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DETERMINED TO SUCCEED - A REVIEW OF ENTERPRISE IN EDUCATION: EVIDENCE REPORT
2. WHY? THE IMPERATIVES FOR QUALITY EDUCATION FOR WORK AND ENTERPRISE
All young people at some point will take on adult roles within society and the majority will work in some form or another for more years than they spend in school or in further and higher education. It is, therefore, vital that school contributes to laying the foundation in young people's lives that enables them to progress into effective adult roles and to view learning as a lifelong process.
Young people are the business people of the future; but they are also the sports people, artists, scientists, crafts people, teachers, doctors and politicians of the future. So schools are concerned with enabling young people to reach high levels of achievement in preparation for their future lives. There is understandable concern over those who at the end of compulsory education do not engage in work or further education with both social and economic implications. It is important to assist schools in tackling disaffection which may lead to non-participation.
The remit established for the Review Group was to consider how Education for Work and Enterprise contributes to economic and educational priorities. This section presents these priorities.
ECONOMIC PRIORITIES
Economic priorities are essentially about wealth creation. For a prosperous Scotland there is a need for a thriving, vibrant business economy which allows the support of strong, effective infrastructures. A Smart, Successful Scotland (Scottish Executive 2001a, 2002) identified key aspects of the economy and priorities for improvement. The above documents set out the Scottish Executive's strategy and priorities for the enterprise networks under the broad headings of Global Connections, Growing Businesses and Skills and Learning. Areas of challenge to Scotland include improving productivity, addressing weaknesses in entrepreneurship and having the right skills in the workforce (SE 2002 p 5).
The Review Group was asked to consider how EfWE might contribute to Scotland's economic success. Clearly schools cannot deliver on targets set for the enterprise networks, but they do lay the foundations in young people's lives for their future roles in society and success in working lives, including both employment and self-employment. For the purposes of setting the economic context for the Review three issues were considered important: 'entrepreneurial dynamism'; skills supply and lifelong learning; and 'the best start for young people' with participation in education or employment post-16 as a key indicator.
Entrepreneurial Dynamism
(refer to Annexe 3 for data and sources of issues presented here)
In world terms, it is recognised that the United Kingdom does not perform well in respect of entrepreneurial activity, although in European terms it performs above average on certain indicators for example in new business formation and propensity to self-employment, and is considered relatively dynamic along with Germany, Spain, Ireland, Portugal and Finland.
In Scotland, however, the rate at which new businesses are created and net business birth-rates (births less deaths) is lower than for UK as a whole.
Scotland's performance in development of high-growth companies needs to be improved. Generally, only a small number of business start-ups turn out to be fast-growth companies but these are considered to be the ones which drive the economy forward and create new jobs.
While there are issues of infrastructure and prevailing economic conditions, the persistent diagnosis with respect to Scotland's lower business birth rate is in terms of cultural attitudes, which are considered to be negative towards entrepreneurship and risk-taking. Multiple agencies and methods are used to promote cultural change. Culture is complex and at a risk of oversimplifying it might be defined as a climate which emerges when there are enough people in agreement about a way of doing things; a shared mindset which makes certain behaviours the norm. Therefore, an entrepreneurial culture would be one where there are enough people who believe that it is a good thing to be self-employed, to run your own business and to make money. Evidence would be an increase in new and growing business.
In the context of the Review of Education for Work and Enterprise schools are being challenged to contribute to the promotion of cultural change which will make people more accepting of entrepreneurship generally and of business ownership as a career option. There is also the challenge of assisting young people to develop not only positive attitudes but also relevant knowledge and skills for self-employment, business-ownership and growth.
Skills Supply and Lifelong Learning
(Supporting data is in Annexe 4)
The availability and efficient deployment of people with relevant and well-developed skills is recognised as contributing to improved productivity and economic performance. This requires appropriate labour market information indicating which skills are required in respect of various occupations, and effective people development.
