Self evaluation - Digital CLD Awards Scotland

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Self evaluation

Review the statements and provide evidence by uploading files, links and adding comments in the fields provided. Please provide evidence against all required statements and any optional statements before submitting your application for review. Information on relevant resources and key policy initiatives are given as a guide for organisational development planning. If you have a question please use the feedback channel located below. Print, download and email the form at any time.
Changes are saved automatically.

Leadership and Vision

The strength and commitment of leadership set a clear and appropriate vision for digital transformation, embedding digital into practice and developing digital skills through learning and development opportunities.
Operational planning is monitored through self-review and updated to take account of feedback from and impact on service users, practitioners and the community.
Planning for digital approaches is user- and policy-informed and supported where appropriate by key enablers, such as by local authorities, funding organisations etc.
Leadership, commitment and responsibility for the organisation’s development of approaches to digital transformation and innovation is understood by all and is shared by staff who take responsibility for key aspects of development, delivery, and improvement in their own work.

Evidence should consist of a range of examples including:

Organisational planning documents
Minutes of meetings, improvements plans and sections of action planning
Review and evaluation surveys and resulting actions
Funding applications or agreements
Evidence of partnerships with other agencies
Completion of SCVO Digital Leaders course
Organisation signed up to SCVOs digital participation charter
Annual reports, monitoring reports

Support reference, examples of good practice, policy links etc.

How good is our community learning and development? Open	HGIOCLD Six-point scale Open	Digital Leaders Open
Digitally Agile CLD website Open	Digitally Agile National Principles Open	CLDSC Competent Practitioner Framework Open
CLDSC competences Open	CLDSC Ethics framework Open	CLDSC – Professional Development Strategy Open
European Guidelines for Digital Youth Work Open	National Standards for Community Engagement Open	Principles of Community Empowerment Open
Audit Scotland community empowerment Covid-19 update Open	SCVO Digital Leaders Open	Digital participation charter Open

Embedding Digital into CLD Practice

CLD practice is supported and enhanced through the effective use of digital technologies and media, enabling practitioners to offer relevant and engaging learning and development opportunities.
Digital approaches support engagement with, and learning experiences for, specific audiences and learner groups in ways that help overcome barriers to participation and challenges to learning, raise the quality of learning opportunities and improve community involvement in democratic participation.
The use of digital technology promotes inclusion, is driven by the needs of all learners and communities, and makes use of digital tools, including assistive technologies, to support those needs where appropriate.
The deployment of digital approaches helps to support co-production of learning experiences with learners.
Digital approaches broaden learning and support individuals, groups and communities with the development of digital literacies surrounding personal development, employability, career pathways etc..
Using digital approaches supports and promotes community members to work together to make change happen in their communities and help ensure a fairer, just and more inclusive society.
Rights-based approaches are used to embed digital inclusion within CLD practice, upholding key legislation such as ASN Act, Equality Act, Community Empowerment Act.

Evidence should consist of a range of examples including:

Varying forms of learning such as co-tutoring, group learning and drop-ins, as well as more traditional and formal learning scenarios.
Planning and record keeping documents (record management system)
Programme evaluations with testimony from participants
Annual reports, monitoring reports
Variety of digital delivery modes available e.g. distance learning, e-portfolio, forum groups on-line, synchronous/asynchronous inputs etc
Equalities/inclusion policies
Equalities Impact Assessments
Details of processes available to learners/communities to signal when needs are not being met
Evaluation of CLD learning inputs undertaken with the involvement of participants as appropriate, and focussing on impact questions.
Practitioner reflective journals.

Support reference, examples of good practice, policy links etc.

