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DETERMINED TO SUCCEED - A REVIEW OF ENTERPRISE IN EDUCATION: EVIDENCE REPORT

4. HOW? STRATEGIES FOR DELIVERY: LEADERSHIP, PARTNERSHIP, RESOURCES, EXPERTISE AND EVALUATION

Section 3 outlined the content of Education for Work and Enterprise and made an assessment of strengths and weakness. There are many examples of good practice leading to the desired outcomes, but there is inconsistency in provision. There is need for a major shift in the priority given to EfWE and support to improve and expand provision across all schools, to all pupils. Major factors influencing effectiveness or lack of it, therefore, do not lie so much with the recommended curriculum, but with the structural issues surrounding the delivery of that curriculum. This section addresses these under the headings of leadership, partnership, resources, expertise and monitoring and evaluation. These reflect the views presented via the consultation process and observed by the Review Group while taking evidence at home and abroad.

LEADERSHIP

A critical factor in effective delivery, at all levels and in all sectors, was clear leadership and support from senior management. Across the range of consultees the view was that more effective delivery would be achieved by clear leadership from the Scottish Executive, local education authorities and school management teams. Within business it was evident that commitment at senior levels was what drove community involvement; in small businesses it was generally the vision of the business owner that "involvement with schools is a good thing" which inspired the commitment to school links. An indicator of commitment from senior management was the appointment of individuals whose main responsibility was to take forward the EfWE agenda.

Education Authorities

The approaches of education authorities to giving a lead, in terms of support and organisation, vary across the country. Some authorities have designated education-industry link/education for work officers; in others the responsibility is incorporated into a broader education officer role; in some authorities the responsibility is part of the careers and guidance adviser's role, reflecting the Career Education aspect of EfWE. This variability may reflect the size of the authority, or the priority given to EfWE. The evidence from schools reflected that in some areas there were strong support structures in place from the local authority and in others this was not the case. There is not necessarily a strong link between lack of leadership from education authorities and what is happening in schools; in other words, some schools have developed strong EfWE programmes without strong local authority support. However, in speaking to school staff in different areas of the country, and from views given in the consultation, it is clear, that where the education authority provides clear leadership and support it is strongly valued.

Additional evidence in relation to views on education authority support came from the survey of secondary schools. Respondents were asked to rate the support and advice of education authorities. 65% of schools rated their education authorities positively and 35% negatively, though school responses within any one education authority span both negative and positive perceptions. There were six authorities which were given strong endorsements, rated unanimously positively by their schools. Responses suggest that there are 19 authorities (including the six mentioned above) with a tendency towards positive perceptions by schools, four which are equally split, and four with a tendency towards negative perceptions. There were four authorities from which only one school in each responded and so they have not been included in the analysis.

Schools

Views were expressed that, as far as schools are concerned, limiting factors are rarely philosophical but are practical, mainly that other issues take priority. Responses from schools (and others) spoke of the overcrowded curriculum. In secondary schools, in recent times, implementation of Higher Still has taken precedence; the importance of success in examinations and pressure to improve results in attainment tests at all levels are cited as issues which limit other activities. That said, it is clear that where the headteacher and other senior management have seen EfWE as a priority, they find ways of incorporating it within existing time and resources.

In primary schools best practice was identified when enterprise and work awareness was part of the whole school ethos, with strong community links and all teachers involved. This was part of the vision of the headteachers. Where it was the enthusiasm of one member of staff it was less likely to be successful. A respondent from a primary school explained that she had been involved in an education authority working party and had been keen to introduce enterprise projects into her school, but had not found support from within the school. On the other hand, another example was cited of a school which had a very successful enterprise programme but this was driven by one teacher and when that teacher moved to another school, the original school lost its enterprise focus.

In secondary schools, where EfWE has a high profile, the vision of its importance tends to lie with the headteacher and or assistant head, though operational responsibility usually lies with another member of staff. Results from the school survey showed that the more extensive the programme in place, the greater was the likelihood that several staff would have responsibility, for example, principal/senior teacher for Careers and/or Guidance AND principal/senior teacher/co-ordinator for Education for Work. It was clear that in some schools these designated staff, along with others, worked as a team to ensure coherent provision across different elements of the curriculum. One school reported a team of ten volunteers.

Schools which display a high level of commitment are more likely to have a statement of a planned programme of what pupils might expect to do and learn throughout their school career in terms of EfWE. Sixteen respondents (8% of the sample) to the secondary survey provided examples of programmes. Another indicator of the level of priority given to EfWE activities is the number of schools who have sought and achieved the Motorola Award for Excellence in Education for Work and Enterprise. At June 2002, 34 (8.5%) of secondary schools have achieved this award, though it should be noted that this was only the second year of the Award and further schools are preparing submissions.

