# data[].attributes.body
I think this is great

# data[].attributes.headline
position of CLDSC - location not to change (an important matter requiring associated blurb)

# data[].attributes.subject
position of CLDSC - location not to change (an important matter requiring associated blurb)

# data[].attributes.headline
recognise need for change - as quick as practical but does not disadvantage learners

# data[].attributes.subject
recognise need for change - as quick as practical but does not disadvantage learners

# data[].attributes.headline
how can schools and colleges work in partnership effectively with CLD - to be considered as part of the new inspection/ scrutiny body

# data[].attributes.subject
how can schools and colleges work in partnership effectively with CLD - to be considered as part of the new inspection/ scrutiny body

# data[].attributes.headline
funding issues for professionally qualified CLD practitioners (e.g. equity for leadership opps)

# data[].attributes.subject
funding issues for professionally qualified CLD practitioners (e.g. equity for leadership opps)

# data[].attributes.headline
Recognition of CLD practice within RICs - inconsistent across country

# data[].attributes.subject
Recognition of CLD practice within RICs - inconsistent across country

# data[].attributes.headline
10.1 and 10.2 Professional Learning Opportunities within CLD

# data[].attributes.subject
10.1 and 10.2 Professional Learning Opportunities within CLD

# data[].attributes.body
Provided by a broad range of partners in a much more diverse and perhaps rich mix than for formal education. Much more funding is needed for training provision for core youth work training at a range of levels as well as specialist training.

# data[].attributes.headline
relation between RIC and CLD network, risk of duplication across delivery.

# data[].attributes.subject
relation between RIC and CLD network, risk of duplication across delivery.

# data[].attributes.body
Leadership development opportunities in CLD (and might name the domains here) should be given priority, funding and access in the same way that leadership in schools is.

And opportunities to grow leadership together to develop better parity of esteem

# data[].attributes.headline
should we be challenging the model of external scrutiny  and the part which peers play in that?

# data[].attributes.subject
should we be challenging the model of external scrutiny  and the part which peers play in that?

# data[].attributes.headline
Current bodies are unrepresentative of CLD - recommend that there needs to be open and wider inclusion in whatever new bodies emerge.

# data[].attributes.subject
Current bodies are unrepresentative of CLD - recommend that there needs to be open and wider inclusion in whatever new bodies emerge.

# data[].attributes.headline
current bodies unrepresentative of CLD role within Scottish education sector

# data[].attributes.subject
current bodies unrepresentative of CLD role within Scottish education sector

# data[].attributes.headline
how to better get views of practitioners unlinked to CfE 

# data[].attributes.subject
how to better get views of practitioners unlinked to CfE 

# data[].attributes.headline
unclear who is driving the system and system (e.g. what needs to be examined as opposed to qualifications requiring examination which may not reflect the curriculum

# data[].attributes.subject
unclear who is driving the system and system (e.g. what needs to be examined as opposed to qualifications requiring examination which may not reflect the curriculum

# data[].attributes.headline
associated costs of a new agency/ what other functions to be developed

# data[].attributes.subject
associated costs of a new agency/ what other functions to be developed

# data[].attributes.headline
welcome the separation of inspections from the organisation

# data[].attributes.subject
welcome the separation of inspections from the organisation

# data[].attributes.headline
assessment has become code for examination

# data[].attributes.subject
assessment has become code for examination

# data[].attributes.headline
What do people value about learning?  Is it the learning itself or getting a qualification? Or both?

# data[].attributes.subject
What do people value about learning?  Is it the learning itself or getting a qualification? Or both?

