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  • Why register for the CLD Standards Council
  • Registering for the CLD Standards Council
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    • How to register for the CLD Standards Council
  • Renewing your membership
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  • Hear from our members
    • Abigail Miller
    • Beth Parker
    • Colin Hay
    • Ewan Aitken
    • George Murray
    • Karen Doherty
    • Kirsty Strachan
    • Laura Sutherland
    • Paddy McKenna
    • Paul Humphreys
    • Sarah Latto
    • Stuart Mason
    • Thomas Delaney
  • Membership for students
  • Background of the registration system
• Professional learning
  • Growing the learning culture
    • What is CLD?
    • Our vision, principles and ambitions
    • Framework for action
    • Practitioners - Key actions and responsibilities
    • Employers - Key actions and responsibilities
    • National organisations - Key actions and responsibilities
    • Learning providers - Key actions and responsibilities
    • CLD Standards Council - Key actions and responsibilities
    • Impact
    • Evaluation and learning
    • Resources
  • Professional learning and development review process
    • About professional learning and development in CLD
    • Examples of professional learning and development
    • The professional learning and development model
    • The role of the managers and mentors
  • Recording professional learning
  • i-develop
  • Communities of practice
    • Gaelic Learning and Development (GLAD) Network
    • Equality, Diversity and Inclusion (EDI) Member Forum
    • Rural CLD Practitioner Network
  • Professional Induction Programme
• Professional standards
  • Values of CLD
  • Code of ethics
    • The 12 CLD ethics
    • Using the code of ethics
    • Code of ethics learning resource
    • Developing the code
    • Code of ethics consultation report
      • Consultation process
      • Purposes and uses of code
      • The draft code
      • Appendix 1
  • Competent practitioner framework
    • The purpose of the competences and framework
    • The elements of the Competent Practitioner Framework
    • Competent and critically reflective CLD practitioners
    • The 5 key attributes
    • Competence A: Know and understand the community in which we work
    • Competence B: Build and maintain relationships with individuals and groups
    • Competence C: Provide learning and development opportunities in a range of contexts
    • Competence D: Facilitate and promote community empowerment
    • Competence E: Organise and manage resources
    • Competence F: Develop and support collaborative working
    • Competence G: Evaluate and inform practice
  • Ethical practice - competent practitioners
    • Section 1: Why does the Code of Ethics matter?
    • Section 2: What do we mean by “ethics”?
    • Section 3: Ethics in CLD – Boundaries, Accountability and Professional Identity
    • Section 4: Using the Code of Ethics in Developing Competent CLD Practice
    • Section 5: Embedding the Code of Ethics in Practice
  • National Occupational Standards
    • Adult learning
    • Career development
    • Community development
    • Family learning
    • Learning and development
    • Youth work
  • IACD International Standards for Community Development Practice
  • Subject Benchmark Statement for Youth and Community Work
• Approvals
  • About approvals
    • The aims and objectives of approval
    • The approvals committee
  • The approvals suite
    • Developmental approval route
    • Professional approval route
    • Standards mark approval route
  • Approvals guidance for training and education providers
    • Why go for approval
    • Choosing your approval route
  • Approved training programmes
    • Professional approved programmes
    • Development approved programmes
    • Standards mark approved providers
  • Professional practice placement standards
• Publications
  • Research
    • Report on Local Authority Community Learning and Development Budget Allocation
    • Engage, Educate, Connect, Empower: CLD Resilience and Recovery
  • Workforce
    • Career Pathways for CLD
    • Improving pathways for CLD practitioners – 2021 survey
    • Working with Scotland’s communities: Workforce Surveys
    • Why employers need professionally qualified CLD practitioners
  • Policy consultation responses
    • Supporting Children’s Learning Code of Practice Consultation Response May 2026
    • GTCS Accreditation Process and Requirements Review Consultation Response March 2026
    • Independent Professional Advisor for Future School Reform: Call for Children & Young People’s Organisations Views response February 2026
    • Draft Climate Change Plan Response January 2026
    • Community Right to Buy Response October 2025
    • Wellbeing and Sustainability Bill Response August 2025
    • Consultation on the Community Wealth Building Bill – May 2025
    • Community Benefits from Net Zero Energy Developments consultation – April 2025
    • Rural Delivery Plan consultation response – March 2025
    • The Independent Commission on Community and Cohesion consultation response – March 2025
    • Proposed Youth Work (Scotland) Bill consultation response – March 2025