Youth Work Strategy, Adult Learning Statement of Ambition, ALIS, ESOL and other key documents Open	New Adult Learning Strategy for Scotland – to be published May 2022	New Youth Strategy for Scotland – publication to be announced
GIRFEC Open	European Guidelines for Digital Youth Work Open	Digital Strategy for Scotland Open
Digital participation charter Open	Community Empowerment Act: Community Ownership Support Service Open	National Standards for Community Engagement - VOICE Analysis software Open
Adult Literacies Framework Guidelines Open	CLDSC Competences to - Know and understand the community in which we work Open	CLDSC Competences to - Provide learning and development opportunities in a range of contexts Open

Digital Wellbeing, Cyber Resilience and Internet Safety

Digital wellbeing is purposefully and deliberately defined e.g. in policies and professional learning strategies, and supported for staff, volunteers, young people, learners and communities.
All four elements of the Scottish Government’s cyber resilience strategy (able to prepare for, withstand, rapidly recover and learn from deliberate attacks or accidental events in the online world) are incorporated into policy and practice.
Cyber Resilience and Internet Safety (CRIS) are regularly incorporated into learner activities, seminars, lessons, and engagements e.g.
- good cyber hygiene practices and standards;
- information on personnel and organisations where support can be gained.
- posters, notes, leaflets and other media that maintain a strong culture of CRIS and digital wellbeing
- learner voice and needs used to co-create, monitor and evaluate policy and practice.
Partnerships with key agencies are sought, nurtured and used to support learner, stakeholder and practitioner awareness of CRIS and Digital Wellbeing.

Evidence should consist of a range of examples including:

Organisational planning documents where DWB is planned, resourced and evaluated for impact;
Minutes of meetings, improvements plans and sections of action planning
Review and evaluation surveys and resulting actions
Evidence of LA / funder support and partnerships or other outside agency information on DWB
Examples of DWB being purposefully taught as part of the negotiated learning programme or other input from organisations
Examples of support structures to support digital wellbeing using the four Cyber Resilience elements.

Support reference, examples of good practice, policy links etc.

Cyber Resilience and Internet Safety – DigiLearn Open	Cyber Resilient Scotland: strategic framework Open	National Action Plan on Internet Safety for Children and Young People Open
Digital participation charter Open	LEAD Scotland - Digital products Open	5 rights framework Open
A changing nation: how Scotland will thrive in a digital world Open	A digital learning and teaching strategy for Scotland Open	Educating 21st Century Children: Emotional Wellbeing in the Digital Age Open
Children and Young Peoples Mental Health in the Digital Age: Shaping the Future Open	CEOP Ambassador course Open	A changing nation: how Scotland will thrive in a digital world Open
CLDSC Professional Development Strategy Open	Digital wellbeing - Google tools Open	Facebook - safety and wellbeing Open
Tik Tok online Safety Centre Open	JISC - Digital wellbeing for you, your colleagues and students Open	Latest research on the impact of digital technology on human wellbeing Open
What is Digital Wellbeing? A List of Definitions Open	CEOP Think You Know Professionals - CEOP Think You Know Professionals: Online Child Abuse and Exploitation Open

Culture

Digital approaches are improving and enhancing participation and accessibility.
Digital approaches are used and promoted across the organisation for communications, planning, administration, engagement, learning and teaching in varied circumstances.
Identification of staff, learners and stakeholders’ digital skills needs and levels of confidence are followed-up by appropriate actions and evidence of impact.
Staff and volunteers across the organisation support and help promote innovation and effective digital approaches.
Learners and stakeholders speak positively about their digital engagements and experiences.

Evidence should consist of a range of examples including:

Organisational action planning
Varied range of learning engagements and administration across the organisation
Evidence of inclusion among co-workers and learners
Organisational Communications Strategy
Evidence from staff/volunteer professional learning planning/reviews

Support reference, examples of good practice, policy links etc.

CLDSC Competent Practitioner Framework

Open

Digital participation charter

Open

Digitally Agile National Principles

Open

Professional Learning

All professional learning opportunities have a high profile and priority in the organisation, with staff and volunteers encouraged and supported to keep skills and knowledge current so they can embrace and promote the opportunities presented through digital technology.
Continuous professional learning opportunities in digital skills, including internet safety, cyber security and accessibility, are relevant, planned and supported to reflect the pace of change in digital technologies, and their impact is evaluated.
The organisation makes use of a range of local and national professional learning opportunities to help identify and meet the needs of its staff in improving its approaches to incorporating digital in CLD practice.
The organisation seeks partnerships with other organisations, specialist agencies and digital champions within the sector to help meet the needs identified and /or support further digital learning.

