there is

continuing professional development for staff delivering the qualification.

Centres must have appropriate health and safety policies in place relating to the use of equipment by learners.

Centres must deliver the qualifications in accordance with current equality legislation.

Specific Resource Requirements

There are no specific resource requirements

Quality Assurance for the Prospect Awards Level 2 Award in Introduction to Community Engagement

All those delivering units and assessing for the Prospect Awards Level 2 Award in Introduction to Community Engagement should have or intend to acquire the following

Experience of working within the community sector

Experience of teaching or training in community organisations or appropriate qualifications

Knowledge of the relevant regulatory requirements in force

Internal Verifiers should have an internal verification qualification or evidence of relevant education or training experience. Suitable internal verification qualifications include:

Level 4 Award in Internal Quality Assurance of Assessment Processes and Practice

Level 4 Award in Understanding the Internal Quality Assurance Processes and Practice

Level 4 Certificate in Leading the Internal Quality Assurance of Assessment Processes and Practice

V1 Conduct Internal Quality Assurance of the Assessment Process

D34 Internally Verify the Assessment Process

Prospect Awards approved equivalences

17


Appendices

Appendix 1Mapping units to Standards

MAPPING TO STANDARDS

Qualification Title: Prospect Awards Level 2 Award in Introduction to Community Engagement

Level Three: Credit Value 3. Guided Learning Hours 25. Total Qualification Time 30 Hours

Mapped to the UK Community Development National Standards 2015 and the International Standards for Community Development 2018

Learning Outcomes UK CDNOS 2015 International Standards for Community Development 2018

Scottish National Standards for Community Engagement 2016

1. Describe the key purpose, benefits and values that underpin effective community engagement

KA1/S1/KU4KA1/S1/KU6KA1/S1/KU7KA1/S1/KU11KA1/S1/KU16KA1/S1/KU17KA1/S1/KU18

T1/KA1/A InclusionWe will identify and involve the people and organisations thatare affected by the focus of the engagement

2. Explain how to plan an inclusive engagement process

KA1/S2/KU12KA1/S4/KU3KA6/S20/KU2

T2/KA2/C;D PlanningThere is a clear purpose for the engagement, which is based on a shared understanding of community needs and ambitions

3. Outline ways to communicate effectively with people, organisations and communities in a community engagement process

KA4/S14/KU17KA4/S15/KU3;4;7-10;15-19KA4/S17/KU17

T2/KT5/KA5/CT6/KA6/B

CommunicationWe will communicate clearly and regularly with the people,organisations and communities affected by the engagement

18


Legend

1. UKCDNOS

a. The UKCDNOS are organised around 6 Key Areas, a set of underpinning values and a Key Purpose Statement. The Key Areas are subdivided into 25 Standards each with their own performance criteria, knowledge and understanding statements and examples of values in practice

b. KA=Key Area, so KA1 means Key Area 1

c. S= Standard so S1 means Standard 1

d. PC =Performance Criteria so PC1 means Performance Criteria 1

e. KU= Knowledge and Understanding so KU1 means Knowledge and Understanding 1

f. Therefore KA1/S1 means Key Area 1 and within that a focus on Standard 1

g. KA1/S1/PC1 means the outcome is linked to Key Area 1, Standard 1 and in particular Performance Criteria 1.

2. International Standards for Community Development

a. The International Standards are organised around 8 Themes with 8 Key Practice Areas that are then subdivided into a mix of performance and knowledge criteria

b. T=Theme so T1 is Theme 1 (8 Themes)

c. KA= Key Area so K1 is Key Area 1 (8 Key Areas) so similar to above

d. T1/KA1 is Theme 1/Key Area 1 and then the IACD standards subdivide using letters so KA1/A etc within the Key areas;

For ease of reference the Functional Map/Key Areas illustration to the UK Community Development National Occupational Standards is shown below. For more details head to our Community Development page on our website at www.prospectawards.org.

19

https://prospectawards.org/community-development-standards


20


Appendix 21 Guide to Assessing Prospect Awards Qualifications

Guide to Assessing Prospect Awards Qualifications is available to access via PLAZA for approved centres

Additional support materials will be notified to approved centres via PLAZA

The forms below can be edited to suit your requirements and you may wish to expand the boxes before providing them to learners. These forms will be available in PLAZA in word form for editing purposes.