    • Equality and Human Rights Mainstreaming Strategy Response – February 2025
    • Post-School Education and Skills Reform Legislation Consultation Response Report – September 2024
    • Anti Bullying Guidance Response Report – July 2024
    • Disclosure Scotland fees: discounting, waivers and accredited bodies consultation May 2024
    • Response to Consultation on Learning Disabilities, Autism and Neurodivergence Bill April 2024
    • Response to Independent Review of CLD March 2024
    • Democracy Matters Phase 2 Consultation March 2024
    • New Scot Integration Strategy: Phase Two Joint Response – February 2024
    • New Scot Integration Strategy – December 2023
    • Response to Education Reform: A Consultation on the provisions of the Education Bill
    • Response to Hayward Enhanced Consultation: Independent Review of Qualifications and Assessment
    • Response to consultation on A Human Rights Bill for Scotland – October 2023
    • Effective Community Engagement in Local Development Planning Guidance consultation – CLD Standards Council Response September 2023
    • Consultation response to Local living and 20 minute neighbourhoods draft planning guidance – July 2023
    • Response to Consultation on National Outcomes
    • Response to the Community Wealth Building Consultation – May 2023
    • Interim Purpose and Principles for Post-School Education, Research and Skills
    • Independent Review of Qualifications and Assessment – public consultation Response January 2023
    • Members Consultation Report on National Discussion on Scottish Education December 2022
    • Consultation Report on the Mental Health and Wellbeing Strategy Review September 2022
    • Scottish Government’s Skills Delivery independent review: call for evidence December 2022
    • Response to Education Reform Consultation – November 2021
    • Response to Draft Adult Learning Strategy Scotland – June 2021
    • Net Zero Nation consultation response
    • Response to Accounts Commission consultation
    • Response to Consultation on the Digital Strategy for Scotland – December 2020
    • Review of Coherent Provision and Sustainability in Further and Higher Education: Consultation Response
    • Consultation on replacement of EU Structural Funds
    • Response to GTCS’s draft Professional Standards and Code
    • Consultation on a new National Public Health body
    • Local Governance Review – November 2018
    • Inquiry into the impact of poverty on attainment – March 2018
    • Fair Funding to Achieve Excellence and Equity in Education consultation – October 2017
    • Commentary on Scottish Government Programme 2017-18
  • Reports about CLD
    • The Alexander report
    • The Osler Report
    • 2004 Working and Learning Together to build stronger communities
    • A Guide to Community Learning and Development in Scotland
      • Purpose of CLD
      • What does CLD involve?
      • History
      • Key contexts
      • CLD practice across diverse settings
      • Values, ethics and competences
      • Statutory basis
      • Why employers need professionally qualified CLD practitioners
    • 2024 Learning: For All. For Life. A report from the Independent Review of Community Learning and Development (known as the Still Report)
  • Strategies and legislation
• About the CLD Standards Council
  • What is the CLD Standards Council Scotland?
  • Staff team
  • About our committees
  • Governance
    • Our vision, mission and objectives
    • Standing orders and operational guidance
      • The purpose of the CLD Standards Council
      • Principles of Corporate Governance and how they apply to the CLD Standards Council
      • Roles and responsibilities
      • Recruitment to Executive and Standing Committees
      • Induction & Training
      • Planning and management of business
      • Communications
    • The CLD Standards Council charter
      • Community Learning and Development
      • The establishment of the council
      • The CLD profession
      • Vision, Mission and Strategic Objectives
      • Governance
      • Resources
      • Corporate Identity
      • Review of Charter
    • Framework agreement with Education Scotland
      • Role and status of the Council
      • National policy context
      • Roles, responsibilities and relationships
      • Accountability
      • Financial provision
      • Annual report and accounts
      • Audit, risk, organisational security and resilience
      • Human resources management
      • Information and communications technology
      • External accountability
      • Framework Document - arrangements for review
      • Annex A - Appointing the Chair of the Council
      • Annex B - Scotland’s National Performance Framework: National Outcomes
  • Annual report April 2024 to March 2025
    • Chair's Statement
    • Directors' Statement
    • Our work
    • Report on independant review of CLD published
    • Local authority budget report
    • Members case studies
    • Professional learning
    • Membership events
    • New programme approvals
    • Registration and membership
    • Looking ahead - 2025/2026
  • Previous annual reports
  • Partnership working
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