# data[].attributes.headline
Reconsider the value of qualifications that employers, universities and colleges place on these - in terms of learner requirements/ demands. Encourage wider range of qualifications to be accepted

# data[].attributes.subject
Reconsider the value of qualifications that employers, universities and colleges place on these - in terms of learner requirements/ demands. Encourage wider range of qualifications to be accepted

# data[].attributes.headline
informal non-assessed learning needs to be better valued and recognised. (overreliance on SQA etc standard of achievement)

# data[].attributes.subject
informal non-assessed learning needs to be better valued and recognised. (overreliance on SQA etc standard of achievement)

# data[].attributes.headline
Types of assessment to more varied (i.e. offering range of assessment types across the system)

# data[].attributes.subject
Types of assessment to more varied (i.e. offering range of assessment types across the system)

# data[].attributes.headline
parity of esteem for all qualifications at all levels to be recognised

# data[].attributes.subject
parity of esteem for all qualifications at all levels to be recognised

# data[].attributes.headline
University and college reform in terms of entry qualifications need reformed too if more flexible courses are to be offered

# data[].attributes.subject
University and college reform in terms of entry qualifications need reformed too if more flexible courses are to be offered

# data[].attributes.headline
Greater consideration for structure and bureaucracy (e.g. the overreliance on exams as part of assessment/ the demand for more flexibility). Devising assessments outwith? 

# data[].attributes.subject
Greater consideration for structure and bureaucracy (e.g. the overreliance on exams as part of assessment/ the demand for more flexibility). Devising assessments outwith? 

# data[].attributes.headline
assessment interlinked with CfE - limiting availability of courses for other groups (e.g. adult context)

# data[].attributes.subject
assessment interlinked with CfE - limiting availability of courses for other groups (e.g. adult context)

# data[].attributes.headline
greater inclusion of critical thinking for the respective policy

# data[].attributes.subject
greater inclusion of critical thinking for the respective policy

# data[].attributes.headline
The role of micro-credentials in the role of assessment

# data[].attributes.subject
The role of micro-credentials in the role of assessment

# data[].attributes.headline
The four capacities of the C4E reflect CLD practice in all it's contexts.

# data[].attributes.subject
The four capacities of the C4E reflect CLD practice in all it's contexts.

# data[].attributes.headline
4 capacities fit for CLD, but a problem remains in terms of scope (e.g. learning for life)

# data[].attributes.subject
4 capacities fit for CLD, but a problem remains in terms of scope (e.g. learning for life)

# data[].attributes.headline
This upheaval will inevitably mean disruption and confusion for all in educational settings: candidates, teachers, parents, tutors and employers for forthcoming years.  Occurring on the heels of the pandemic will cause further stress and low morale to those already struggling.  

# data[].attributes.subject
This upheaval will inevitably mean disruption and confusion for all in educational settings: candidates, teachers, parents, tutors and employers for forthcoming years.  Occurring on the heels of the pandemic will cause further stress and low morale to those already struggling.  

# data[].attributes.headline
Hopefully new qualifications agency will be more accessible and less intimidating for all: candidates, teachers, tutors and parents, using simpler language and less education jargon in e.g. assessment requirements or course descriptors

# data[].attributes.subject
Hopefully new qualifications agency will be more accessible and less intimidating for all: candidates, teachers, tutors and parents, using simpler language and less education jargon in e.g. assessment requirements or course descriptors

# data[].attributes.headline
Recognition of a wider range of assessment methods that are more appropriate to learners and learning settings and less reliance on formal assessments and exams e.g. folios of work as evidence  and tutor/teacher based evidence.

# data[].attributes.subject
Recognition of a wider range of assessment methods that are more appropriate to learners and learning settings and less reliance on formal assessments and exams e.g. folios of work as evidence  and tutor/teacher based evidence.

# data[].attributes.headline
Ensure that the importance of Adult Learning is recognised.  Increased funding, staffing and creation of  dedicated resources is vital to improve services.

# data[].attributes.subject
Ensure that the importance of Adult Learning is recognised.  Increased funding, staffing and creation of  dedicated resources is vital to improve services.

# data[].attributes.headline
New agencies should better recognise the importance of community capacity building and the work of CLD services.

# data[].attributes.subject
New agencies should better recognise the importance of community capacity building and the work of CLD services.

# data[].attributes.headline
New agencies should better recognise the importance of youth work and the work of CLD services.

# data[].attributes.subject
New agencies should better recognise the importance of youth work and the work of CLD services.

# data[].attributes.headline
New agencies should better recognise the importance of adult learning and the work of CLD services.

# data[].attributes.subject
New agencies should better recognise the importance of adult learning and the work of CLD services.