Employers continue to emphasise the importance of core skills and recent research reported that 82% of employers identified 'working with others' as essential to ALL newly recruited staff. Communication skills were required by 77%. Job specific skills were required by 51%; maths and numeracy by 42% and IT skills by only 23% (Scottish Executive 2001b).
The Scottish Executive Review of Vocational Education and Training (VET - see page 35) highlighted the importance of core skills and level 2 qualifications, as defined within the VET framework, for inclusion, employability and productivity. This is equated with level 5 on the Scottish Credit and Qualifications Framework (refer to Annexe 4 for further explanations). This is to be seen not as the end point, but the platform for further development, and indeed a Smart Successful Scotland target is that by 2007, 80% of young people at age 25 should attain qualifications at SVQ level 3 (level 6/7 on the SCQF).
We noted above the need for more people with the skills and attitudes to establish new business and promote business growth, and that is vitally important. This is particularly true of rural areas where new business contributes to the very survival of communities. Notwithstanding that, the majority of people are currently employed either in public or private sector organisations and will continue to be so, though it is likely that fewer people will remain with the same organisation for their entire working lives due to rapid change and 'churn' in the business sector (see Annexe 4 for detail).
Scotland is facing a declining population and an ageing workforce which present numerous challenges.
- In relation to meeting the skills needs of the future, the majority of people who will be in the workforce in 20 years time, are already there. So, for the benefit of the economy much of the responsibility for skills development must lie with employers to invest in their existing workforce, and on individuals to be willing to invest in their own development.
- Schools may be held responsible for preparation of the young people who enter the workforce on leaving school rather than progressing into further and higher education where the preparation process, in terms of both entrepreneurial vision and employability, must continue. For productivity levels, it is important that those joining the labour market for the first time have adequate core skills.
- Employers who seek to employ school-leavers will be competing for a smaller number of young people, and therefore have an increased incentive to participate in school links to enhance the preparation of the future workforce.
- Young people need to understand the world which they will be entering, that their skills will be in demand and therefore they have a vested interest in pursuing the highest levels of attainment, while at the same time gaining knowledge of the world of work.
In preparation for their future careers, young people need to understand the changing nature of the business world, the rapid rise and fall of both small and large business. They need to be prepared for life in a turbulent economy where work is not guaranteed and have a mindset which sees loss of work and change as opportunity; they need to be prepared to deal "proactively with an unpredictable world" (Curriculum Corporation 2001). Underpinning this, they need a clear understanding of how to manage their personal finances, as well as understanding how money circulates in the national and global economy. They also need to be well informed about the opportunities that are available to them while being encouraged towards areas of shortage in the labour market. It is important that they develop core and other skills which enable them to be enterprising employees and able to manage their own careers.
In the context of the Review it is important to consider the extent to which schools and the EfWE curriculum make young people aware of different career options, assist them in their choices, and lay the foundation of knowledge, skills and attitudes required of enterprising and resourceful employees, and of self-reliant lifelong learners.
Youth Participation in Education and Employment
(Supporting data is in Annexe 5)
Reducing the number of young people who are not in education, employment or training (NEET) is an indicator for success in 'providing a better start for young people' in the targets of progressing towards a Smart, Successful Scotland (Scottish Executive 2002 p 43). The issue is a Milestone in the Scottish Social Justice Report (Scottish Executive 2000), with the target of reducing the figure by 25% by 2007 and 50% by 2012. It is also one of Careers Scotland's targets, specifically to achieve a reduction of 6,000 young people in this category by 2004.
Scotland, along with the UK as a whole, performs below other OECD nations in respect to this group of young people.
Being 'NEET' is not necessarily a negative experience, but evidence suggests that for the majority it is. This is an issue which has many underlying causes and is being addressed through a range of initiatives. Research undertaken by the University of Edinburgh identified, amongst other factors, that many young people who were 'NEET' had low S4 attainment and had truanted for lengthy periods.