Evidence should consist of a range of examples including:

Learner and practitioner needs identification and reviews
Whole-organisation plans for PL
Impact evaluations and reviews
Partnerships with other organisations
Evidence of access to CLD qualifications such as NC/HNC and Degree
Actions supporting and overcoming barriers to PL for practitioners including online and blended programmes
Support for Individual Recognition Process
Records of professional learning events either in-house or from external agencies or partners;
Examples of clustering of organisations, SIGs or other collaborations to support professional collaboration and development
Use of CLD competence framework within professional learning practice
Examples where digital leaders support of CLD competence framework within professional learning practice practitioners

Support reference, examples of good practice, policy links etc.

Digitally Agile National Principles Open	EU - Developing Digital Youth Work Open	CLDSC National Occupational Standards for Youth Work 2019 Open
CLDSC Growing the Learning Culture Professional Learning Strategy Open	CLDSC - Code of Ethics 9 – Professional Learning Open	CLD CS - Ethical Practice – Competent Practitioners
Good practice for working with volunteers in ESOL 0

Staff and Resources

The organisation has had some successes in developing its use of its digital resources and/or exploring partnerships and investment opportunities that enhance provision to improve key aspects of its work.
Practitioners have access to an appropriate range of IT equipment software, apps and hardware for their use and for working with learners and stakeholders, or are supported with ‘bring your own device’, where appropriate.
The organisation maximises the use of available digital resources to access the digital and online opportunities and deliver better outcomes for stakeholders.
The organisation makes use of partnerships with other agencies such as public libraries, schools, colleges and specialist agencies to enhance its digital offer and realise the potential of technology.

Evidence should consist of a range of examples including:

Budget funding allocations
Partnership agreements
Funding for professional learning in digital written into funding applications

Support reference, examples of good practice, policy links etc.

CLDSC - The Competences Open	CLDSC - Evaluate and inform practice \| CLD Standards Council for Scotland Open	CLDSC - Organise and manage resources \| CLD Standards Council for Scotland Open
SCVO Digital Leaders Open	Digital participation charter Open

Self evaluation

Review the statements and provide evidence by uploading files, links and adding comments in the fields provided.
Please provide evidence against all required statements and any optional statements before submitting your application for review. Information on relevant resources and key policy initiatives are given as a guide for organisational development planning.
If you have a question please use the feedback channel located below.
Print, download and email the form at any time.

Changes are saved automatically.

Leadership and Vision

The strength and commitment of leadership set a clear and appropriate vision for digital transformation, embedding digital into practice and developing digital skills through learning and development opportunities.
Operational planning is monitored through self-review and updated to take account of feedback from and impact on service users, practitioners and the community.
Planning for digital approaches is user- and policy-informed and supported where appropriate by key enablers, such as by local authorities, funding organisations etc.
Leadership, commitment and responsibility for the organisation’s development of approaches to digital transformation and innovation is understood by all and is shared by staff who take responsibility for key aspects of development, delivery, and improvement in their own work.

Leadership for digital transformation is clear, user- and policy-informed, and focused on supporting its impact on service users. Shared implementation is monitored, reviewed and updated by staff and informs further improvements and professional learning and development.

Leadership for digital transformation is planned and documented. The implementation of digital developments is shared by staff and increasingly informs further improvements and professional learning and development.

Digital technologies are used by some staff. The leadership team recognise the need for a more planned approach.

Evidence should consist of a range of examples including:

Organisational planning documents
Minutes of meetings, improvements plans and sections of action planning
Review and evaluation surveys and resulting actions
Funding applications or agreements
Evidence of partnerships with other agencies
Completion of SCVO Digital Leaders course
Organisation signed up to SCVOs digital participation charter
Annual reports, monitoring reports

Support reference, examples of good practice, policy links etc.