2 Community Development in Policy and Practice

Promoting involvement and engagement within and between localities has long been a cornerstone of good community development practice. Working with people, drawing on peoples’ experiences and co-designing responsive services has been recognised as leading to better outcomes for a community. In the study of community development there are a number of terms, tools and methods to become familiar with as a learner develops their skills and deepens their understanding of this area. This qualification is designed to provide an entry route into, and a progression point for understanding effective community development.

Increasingly, community development, social innovation and public participation have gained widespread recognition across sectors as valid approaches to shaping services. In recent years, Northern Ireland has undergone extensive public sector reform. This has included the review of local government, as well as other reforms across a range of other public service structures such as health and education provision. These changes have created and embedded within policy a greater role for public participation and community development in informing and shaping the co-design of public services and public spaces and challenging inequality and social injustice.

The Local Government Act (NI) 2014 conferred a statutory responsibility on Councils in Northern Ireland for Community Planning through the creation of community planning partnerships. These partnerships bring together a range of partners including statutory agencies, community and voluntary organisations, the business sector and

21

https://www.legislation.gov.uk/nia/2014/8/contents




local people to improve service delivery and bring decision making closer to the community.

Statutory Guidance for the Operation of Community Planning issued to local Councils in October 2015 emphasised:

Participation and engagement as key principles

Engagement as one of six central processes to support implementation of community planning

Community development as one of five key frameworks to support implementation of community planning

Within the spatial planning process, collaboration and engagement with the community is now a statutory requirement for Councils, requiring each to produce a Statement of Community Involvement. This was introduced in the Planning Act (Northern Ireland 2011) and came into force via The Planning (Statement of Community Involvement) Regulations (Northern Ireland) 2015. This statement advocates for people-centered, collaborative approaches to the planning, design and stewardship of any new developments and public spaces. ‘People-centered’ includes communities and individuals affected by the development process as well as the technical professionals and public service providers taking the development forward.

The Regional Development Strategy 2035 Building a Better Future in RG6 focuses on strengthening community cohesion. “An integrated and cohesive community is one where people have similar life opportunities and know their rights and responsibilities; where there is a sense of belonging for everyone and relationships are positive, and differences are valued. Community cohesion fosters ‘a stronger community spirit and our sense of place and will encourage community participation’.

The NI Draft Programme for Government (PfG 2016-21) is clear that collaborative efforts in Northern Ireland are required ‘to maximise what we can achieve collectively’ in order to ‘tackle the biggest challenges facing this society’. The PfG draft outcomes map clearly and specifically to both the values of Community development and Key Purposes e.g. ‘we have a more equal society; we have a safe community, we are a shared society that respects diversity; we care for others; we are an innovate society where people can fulfill their potential and we live and work sustainably’ are just some examples from the outcomes, indicators and measures included in the PfG.

22

https://www.northernireland.gov.uk/consultations/draft-programme-government-framework-2016-21-and-questionnaire

https://www.planningni.gov.uk/index/policy/rds2035.pdf

http://www.legislation.gov.uk/nisr/2015/63/contents/made



https://www.communities-ni.gov.uk/sites/default/files/publications/doe/council-circular-lg2815.pdf


Together Building a United Community strategy (TBUC) clearly demonstrates the key importance of community development to a shared future in Northern Ireland and on the island of Ireland. Stating that (para 3.2) ‘the issues that have perpetuated division are complex and interconnected and community confidence can best be built when community safety, community relations and community development issues are considered and addressed in a coordinated way. Also, in paragraph 4.22 ‘an approach that combines community development, good relations and community safety, can bring about real positive and lasting change’. This qualification suite underpins these aims.

The Health and Wellbeing 2026 Strategy has as a core strategy to ‘build capacity in communities…to reduce inequalities. ‘The HSC makes a commitment to invest in community development in order to, ‘work alongside all communities to enable social inclusion and tackle health inequalities and the underlying contributory factors including poverty, housing, education and crime.’ (p12).

As part of the implementation of the health and wellbeing strategy, a Community development Work Stream was established in January 2017 to examine how best Community development can contribute to the HSC Transformation process. The Work Stream was tasked with setting a clear direction and expanding Community development approaches to improving health and reducing health inequalities in Northern Ireland. It produced its report in 2018 ‘Expansion of Community development Approaches.’ This work stream identified that the UK CDNOS provided ‘ the most appropriate definition, principles and values for community development in the context of tackling health inequalities and improving health.