Appointment of staff with EfWE as their main responsibility was seen by many in the consultation exercise as a way of improving provision in schools.

Business

It was clear from business representation to the Review, that where companies were involved it was largely because they saw it as an important aspect of social responsibility, though a whole range of benefits to business and the contributions that they can make are articulated. Among these are

• creating a high profile for a company to promote it as a good corporate citizen and to increase support for its product and services
• enhancing a company's reputation as a good employer, so attracting potential employees
• improving young people's understanding of industry and commerce and influencing attitudes
• providing staff development for its own staff
• raising standards especially among potential recruits
• promoting better perceptions of the work environment
• letting young people see that learning is carried on in places other than school, including the workplace.

Evidence from the Davies Review survey of businesses in England already engaged in education-business links suggests that while businesses generally believe that there are benefits about being involved they are less likely to articulate specific benefits. Businesses may mention some of the benefits, but few would claim all of them (Davies, 2002).

Where large companies are involved it is usually part of company policy and dedicated staff are appointed with responsibility for developing links to schools and other education sectors and developing educational resources. In Scotland there are key business people who contribute to educational initiatives.

There is no national information on the extent of business involvement in education links. The CBI 2001 Employment Trends Survey for the whole of the UK (673 members responded) showed that 39% of respondents had contact with secondary schools and 15% with primary schools, although figures were higher for links with FE and HE. EBP Scotland estimated that in 2000 there were over 16,500 businesses involved in education links in Scotland. Given that there are approximately 290,000 businesses in Scotland, this represents about 5% of businesses with links to schools through the former EBP network. There are regional variations on this, with Western Isles reporting that one third of businesses (mainly small) in Lewis and Harris were involved in education-business links.

If every business decided to be involved in education links, the situation would be unmanageable and that quantity of involvement is not necessary. However, if every school is to be involved in links with business and EfWE provision expanded, more business involvement is essential. Engaging more of the business community in education links requires convincing business leadership (owners and managers) of the value of such links and this requires leadership from others in the business community, as well as other organisations.

Enterprise Insight, launched by the government in May 2000 and led by CBI, Institute of Directors and the Chambers of Commerce is an initiative designed to raise the profile of enterprise. The Scottish Campaign was launched in June 2001 and featured regional showcases. These aimed to involve young people and schools; they also aimed to attract members from the business community who had not previously been involved. Data shows that over 484 business people attended 12 showcases with 266 actively participating and 218 attending. Evaluation was based on 334 respondents, 92% of whom thought that the showcases would attract more business support. 85% indicated willingness to be involved in the future. Unfortunately the evaluation does not reveal how many of these business people were first-time contacts.

While leadership within individual companies and the work of Enterprise Insight as a special initiative are acknowledged, the issue of developing leadership at a national level, as part of 'the system', within the business community was considered to be less well addressed. The Review Group were challenged by the role taken by NHO, the Confederation of Norwegian Business and Industry. The NHO took the lead in proposing and financing approaches to developing employability and enterprise skills. They have taken a lead in promoting schools partnerships to the business community and in developing these partnerships; they employ 20 teachers to facilitate these partnerships. The Review Group were also challenged by the Boston Private Industry Council's role in taking the lead in that city to bring together both business and education and the strong commitment of business, led by the mayor, to the organisation.

PARTNERSHIP

EfWE can only be effective if business and other people are involved; it is the responsibility of education authorities and their schools to deliver the curriculum but they cannot do it without the other partners. The many events and activities outlined in section 2 would not happen at all without business input and sponsorship, or the support of organisations such as Young Enterprise Scotland, Businessdynamics, Careers Scotland and others. Links with further education colleges are important for delivering vocational subjects in alternative environments. There are many other bodies with interest in contributing to school learning in respect of the work-related curriculum, for example Sector Skills Councils, trade unions and voluntary organisations.

National level partnerships

In order to give status and coherence to EfWE there is the need for a strategic alliance of government, the education community, and business representatives to determine national strategy and to monitor progress. This was a view put forward by all key stakeholders.

Local level partnerships

Throughout the Review there was strong emphasis given to the importance of effective local partnerships. As indicated in the introduction to this report, the Review took place during the transition period between the announcement of Careers Scotland and its establishment, and during the period when Careers Scotland was a very new organisation. Therefore representations to the Review Group were influenced by the uncertainty over the future of Education Business Partnerships, who along with Careers Companies, Adult Guidance Networks and Local Learning Partnerships were being merged into Careers Scotland.

Links between education and business are an important area of collaboration and one which must continue to evolve and become more effective to improve and expand Education for Work in the curriculum. Space is not allocated in this report to charting the development of education-business links and their effectiveness, but relevant literature is listed in the references.