How good is our community learning and development? Open	HGIOCLD Six-point scale Open	Digital Leaders Open
Digitally Agile CLD website Open	Digitally Agile National Principles Open	CLDSC Competent Practitioner Framework Open
CLDSC competences Open	CLDSC Ethics framework Open	CLDSC – Professional Development Strategy Open
European Guidelines for Digital Youth Work Open	National Standards for Community Engagement Open	Principles of Community Empowerment Open
Audit Scotland community empowerment Covid-19 update Open	SCVO Digital Leaders Open	Digital participation charter Open

Embedding Digital into CLD Practice

CLD practice is supported and enhanced through the effective use of digital technologies and media, enabling practitioners to offer relevant and engaging learning and development opportunities.
Digital approaches support engagement with, and learning experiences for, specific audiences and learner groups in ways that help overcome barriers to participation and challenges to learning, raise the quality of learning opportunities and improve community involvement in democratic participation.
The use of digital technology promotes inclusion, is driven by the needs of all learners and communities, and makes use of digital tools, including assistive technologies, to support those needs where appropriate.
The deployment of digital approaches helps to support co-production of learning experiences with learners.
Digital approaches broaden learning and support individuals, groups and communities with the development of digital literacies surrounding personal development, employability, career pathways etc..
Using digital approaches supports and promotes community members to work together to make change happen in their communities and help ensure a fairer, just and more inclusive society.
Rights-based approaches are used to embed digital inclusion within CLD practice, upholding key legislation such as ASN Act, Equality Act, Community Empowerment Act.

Relevant and engaging learning opportunities help embed digital technologies in ways that foster learner-driven, rights-based and inclusive learning approaches, and assist in overcoming barriers to learning. Digital literacies are developed which help learners and community members to engage, gain personal development and broaden their learning and participation. support employability and Where appropriate, assistive technologies support the needs of learners and communities.

Some relevant and engaging learning opportunities help embed digital technologies in ways that foster rights-based and inclusive learning approaches and seeking to remove barriers to learning. There is a growing awareness of how digital approaches can help learners and community members to engage, gain personal development and broaden their learning and participation. Where appropriate, assistive technologies are beginning to support the needs of learners and communities.

Digital technologies and approaches are being used by some practitioners to support learner engagement. There are early signs of collaboration to develop rights-based and inclusive learning approaches that help address barriers to learning.

Evidence should consist of a range of examples including:

Varying forms of learning such as co-tutoring, group learning and drop-ins, as well as more traditional and formal learning scenarios.
Planning and record keeping documents (record management system)
Programme evaluations with testimony from participants
Annual reports, monitoring reports
Variety of digital delivery modes available e.g. distance learning, e-portfolio, forum groups on-line, synchronous/asynchronous inputs etc
Equalities/inclusion policies
Equalities Impact Assessments
Details of processes available to learners/communities to signal when needs are not being met
Evaluation of CLD learning inputs undertaken with the involvement of participants as appropriate, and focussing on impact questions.
Practitioner reflective journals.

Support reference, examples of good practice, policy links etc.

Youth Work Strategy, Adult Learning Statement of Ambition, ALIS, ESOL and other key documents Open	New Adult Learning Strategy for Scotland – to be published May 2022	New Youth Strategy for Scotland – publication to be announced
GIRFEC Open	European Guidelines for Digital Youth Work Open	Digital Strategy for Scotland Open
Digital participation charter Open	Community Empowerment Act: Community Ownership Support Service Open	National Standards for Community Engagement - VOICE Analysis software Open
Adult Literacies Framework Guidelines Open	CLDSC Competences to - Know and understand the community in which we work Open	CLDSC Competences to - Provide learning and development opportunities in a range of contexts Open