Within this complex policy arena, local people in communities need to be confident, informed, knowledgeable and skilled to actively engage across all levels of participation and work within communities to support local activity and empower local people. This regulated qualification addresses the need for an introduction to community engagement for learners that is flexible and accessible in size, format and structure.

Relevant Legislation and Links

Promoting involvement and engagement within and between local communities has long been a cornerstone of good community development practice. Working with people, drawing on peoples’ experiences and co-designing responsive services has been recognised as leading to better outcomes for a community. In the study of

23

http://www.publichealth.hscni.net/sites/default/files/Expansion%20of%20Community%20Development%20Approaches%20Report%20-%2018%20May%202018%20MB.pdf

http://www.publichealth.hscni.net/sites/default/files/Expansion%20of%20Community%20Development%20Approaches%20Report%20-%2018%20May%202018%20MB.pdf

https://www.health-ni.gov.uk/publications/health-and-wellbeing-2026-delivering-together


community engagement there are a number of terms, tools and methods to become familiar with as a learner develops their skills and deepens their understanding of this area. This qualification is designed to provide an entry route into, and a progression point for understanding effective community engagement.

Increasingly, community engagement, social innovation and public participation have gained widespread recognition across sectors as valid approaches to shaping services. In recent years, Northern Ireland has undergone extensive public sector reform. This has included the review of local government, as well as other reforms across a range of other public service structures such as health and education provision. These changes have created and embedded within policy a greater role for public participation in informing and shaping the co-design of public services and public spaces.

The Local Government Act (NI) 2014 conferred a statutory responsibility on Councils in Northern Ireland for Community Planning through the creation of community planning partnerships. These partnerships will bring together a range of partners including statutory agencies, community and voluntary organisations, the business sector and local people to improve service delivery and bring decision making closer to the community.

Statutory Guidance for the Operation of Community Planning issued to local Councils in October 2015 emphasised:

Participation and engagement as key principles

Engagement as one of six central processes to support implementation of community planning

Community development as one of five key frameworks to support implementation of community planning

Furthermore, within the spatial planning process, collaboration and engagement with the community is now a statutory requirement for Councils, requiring each to produce a Statement of Community Involvement. This was introduced in the Planning Act (Northern Ireland 2011) and came into force via The Planning (Statement of Community Involvement) Regulations (Northern Ireland) 2015. This statement advocates for people-centered, collaborative approaches to the planning, design and stewardship of any new developments and public spaces. ‘People-centered’ includes communities and individuals affected by the development process as well as the technical professionals and public service providers taking the development forward.

24




https://www.communities-ni.gov.uk/sites/default/files/publications/doe/council-circular-lg2815.pdf



Within this complex arena, local people within communities need to be confident, informed, knowledgeable and skilled to actively engage across all levels of participation. Presently, there are no regulated qualifications at this level in Northern Ireland addressing specific learning outcomes focused on the skills and knowledge needed for effective community engagement at local level

25


Appendix 3 Portfolio Evidence Record Sheets

26


Unit 1: Introduction to Community Engagement

Learning Outcomes Assessment Criteria Portfolio Reference

Date

1 Describe the key purpose, benefits and values that underpin effective community* engagement

1.1 Define the key purposes of community engagement

1.2 List the principles and values that underpin effective community engagement

1.3 Summarise the benefits of effective community engagement

1.4 Distinguish between the interests of those involved in the engagement process how communities can identify their own needs and actions

2 2. Explain how to plan an inclusive engagement process

2.1 Identify the key features of an inclusive engagement process

2.2 Discuss how to use a range of methods to gather information and data

2.3 Outline ways to monitor and review a community engagement process

3 Describe the key purpose, benefits and values that underpin effective community* engagement

3.1 Identify the key communication skills needed to support effective community engagement

3.2 Review ways to use different communication skills to build a shared understanding of the engagement process

27


3.3 Summarise a range of methods for reporting back to participants in the engagement process

Learner name: Date:

Learner signature: Date:

Assessor signature: Date:

Internal verifier signature (if verified) Date:

28

L3 Award in Education and Training - Prospect Awards CIC · Web view(PfG 2016-21) is clear that...

Documents

Transcript of L3 Award in Education and Training - Prospect Awards CIC · Web view(PfG 2016-21) is clear that...