The Rationale for Community-based Learning Regeneration and inclusion are at the heart of the Government's agenda, and at the heart of regeneration is investment in human capital. Without a focus on the engagement and development of residents of deprived neighbourhoods, or indeed of people disadvantaged and excluded by other circumstances, there is little hope of achieving ambitions for a robust, knowledge-driven economy, for vibrant, self-sustaining communities and for a universal culture of lifelong learning. Bringing Britain Together, (Social Exclusion Unit, 1997) outlined the problems of disadvantaged neighbourhoods and their excluded residents in stark terms, and sparked off a widespread programme of further investigation into the inter-linked causes of deprivation. A New Commitment to Regeneration: National Strategy Action Plan. Published in January 2001, the Action Plan summarises the conclusions of this scrutiny and the programme of change designed to reverse the decline. Emphasised throughout the strategy is the central importance of harnessing the talents and experience of local people, as clients and as organisers of services. Overcoming Alienation Contributing to the national strategy was the work of the Policy Action Team (PAT) on skills in disadvantaged neighbourhoods; its report, Skills for Neighbourhood Renewal: Local Solutions, forms the background text for this series of conferences. Through its fieldwork, the PAT confirmed that people often felt entirely alienated from mainstream, formal education and in fact many were not convinced that learning had anything at all to offer them. Conversely, it was clear that where individuals had overcome such wariness, they had tapped great reserves of potential which could transform their lives and make a difference to families and the community around them. Where there had been success in engaging, developing and empowering disadvantaged people, the approach was small-scale, demand-led and firmly embedded in the everyday life of local communities. The PAT also concluded that changes were needed to the planning and funding of education and training to save such approaches from struggling against the grain and instead allow them to flourish. New Arrangements The influence of this thinking is clear in the new arrangements for post-16 education and training,most explicitly in the Secretary of State’s Remit Letter to the Learning and Skills Council. For example: "I also expect local Learning and Skills Councils to play an active role in building the capacity of people living in deprived neighbourhoods, and to promote equality and social inclusion.Local Learning and Skills Councils should look to use the Local Initiatives Fund to support the development of stronger communities who are better able to maintain momentum in neighbourhood renewal, and to facilitate the development of a wider range of learning opportunities, including skills development for individuals. A broader range of support can enable individuals and groups to become more actively involved in self-help activity, neighbourhood management, asset building and community enterprise.There is also value in training courses for community leaders." (paragraph 24) “Successfully increasing the demand for learning will also depend on a continuing drive to improve the flexibility and attractiveness of learning opportunities, including ensuring a very wide availability of ‘first step’ opportunities to attract into learning those who previously saw it as something not for them.This will demand innovation in approach and delivery...[The Council ] will also need to look at how it can use its responsibilities in adult and community learning, and in Further Education, to ensure that there is accessible provision available in local communities, which support and help build their confidence and capacity.” (paragraph 49) Opportunity for Coherence The transfer to LSC of responsibility and funding for LEA-secured ACL provides an opportunity to achieve greater coherence with the wide range of other opportunities open to adults, building on the work of local Learning Partnerships. It also signals a move towards greater equality, in terms of funding and of esteem, between ACL and vocational, qualification-bearing provision. The guarantee of consistent funding levels during a transition period is further proof of the Government’s commitment to ACL: the budget for 2002-03 has been increased and, beginning in that year, there will also be a capital budget for ACL, for the first time. The intention in time is for much of ACL to be covered by the mainstream funding, planning, quality assurance and inspection arrangements: this stability will be invaluable in ensuring the consistent service that disadvantaged people and reluctant learners can grow to accept and rely on.

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