In the context of the Review it is important to consider the role of schools and the EfWE curriculum in tackling disengagement amongst young people in compulsory education, through providing relevant and supportive learning opportunities, thus hopefully encouraging progress to further learning or work at post-compulsory stages.
Evidence suggests that EfWE contributes to economic priorities as follows. - Enterprise approaches to teaching and learning are reported to develop skills and attitudes in young people considered relevant for enterprising employees and laying the foundation for potential business ownership. These include, for example, confidence and self-esteem, respect for and working with others, identifying and solving problems, collaborative and individual decision making, managing finances, the willingness to take risks and the determination to succeed. The knowledge reported as having been gained includes understanding of how businesses operate, marketing and financial management, though young people admit they find the latter more difficult.
- Enterprise approaches to teaching and learning are reported to encourage positive attitudes towards business in general, and entrepreneurship in particular.
- Young people report positive outcomes in terms of learning about work and workplaces in relation to their experiences of EfWE in school, though quality of experience varies. Quality of help with career/work-choice decision making also varies.
- Greater importance is being given to core skills development through their incorporation in the National Qualifications. There is currently no direct measure of core skills achievement by school leavers, but qualifications achieved are used as a proxy indicator. Examination results of school leavers in 2001 show that almost 70% of school leavers from publicly funded schools achieve success at level 2 qualifications (SCQF level 5) or higher.
- Young people at risk benefit from learner-centred, active approaches to teaching and learning including enterprise approaches and work-related elements. There is evidence of re-engagement in the education system and some evidence of attainment in terms of examination success. Alternative positive outcomes are reported in terms of progression to further education, training or work.
However ... - Overall, very few young people get the opportunity to participate in enterprise activities; enterprise approaches are not currently embedded within the school curriculum.
- There is a lack of hard evidence of the outcomes in terms of the nature and extent of knowledge and skills developed. Most of the research on the benefits of enterprise approaches and other EfWE activities is based on pupil self-reporting and perceptions of others - albeit based of professional judgement. More rigorous research on the knowledge gained, levels and types of skills achieved and attitude change would be beneficial.
- There is anecdotal evidence of young people who have gone on to run their own business after taking part in enterprise activities, but there is no substantive research in the UK into this relationship.
- The ultimate goal of this activity is to create more businesses, jobs and prosperity. It is, however, not realistic to measure the outcomes of specific parts of education provision in those terms given the long term nature and complexity of determining those relationships. It is also complex to evaluate effectiveness of what might be considered medium-term objectives, for example, in terms of a person's choice to establish and run a business, as there are many other influences and life factors which contribute to such decisions.
The most appropriate measures by which to judge the effectiveness of EfWE in schools, is the extent to which young people have developed the attitudes, skills and knowledge which are identified as the positive attributes of effective, enterprising employees and potential entrepreneurs. |
EDUCATIONAL PRIORITIES
A major reference point for the Review is the National Priorities for Education which were established following consultation and approved in December 2000 subsequent to the passing of Standards in Scotland's Schools etc Act (2000).
The National Priorities are defined as follows:
- Achievement and Attainment: To raise standards of educational attainment for all in schools, especially in the core skills of literacy and numeracy, and to achieve better levels in national measures of achievement including examination results.
- Framework for Learning: To support and develop the skills of teachers, the self discipline of pupils and to enhance school environments so that they are conducive to teaching and learning.
- Inclusion and Equality: To promote equality and help every pupil benefit from education, with particular regard paid to pupils with disabilities and special educational needs, and to Gaelic and other lesser used languages.
- Values and Citizenship: To work with parents to teach pupils respect for self and one another and their interdependence with other members of their neighbourhood and society and to teach them the duties and responsibilities of citizenship in a democratic society.
- Learning for Life: To equip pupils with the foundation skills, attitudes and expectations necessary to prosper in a changing society and to encourage creativity and ambition.
EfWE might easily be seen as contributing to the fifth priority, but it has potential to contribute to all five and so it was important for the Review to consider how EfWE
- enhances educational attainment
- enhances the teaching and learning process and environment
- is beneficial to all pupils
- contributes to the development of responsible, self-respecting citizens and
- supports the development of skills, attitudes and expectations which will allow them to prosper (and contribute to a prosperous society).