# data[].attributes.headline
How will new agencies better listen to learners, teachers, parents and carers?

# data[].attributes.subject
How will new agencies better listen to learners, teachers, parents and carers?

# data[].attributes.headline
What is the cost (new cost) of replacing SQA and reforming ES?

# data[].attributes.subject
What is the cost (new cost) of replacing SQA and reforming ES?

# data[].attributes.headline
Any new agency or structure has to be clearly communicated to all stakeholders. What has changed? Why we changed it? What is now better? How are we improvement learning and teaching and assessment?

# data[].attributes.subject
Any new agency or structure has to be clearly communicated to all stakeholders. What has changed? Why we changed it? What is now better? How are we improvement learning and teaching and assessment?

# data[].attributes.headline
Stability is required.  Year-on-year changes to the exams and subject / course assessments is unhelpful to learners and teachers.

# data[].attributes.subject
Stability is required.  Year-on-year changes to the exams and subject / course assessments is unhelpful to learners and teachers.

# data[].attributes.body
I use the framework with our adult learners behind the scenes in terms of Curriculum development across the needs of our learners. Though any content out in public domain is designed for young people as that is it's core audience so we design items from scratch or edit and adapt existing materials.

# data[].attributes.body
I feel that there are organisations in the communities and on the periphery of FE that still don't see CLD as their equal alternative to build up individual self esteem or bring cohesion to particular projects etc. Therefore for me CLD strategic location still remains with the likes of Education Scotland. Progress within communities and the cohesion of social capital requires groups to work together - choose their destinations and head towards it all within the social ethics of the community - qualifications whether they are worked with for completion of a certificate or not - is still a skeleton or framework that generates discussions or ideas..

# data[].attributes.body
I have recommended to SQA that they consider the needs of Training Providers within communities that offer a variety of Project Based learning for Adults via Art, Music, Drama, Horticulture etc.   SQA do seek out what they can for me but it is mainly nearly 20 years old and has a basic PDF with LO and criteria and no up to date content.  So we have to build from scratch per person whilst their competitor hands me engaging packs and online interactive content - that are still flexible enough to plan around the learners needs.    One or two certificates to my vulnerable adult learners builds immense self esteem and discussions with their families and all qualifications are voluntary in house.

# data[].attributes.headline
Communication is key - everyone involved needs to know what is happening, how and when - and as soon as possible. 

# data[].attributes.subject
Communication is key - everyone involved needs to know what is happening, how and when - and as soon as possible. 

# data[].attributes.headline
Ensure CLD has an equivalent profile to other parts of the education system

# data[].attributes.subject
Ensure CLD has an equivalent profile to other parts of the education system

# data[].attributes.headline
As long as CLDSC is 'operationally independent', where it is housed is not so important.

# data[].attributes.subject
As long as CLDSC is 'operationally independent', where it is housed is not so important.

# data[].attributes.headline
And who is going to re-teach the teachers how to deliver the qualifications in a new way, if this is what is decided??

# data[].attributes.subject
And who is going to re-teach the teachers how to deliver the qualifications in a new way, if this is what is decided??

# data[].attributes.headline
If we base our thinking on the facts that CforE is staying and we need an exam body, how much is a new body needed?  What will it change? How will it be better?

# data[].attributes.subject
If we base our thinking on the facts that CforE is staying and we need an exam body, how much is a new body needed?  What will it change? How will it be better?

# data[].attributes.headline
Support practitioners who are undertaking assessments during any transition period.

# data[].attributes.subject
Support practitioners who are undertaking assessments during any transition period.

# data[].attributes.headline
Ensure sufficient time for any transition to 'new SQA'.  Allow learners time to complete existing qualifications

# data[].attributes.subject
Ensure sufficient time for any transition to 'new SQA'.  Allow learners time to complete existing qualifications

# data[].attributes.headline
Have CLD Inspectors as part of Prison inspection process, rather than schools experienced inspectors.  

# data[].attributes.subject
Have CLD Inspectors as part of Prison inspection process, rather than schools experienced inspectors.  