In respect to the current Review, EBPs received strong endorsement from all groups of respondents, but in particular from the business community who saw them as an effective way of contributing to and influencing programmes being offered in schools. However, a weakness of the EBP structure had been that strength, size and organisation of individual EBPs varied across Scotland. Being driven by an organisation with national recognition, namely Careers Scotland, was seen by some as an opportunity for ensuring quality of provision across the whole country.

Despite the improvements which it was claimed that EBPs had brought to the education-business links landscape over the past decade, evidence presented suggested that not only is the landscape still extremely complex, there is still potential for confusion.

The development of partnerships at local level is complex, and both schools and businesses see the importance of being able to develop in ways which they consider relevant to their local needs. Partnerships may be developed directly between schools and business; the initiator may be the school or it may be the business; links may be mediated through another agency.

• For example, some schools have built direct partnerships with several local companies to support work experience and other programmes. In the secondary school survey 60% of schools named specific companies with whom they were involved in order to deliver EfWE. Firrhill High School in Edinburgh which has developed a whole school programme with the support of 30 associate companies and a steering group which includes ten companies, was an example noted by the Review Group.
• Companies, with education support staff, may develop partnerships with several schools in their areas, or smaller businesses may develop a unique relationship with one school. Some large companies offer resources, such as learning and assessment centres, to schools, and encourage schools to become involved in their particular programme. Some provide learning and teaching support materials.
• Mediated links might be established through the former EBPs, or other providers such as Businessdynamics, Young Enterprise Scotland and Achievers International who link business people with schools in relation to their respective programmes.

Challenges in developing effective local links emerged and these included:

• Businesses may be approached by numerous agencies seeking their support or they are faced with requests to be involved in different initiatives and so it can be difficult to know where best to channel their energies.
• Some business respondents favour a 'one-stop shop' approach while others welcome the freedom to operate independently.
• Some small businesses are unclear what they can contribute if they are not able to offer one week's work-experience.
• Schools are faced with a wide range of initiatives, providers and materials and seek support in knowing which options to choose.
• Schools and businesses do not operate to the same time scales and there is room for improvement in working relationships between schools and businesses. (Examples of poor reception in schools by business people and examples of schools feeling let down by business people were cited.)

In the evidence taken, there was a consensus that education authorities and Careers Scotland together are best placed to facilitate local partnerships taking account of local contexts. Careers Scotland is seen as having potential to draw together the hitherto distinct operational aspects of the Careers Service and Education-Business Partnerships. Its alignment with Scottish Enterprise and Highlands and Islands Enterprise should facilitate improved engagement of the business community. It is the responsibility of education authorities and Careers Scotland to ensure fair representation from the full range of potential partners.

To enhance local level partnerships, a number of respondents to the consultation endorsed the approach of developing service level agreements between key partners as already existed in some areas. This was a feature in some areas of Careers Service Companies entering into agreements with schools about the level of service they would deliver. Views varied as to who would be the facilitating agency for this, some suggesting Careers Scotland, others suggesting the education authority, but the view was shared that it would clarify the role of each partner, set out clearly what each would contribute, and establish commitment.

School level partnerships

Whatever facilitating structures are in place, it is vital that there is clarity for schools who are the key deliverers. Each school needs to be clear on what and how they deliver and who their partners are. Businesses who are involved need to have a clear focus and purpose for their contribution.

In this respect, the Review Group were impressed by the quality of and the commitment to learning agreements observed in Norway, where schools and local businesses entered into clearly stated and signed agreements. These were primarily, though not exclusively, between vocational upper secondary schools and businesses involved in apprenticeship programmes. Although our secondary schools system does not have the vocational-academic divide of the Norwegian system, the principle of clearly articulated agreements is a challenging way of gaining commitment of schools and businesses to work together. The driving force behind the development of these learning agreements was the NHO (Confederation of Norwegian Business and Industry), who initiated the programme, which is supported by the Ministry of Education. This might be seen as an extension of the service level agreements recommended above.

Parents as partners

Partnerships to deliver EfWE tend to focus on the education, business and other providers of programmes. Views expressed in the consultation suggested that on the whole parents do not need to be convinced of the benefits of EfWE and many take an interest, particularly in the work-experience components. A smaller group of parents feel that it distracts from academic pursuits and achievements. A further view was expressed that pupils whose parents have little experience of employment require extra to instil in them the expectation that they will be part of the job market and such parents need to be encouraged to assist their children to this aspiration.

It was noted earlier that the home environment is strongly influential on young people's attitudes to education generally and to their post-school choices and it is considered important that schools and parents work together to assist young people make the best choices and gain from the EfWE curriculum.

It was also recognised that parents, because of their experience as employees, employers, entrepreneurs and professionals, have a great deal to offer EfWE beyond their individual role as parents. Opportunities exist for such parents to participate actively through School Boards and Parent Teacher Associations and to be involved in consultations and discussions at parents' meetings. It was suggested that parent representatives be asked to join the new Careers Scotland Local Advisory Boards. Otherwise it was considered that existing events run by schools for parents could be used at times to pay special attention to the importance of EfWE.