Digital Wellbeing, Cyber Resilience and Internet Safety

Digital wellbeing is purposefully and deliberately defined e.g. in policies and professional learning strategies, and supported for staff, volunteers, young people, learners and communities.
All four elements of the Scottish Government’s cyber resilience strategy (able to prepare for, withstand, rapidly recover and learn from deliberate attacks or accidental events in the online world) are incorporated into policy and practice.
Cyber Resilience and Internet Safety (CRIS) are regularly incorporated into learner activities, seminars, lessons, and engagements e.g.
- good cyber hygiene practices and standards;
- information on personnel and organisations where support can be gained.
- posters, notes, leaflets and other media that maintain a strong culture of CRIS and digital wellbeing
- learner voice and needs used to co-create, monitor and evaluate policy and practice.
Partnerships with key agencies are sought, nurtured and used to support learner, stakeholder and practitioner awareness of CRIS and Digital Wellbeing.

Approaches to Digital Wellbeing are informed by policy, partnerships and learners, and include cyber resilience and internet safety strategies and activities. The culture of digital wellbeing is well embedded and resources, advice and information on staying safe online are central to engagement activities.

Digital Wellbeing is informed by policy, partnerships and learners and there are links to cyber resilience and internet safety. The culture of digital wellbeing is growing and learners have access to some resources, advice and information on staying safe online.

Digital wellbeing is not yet linked to cyber resilience and internet safety. Learners are beginning to have access to information and support on staying safe online. There are many opportunities to incorporate Digital Wellbeing and these are being explored.

Evidence should consist of a range of examples including:

Organisational planning documents where DWB is planned, resourced and evaluated for impact;
Minutes of meetings, improvements plans and sections of action planning
Review and evaluation surveys and resulting actions
Evidence of LA / funder support and partnerships or other outside agency information on DWB
Examples of DWB being purposefully taught as part of the negotiated learning programme or other input from organisations
Examples of support structures to support digital wellbeing using the four Cyber Resilience elements.

Support reference, examples of good practice, policy links etc.

Cyber Resilience and Internet Safety – DigiLearn Open	Cyber Resilient Scotland: strategic framework Open	National Action Plan on Internet Safety for Children and Young People Open
Digital participation charter Open	LEAD Scotland - Digital products Open	5 rights framework Open
A changing nation: how Scotland will thrive in a digital world Open	A digital learning and teaching strategy for Scotland Open	Educating 21st Century Children: Emotional Wellbeing in the Digital Age Open
Children and Young Peoples Mental Health in the Digital Age: Shaping the Future Open	CEOP Ambassador course Open	A changing nation: how Scotland will thrive in a digital world Open
CLDSC Professional Development Strategy Open	Digital wellbeing - Google tools Open	Facebook - safety and wellbeing Open
Tik Tok online Safety Centre Open	JISC - Digital wellbeing for you, your colleagues and students Open	Latest research on the impact of digital technology on human wellbeing Open
What is Digital Wellbeing? A List of Definitions Open	CEOP Think You Know Professionals - CEOP Think You Know Professionals: Online Child Abuse and Exploitation Open

Culture

Digital approaches are improving and enhancing participation and accessibility.
Digital approaches are used and promoted across the organisation for communications, planning, administration, engagement, learning and teaching in varied circumstances.
Identification of staff, learners and stakeholders’ digital skills needs and levels of confidence are followed-up by appropriate actions and evidence of impact.
Staff and volunteers across the organisation support and help promote innovation and effective digital approaches.
Learners and stakeholders speak positively about their digital engagements and experiences.

Digital approaches have resulted in a culture of positive digital engagements for digital learning, teaching, assessment, community participation, and practitioners’ administration and professional learning. Consistent approaches across the organisation help improve learning and engagement, and foster very relationships with learners, communities and stakeholders.

The culture of digital approaches to learning, teaching, assessment, community participation, practitioners’ administration and professional learning is growing. Practitioners are involved in developing common approaches that are aimed at helping to improve learning and engagement, and to foster better with learners, communities and stakeholders.