# data[].attributes.headline
Awareness raising of role of CLD across a variety of agencies is important in promoting its value in supporting learners

# data[].attributes.subject
Awareness raising of role of CLD across a variety of agencies is important in promoting its value in supporting learners

# data[].attributes.headline
Main focus and responsibility for educators is to equip learners with skills for life

# data[].attributes.subject
Main focus and responsibility for educators is to equip learners with skills for life

# data[].attributes.headline
Subject based system can be constraining and a barrier to young people.

# data[].attributes.subject
Subject based system can be constraining and a barrier to young people.

# data[].attributes.headline
Want to empower those who provide learning opportunities.  Flexibility hasn't been promoted and creativity is stymied.

# data[].attributes.subject
Want to empower those who provide learning opportunities.  Flexibility hasn't been promoted and creativity is stymied.

# data[].attributes.headline
 A need for age- appropriate resources/materials for adults

# data[].attributes.subject
 A need for age- appropriate resources/materials for adults

# data[].attributes.headline
Difficulty accessing resources on Glow if not formal education

# data[].attributes.subject
Difficulty accessing resources on Glow if not formal education

# data[].attributes.headline
Language is important - not everyone is a 'teacher' in a 'school' with 'pupils'.

# data[].attributes.subject
Language is important - not everyone is a 'teacher' in a 'school' with 'pupils'.

# data[].attributes.headline
Curriculum for Excellence is designed for Young People - but is applicable to adults.  However it needs to be amended to be 'adult-appropriate'.

# data[].attributes.subject
Curriculum for Excellence is designed for Young People - but is applicable to adults.  However it needs to be amended to be 'adult-appropriate'.

# data[].attributes.headline
Look at the widest learning needs - need a system that recognises and values this.  Include informal learning as well as accredited.

# data[].attributes.subject
Look at the widest learning needs - need a system that recognises and values this.  Include informal learning as well as accredited.

# data[].attributes.headline
How does the concept of 'lifelong learning' fit in with the review of 3-18 CforE?

# data[].attributes.subject
How does the concept of 'lifelong learning' fit in with the review of 3-18 CforE?

# data[].attributes.headline
CLD works with children, young people and adults with multiple barriers across different learning opportunities. Clear links to SAC and PEF but without formal funding across it all. 

# data[].attributes.subject
CLD works with children, young people and adults with multiple barriers across different learning opportunities. Clear links to SAC and PEF but without formal funding across it all. 

# data[].attributes.headline
In essence young people are not able to take control of their own learning journey and outcomes in the secondary phase. WE see an increase in the 'gap' between academic achievers and 'non achievers' and this causes a disengage for too many young people. And too many young people 'turning off' learning because of what they perceive 'learning' to be.

# data[].attributes.subject
In essence young people are not able to take control of their own learning journey and outcomes in the secondary phase. WE see an increase in the 'gap' between academic achievers and 'non achievers' and this causes a disengage for too many young people. And too many young people 'turning off' learning because of what they perceive 'learning' to be.

# data[].attributes.headline
Recognise the impact of CLD – stronger where it sits in 4 capacities

# data[].attributes.subject
Recognise the impact of CLD – stronger where it sits in 4 capacities

# data[].attributes.headline
SQA – lots of online resources / difficult to access resources – need right passwords / permission for access / not freely available – exam based / focus / easier for teachers to access materials than other practitioners

# data[].attributes.subject
SQA – lots of online resources / difficult to access resources – need right passwords / permission for access / not freely available – exam based / focus / easier for teachers to access materials than other practitioners

# data[].attributes.headline
modern apprenticeships – alternative for young people who are not academic – travel can be a problem / not always on offer

# data[].attributes.subject
modern apprenticeships – alternative for young people who are not academic – travel can be a problem / not always on offer

# data[].attributes.headline
during lockdowns / webinars – brought people together – need that rather than another agency

# data[].attributes.subject
during lockdowns / webinars – brought people together – need that rather than another agency

# data[].attributes.headline
partnerships / tracking of young people’s progression – more conversations to be had

# data[].attributes.subject
partnerships / tracking of young people’s progression – more conversations to be had

# data[].attributes.headline
Limiting to SQA is dangerous – learning can take place in a variety of ways and evidenced through a variety of methods/qualifications.  SCQF levelling is useful.  