Evidence considered suggests that EfWE contributes to educational priorities in the following ways: - As noted above in relation to economic priorities, there is evidence that a relevant, work-related curriculum enhances the attainment of young people who are disaffected or at risk of disaffection with the more traditional curriculum. However, no research was identified which establishes that enterprise and other education for work elements of the curriculum improves attainment in terms of exam success of other young people. There is, however, evidence that enterprise approaches help young people identify previously unrecognised strengths and abilities and provides opportunities for developing core skills.
- Enterprise approaches and other curricular inserts related to EfWE are generally enjoyed by those who take part and therefore enhance the learning and teaching process. Contact with business advisers, mentors and other non-teaching helpers is found to be motivating; the EfWE curriculum offers non-school environments which are considered stimulating.
- The majority of EfWE activities are seen to be beneficial to pupils who get the opportunity to take part. There was evidence that there is inequality of opportunity not only between schools, but also within schools particularly at secondary level. This was on the basis of subject choice and of the voluntary nature of certain aspects of programmes.
- Teachers in special schools reported the value of enterprise activities and work experience for some of their young people, but there is lack of evidence as to the extent of provision in special schools.
- The attitudes and dispositions desirable as outcomes of the EfWE curriculum overlap with those identified as outcomes of Education for Citizenship.
- As noted above, enterprise approaches are reported to develop relevant skills and attitudes for their working lives, though the same caveats as to the limited nature of the evidence apply.
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OTHER DEVELOPMENTS RELEVANT TO THE REVIEW OF EfWE
Duffner Review: Establishing of Careers Scotland
A major change took place during the time period over which the Review of EfWE was taking place. Following the earlier Review of the Careers Service (Duffner Review) it was announced in April 2001 that one national body would be established to bring together Careers Service Companies, Education Business Partnerships, Adult Guidance Networks and Local Learning Partnerships. Careers Scotland was launched in April 2002. At national level it is aligned to Scottish Enterprise and Highlands and Islands Enterprise. It has a regional structure supported by Local Area Boards which mirror Local Enterprise Company boundaries. It aims to be the lead support organisation for all-age Guidance and for Education for Work and Enterprise. Its strategies will provide more consistent support across the country, building on best practice of the EBPs and Career Service Companies.
As the EfWE Review commenced in September 2001 and the public consultation closed mid-January 2002, responses were received from the above organisations under the 'old' system, namely as Career Companies and Education Business Partnerships. The uncertainty as to what the future landscape at local level would be like was an issue which was reflected in the responses. Where relevant the report will refer to EBPs when referring to past activity and Careers Scotland referring to future activity.
Review of Enterprise and the Economy in Education (Davies Review)
In England and Wales a parallel Review of Enterprise and the Economy in Education reported in February 2002, and the Scottish Review Group welcomed the opportunity to receive input from Sir Howard Davies, who chaired the Review, and his team. A summary of the outcomes of that Review are given in Annexe 6. It is noted here that the prime focus of the Review was 'building enterprise capability' and the recommendations focused on how to ensure each young person had at least a total of five days enterprise experience throughout their school life. The Scottish Review, while sharing the important priority of building enterprise capability and enhancing young people's opportunities to benefit from enterprise learning, also had a remit to address the broader work-related curriculum and consider the development and delivery of a coherent, progressive programme which supports knowledge and understanding of workplaces, careers, business and other enterprises, wealth creation and the economy, and the development of skills of enterprising people.
Curriculum flexibility
Greater flexibility in the curriculum, set out by the Scottish Executive Education Department in Circular 3/2001 (SEED 2001) has implications for education authorities and schools in developing Improvement and Development Plans. It offers the opportunity to meet the needs of individual pupils or groups of pupils. Among the suggestions for school-based arrangements are ones that "help disaffected pupils gain high quality work experience and college placements which could be used to continue their education outwith the school environment." Flexibility equally allows for extra time to be given to development of particular giftings, interests or subject preferences.