The culture of digital learning, teaching, assessment, community participation, and practitioners’ administration and professional learning is beginning to grow. There is evidence of willingness to develop more 21^st century digital approaches to learning and engagement.

Evidence should consist of a range of examples including:

Organisational action planning
Varied range of learning engagements and administration across the organisation
Evidence of inclusion among co-workers and learners
Organisational Communications Strategy
Evidence from staff/volunteer professional learning planning/reviews

Support reference, examples of good practice, policy links etc.

CLDSC Competent Practitioner Framework

Open

Digital participation charter

Open

Digitally Agile National Principles

Open

Professional Learning

All professional learning opportunities have a high profile and priority in the organisation, with staff and volunteers encouraged and supported to keep skills and knowledge current so they can embrace and promote the opportunities presented through digital technology.
Continuous professional learning opportunities in digital skills, including internet safety, cyber security and accessibility, are relevant, planned and supported to reflect the pace of change in digital technologies, and their impact is evaluated.
The organisation makes use of a range of local and national professional learning opportunities to help identify and meet the needs of its staff in improving its approaches to incorporating digital in CLD practice.
The organisation seeks partnerships with other organisations, specialist agencies and digital champions within the sector to help meet the needs identified and /or support further digital learning.

Digital professional learning opportunities have a high profile and staff are encouraged to be proactive in their development. Formal, peer-to-peer and ad-hoc approaches are available, evaluated for their impact and modified where appropriate. Professional learning is supported and influenced by national priorities, the needs of practitioners, learners and communities. Where appropriate, digital champions are recognised, rewarded and supported.

Digital professional learning opportunities are supported but tend to be formal and sporadic. There is some evaluation of their impact on learning, teaching, assessment, community participation, administration and practitioners’ administration. There is a growing recognition that professional learning should be supported and influenced by national priorities, the needs of practitioners, learners and communities.

Digital professional learning opportunities are supported but not planned to meet needs.

Evidence should consist of a range of examples including:

Learner and practitioner needs identification and reviews
Whole-organisation plans for PL
Impact evaluations and reviews
Partnerships with other organisations
Evidence of access to CLD qualifications such as NC/HNC and Degree
Actions supporting and overcoming barriers to PL for practitioners including online and blended programmes
Support for Individual Recognition Process
Records of professional learning events either in-house or from external agencies or partners;
Examples of clustering of organisations, SIGs or other collaborations to support professional collaboration and development
Use of CLD competence framework within professional learning practice
Examples where digital leaders support of CLD competence framework within professional learning practice practitioners

Support reference, examples of good practice, policy links etc.

Digitally Agile National Principles Open	EU - Developing Digital Youth Work Open	CLDSC National Occupational Standards for Youth Work 2019 Open
CLDSC Growing the Learning Culture Professional Learning Strategy Open	CLDSC - Code of Ethics 9 – Professional Learning Open	CLD CS - Ethical Practice – Competent Practitioners
Good practice for working with volunteers in ESOL 0

Staff and Resources

The organisation has had some successes in developing its use of its digital resources and/or exploring partnerships and investment opportunities that enhance provision to improve key aspects of its work.
Practitioners have access to an appropriate range of IT equipment software, apps and hardware for their use and for working with learners and stakeholders, or are supported with ‘bring your own device’, where appropriate.
The organisation maximises the use of available digital resources to access the digital and online opportunities and deliver better outcomes for stakeholders.
The organisation makes use of partnerships with other agencies such as public libraries, schools, colleges and specialist agencies to enhance its digital offer and realise the potential of technology.

Digital resources are developed and deployed through investment opportunities, partnerships and the use of appropriate external agencies. New opportunities and partnerships to enhance staffing and resources for digital are sought proactively. Staffing and resources are frequently evaluated for their potential and actual delivery of better outcomes for learners and stakeholders.