# data[].attributes.subject
Limiting to SQA is dangerous – learning can take place in a variety of ways and evidenced through a variety of methods/qualifications.  SCQF levelling is useful.  

# data[].attributes.headline
Definition of learning communities – may be wider than the school but often only defined as the school.   

# data[].attributes.subject
Definition of learning communities – may be wider than the school but often only defined as the school.   

# data[].attributes.headline
Concern that new Agency may look different but do the same/similar. 

# data[].attributes.subject
Concern that new Agency may look different but do the same/similar. 

# data[].attributes.headline
How is CforE being connected and related to other external influences e.g. austerity, poverty agenda, wider community/societal issues. 

# data[].attributes.subject
How is CforE being connected and related to other external influences e.g. austerity, poverty agenda, wider community/societal issues. 

# data[].attributes.headline
CLDSC Perspective: It is felt that the replacement of the SQA must be communicated effectively to young learners in terms of the wider implications. The replacement of the SQA and reform of Education Scotland could have major opportunities for better strategically aligning the CLD sector to Education more generally. Concerns have been raised around the inspection process (e.g. how will it be communicated to CLD partners across the public and voluntary sector; as well as the need to continue being mindful of staff MH & WB needs in light of Covid-19).

# data[].attributes.subject
CLDSC Perspective: It is felt that the replacement of the SQA must be communicated effectively to young learners in terms of the wider implications. The replacement of the SQA and reform of Education Scotland could have major opportunities for better strategically aligning the CLD sector to Education more generally. Concerns have been raised around the inspection process (e.g. how will it be communicated to CLD partners across the public and voluntary sector; as well as the need to continue being mindful of staff MH & WB needs in light of Covid-19).

# data[].attributes.headline
CLDSC Perspective: The Roles & Responsibilities of CLD sector staff needs to be better understood and recognised across Education. CLDSC recognise the benefits of the Education Scotland development officers with supporting respective regions. There are major opportunities for CLD roles and responsibilities to be redefined, to ensure that local authority, school and CLD staff do not work in silos. 

# data[].attributes.subject
CLDSC Perspective: The Roles & Responsibilities of CLD sector staff needs to be better understood and recognised across Education. CLDSC recognise the benefits of the Education Scotland development officers with supporting respective regions. There are major opportunities for CLD roles and responsibilities to be redefined, to ensure that local authority, school and CLD staff do not work in silos. 

# data[].attributes.headline
CLDSC Perspective: The importance of CLD is recognised by the CLDSC with accompanying the CfE in assisting with the provision of a coherent progression in the journey of learners (e.g. helping with transition phases or with pupils who are less academic at current).The CLDSC recognises the demand for alternative routes and pathways (e.g. modern apprenticeships) to be better recognised and valued across education, as well as CLD provision to be better aligned to the learning experiences of all learners.

# data[].attributes.subject
CLDSC Perspective: The importance of CLD is recognised by the CLDSC with accompanying the CfE in assisting with the provision of a coherent progression in the journey of learners (e.g. helping with transition phases or with pupils who are less academic at current).The CLDSC recognises the demand for alternative routes and pathways (e.g. modern apprenticeships) to be better recognised and valued across education, as well as CLD provision to be better aligned to the learning experiences of all learners.

# data[].attributes.headline
CLDSC Perspective:The Curriculum for Excellence vision is strong in terms of the theory sitting behind the policy. The CLDSC has raised concerns around the implementation of the policy in practice; whether or not it incorporated the voices of young people appropriately and to what extent it recognises the role and impact of the CLD sector.

# data[].attributes.subject
CLDSC Perspective:The Curriculum for Excellence vision is strong in terms of the theory sitting behind the policy. The CLDSC has raised concerns around the implementation of the policy in practice; whether or not it incorporated the voices of young people appropriately and to what extent it recognises the role and impact of the CLD sector.

# data[].attributes.headline
better representation of stakeholders not feeling generally involved currently - linked to commmunity empowerment

# data[].attributes.subject
better representation of stakeholders not feeling generally involved currently - linked to commmunity empowerment