McCrone Agreement
A Teaching Profession for the 21st Century, the national agreement following the McCrone Report provides a framework for the career structure, conditions of service, pay, and development and support of the Scottish teaching profession. The agreement provides for more coherent programmes of staff development, which may offer the opportunity for teachers to gain greater expertise in EfWE and its integration into the wider curriculum. Changes in the staffing structure in schools, with implications for the discrete identity of subjects, and the creation of Chartered Teacher posts may also assist the development of cross-curricular activities, including EfWE. However, the specification of hours of work per week has in some places had consequences in limiting extra-curricular activities.
Scottish Enterprise Business Birth Rate Strategy and Review by Fraser of Allander Institute
The Scottish Enterprise Business Birthrate Strategy was launched in 1993 to encourage more people to start up in businesses and to make the business environment more supportive of entrepreneurs. A review was commissioned in 2000 to look at its effectiveness. Amongst areas of achievement it was noted that there had been a significant change in attitudes to entrepreneurship in education. This is important for the Review of Education for Work and Enterprise which would wish to promote further positive attitudes.
The Manufacturing Image Group
Following consultation on manufacturing in Scotland the Scottish Executive published the report Created in Scotland - the Way Forward for Scottish Manufacturing in the 21st Century in March 2000. One outcome was the establishment of the Manufacturing Image Group to oversee the development of a campaign to raise the image of manufacturing. This has led to the 'Make it in Scotland Programme' which aims to inform S2 pupils about and create interest in the manufacturing industry. This has been piloted and is being implemented across Scotland in 2002/03.
Beattie Report
The Beattie Committee was set up to review the range of needs among young people who require additional support to make the transition to post school education and training or employment. The range of needs included young people with few or no qualifications, low basic skills, poor attitude and motivation; and others who needed support because they have physical disabilities, learning difficulties or mental health problems. Its report Implementing Inclusiveness: Realising Potential was published in September 1999. Employability was seen as a key factor in inclusion and this has clear links to the Review of Education for Work and Enterprise.
National Debate on Education and Parliamentary Inquiry
The National Debate on Education was run by the Scottish Executive Education Department during 2002 and concurrent with the workings of the Review on Education for Work and Enterprise. The Debate aims to take a long term view on what the nation wants for its education system. Also concurrent with the Review was the "Inquiry into the Purposes of Scottish Education" by the Education, Culture and Sports Committee of the Scottish Parliament. The findings of the EfWE Review will contribute to the ongoing discussions following the Debate and the Inquiry.
Other Scottish Reviews
* The Review of Vocational Education and Training
The VET Review was an internal review by the Enterprise and Lifelong Learning Department to supplement the work of the Review of EfWE and the Review of Higher Education and to contribute to the Parliamentary Review of Lifelong Learning in Scotland by the Enterprise and Lifelong Learning Committee. Its main aim was to consider adult vocational education and training issues. Issues which overlap in some degree with schools and are of relevance to the EfWE Review, are:
- The reduction of the proportion of the population without core skills for life and work, and
- Labour market transitions, for example, from compulsory to voluntary education and from compulsory education to the workplace.
* The Review of Higher Education
The Review of Higher Education was a public review and in its various stages has reviewed the role of the Scottish Higher Education Funding Council, Institutional Governance and Management, Teaching and Lifelong Learning, Research and Knowledge Transfer.
Higher Education faces the challenges of preparing enterprising graduates equipped for the world of work and with a vision for entrepreneurship in a world of technological change, demographic and economic pressures, global developments and competition. There needs to be continuity and coherence between Education for Work and Enterprise in schools and similar programmes in both further and higher education.
* The Review of Initial Teacher Education
Initial teacher education is under review and a second stage will follow the National Debate on Education. The place and extent of education and training for EfWE, along with many other issues, are items for the agenda.
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