Digital resources are developed and deployed by the organisation. Where appropriate, external funding is identified to update and modernise. New opportunities and partnerships for support are being explored. Staffing and resources are evaluated at times for their potential and actual delivery of better outcomes for learners and stakeholders.

Digital resources are deployed by the organisation but have not been modernised for some time. There are plans to seek external funding to update.

Evidence should consist of a range of examples including:

Budget funding allocations
Partnership agreements
Funding for professional learning in digital written into funding applications

Support reference, examples of good practice, policy links etc.

CLDSC - The Competences Open	CLDSC - Evaluate and inform practice \| CLD Standards Council for Scotland Open	CLDSC - Organise and manage resources \| CLD Standards Council for Scotland Open
SCVO Digital Leaders Open	Digital participation charter Open

How good is our community learning and development?

HGIOCLD Six-point scale

Digital Leaders

Digitally Agile CLD website

Digitally Agile National Principles

CLDSC Competent Practitioner Framework

CLDSC competences

CLDSC Ethics framework

CLDSC – Professional Development Strategy

European Guidelines for Digital Youth Work

National Standards for Community Engagement

Principles of Community Empowerment

Audit Scotland community empowerment Covid-19 update

SCVO Digital Leaders

Digital participation charter

Youth Work Strategy, Adult Learning Statement of Ambition, ALIS, ESOL and other key documents

New Adult Learning Strategy for Scotland – to be published May 2022

New Youth Strategy for Scotland – publication to be announced

GIRFEC

European Guidelines for Digital Youth Work

Digital Strategy for Scotland

Digital participation charter

Community Empowerment Act: Community Ownership Support Service

National Standards for Community Engagement - VOICE Analysis software

Adult Literacies Framework Guidelines

CLDSC Competences to - Know and understand the community in which we work

CLDSC Competences to - Provide learning and development opportunities in a range of contexts

Cyber Resilience and Internet Safety – DigiLearn

Cyber Resilient Scotland: strategic framework

National Action Plan on Internet Safety for Children and Young People

Digital participation charter

LEAD Scotland - Digital products

5 rights framework

A changing nation: how Scotland will thrive in a digital world

A digital learning and teaching strategy for Scotland

Educating 21st Century Children: Emotional Wellbeing in the Digital Age

Children and Young Peoples Mental Health in the Digital Age: Shaping the Future

CEOP Ambassador course

A changing nation: how Scotland will thrive in a digital world

CLDSC Professional Development Strategy

Digital wellbeing - Google tools

Facebook - safety and wellbeing

Tik Tok online Safety Centre

JISC - Digital wellbeing for you, your colleagues and students

Latest research on the impact of digital technology on human wellbeing

What is Digital Wellbeing? A List of Definitions

CEOP Think You Know Professionals - CEOP Think You Know Professionals: Online Child Abuse and Exploitation

CLDSC Competent Practitioner Framework

Digital participation charter

Digitally Agile National Principles

Digitally Agile National Principles

EU - Developing Digital Youth Work

CLDSC National Occupational Standards for Youth Work 2019

CLDSC Growing the Learning Culture Professional Learning Strategy

CLDSC - Code of Ethics 9 – Professional Learning

CLD CS - Ethical Practice – Competent Practitioners

Good practice for working with volunteers in ESOL

CLDSC - The Competences

CLDSC - Evaluate and inform practice | CLD Standards Council for Scotland

CLDSC - Organise and manage resources | CLD Standards Council for Scotland

SCVO Digital Leaders

Digital participation charter

Attained

Partially attained

Not Yet attained

How good is our community learning and development?

HGIOCLD Six-point scale

Digital Leaders

Digitally Agile CLD website

Digitally Agile National Principles

CLDSC Competent Practitioner Framework

CLDSC competences

CLDSC Ethics framework

CLDSC – Professional Development Strategy

European Guidelines for Digital Youth Work

National Standards for Community Engagement

Principles of Community Empowerment

Audit Scotland community empowerment Covid-19 update

SCVO Digital Leaders

Digital participation charter