RESOURCES

Time

A recurrent theme throughout the Review was the question of finding enough time. Primary schools in particular referred to the crowded curriculum, and comments like "tell us what to take out, so we can fit it in" were made in response to the consultation.

In secondary schools, the issue was less about finding time for Career Education and work experience as these are in place in most schools, though time pressure to organise, supervise and improve was of concern. These are also dealt with in greater depth and with more use of curricular inserts in some schools than others. The greatest challenge was finding opportunity to introduce enterprise activities and approaches.

* Subject integration

In both primary and secondary school the issue is not necessarily taking things out to fit 'enterprise' in, but finding time to explore enterprise approaches and to adapt to delivering subject knowledge through different teaching and learning methods. This is an issue for training and development of staff which will be considered below.

* Curricular flexibility and timetabling

Also in secondary schools in particular, curriculum flexibility provides opportunities to think creatively about providing opportunities relevant to individual needs. The use of this to open up opportunities for vocational training has been noted. There is potential to use flexible time to introduce enterprise projects. Further creative thinking over timetabling allowing longer timeslots and opportunities for cross-curricular working and even cross-year working would be valuable.

* Additional people resource

Representations were made over how teacher time should be used and it was suggested that spending time organising events, links with business and workplaces was not a good use of teacher time. It was suggested that schools could increase and improve EfWE if additional resource was available to help liaison and co-ordination. Various suggestions were made from 'teaching assistant' type posts to 'retired business people'. An important role within the Schools Enterprise Programme is the Enterprise Education Support Officer. Their role includes development of approaches to teaching and learning which goes beyond co-ordination. The majority of those undertaking this role are teachers but some areas are piloting the use of non-teaching staff in this role. It is too early to make any judgement on effectiveness.

* Business perspective

Time is an extremely valuable resource for business contributors. There was little sense that businesses expected to be recompensed for their contributions, but clear acknowledgement and recognition of the value of the time given would be welcomed.

Materials

* Resources available

An extensive range of materials is available to support the development of EfWE. In primary schools there is a series of resources produced by the National Centre for Education for Work and Enterprise including Enterprising Infants and Go for Enterprise for Primary Schools. Learning and Teaching Scotland produced a series of support packs (see references for Section 2) and an Implementation Pack supported the recommendations of the HMIS Report on the Inspection of EfWE. Scottish Enterprise (Careers Scotland) supplies materials, both paper and on-line for the Get into Enterprise programme. Providers of programmes such as YES and Businessdynamics provide supporting materials to schools and business advisers.

* Extent of use of existing resources

The SEP audit showed that 40% of primary schools respondents had teachers trained in using Enterprising Infants and about one-third in Go for Enterprise; they would therefore have these materials in the school, though they would not necessarily be using them.

The secondary school survey showed that the most commonly used support materials were

• How Good is our School at Education Industry Links (71% of respondents), and
• Education for Work: Education Industry Links - a National Framework (48% of respondents).

Only 16 schools (8% of sample) reported using the HMI Implementation Pack, though this had only been issued a few months prior to the survey.

The most commonly used of LTScotland's documents, after the National Framework, were

• Making Connections: subject guides (11%), and
• Work Experience: a Guide to Promoting Quality (10%).

However, the schools that had used these documents were the schools that had extensive EfWE programmes in place. Therefore, having prioritised EfWE for whole school development, schools used the resources available to them.

The existing frameworks do not give sufficient emphasis to enterprise and entrepreneurial activity and there is a need for updating and inclusion of this within the resource materials. The major challenge is not in producing relevant materials, but in establishing the priority for using them.

* Dissemination of good practice

Better dissemination of good practice was seen as a way of encouraging greater participation and of helping those who wanted to do more, but were unsure of the best way to go about it. It was noted that some schools had developed approaches and programmes that other schools could learn from. Special Schools in particular suggested that regular links and sharing of good practice would be beneficial.

* Business Framework

Education for Work: Education Industry Links - a National Framework was intended to be a resource for both schools and business. Although the Framework was widely disseminated in the business community, there is little evidence of use of it by business to help them contribute to the EfWE agenda. Suggestions came from the business community that a framework which is designed specifically for businesses would be helpful. As noted for schools, the challenge is not in producing relevant materials, but in establishing the priority for using them.

Money

In addition to core staffing costs, a small number of respondents to the consultation, from schools and education authorities, mentioned the additional costs of taking part in EfWE activities. This could include the costs of taking part in seminars and other events; travel to activities outside the school, such as competitions and showcase events could be costly and this limited the number of pupils who participated. This was an issue referred to more frequently in relation to rural communities where travel was more costly because of greater distances.

As indicated above, businesses rarely raised the issue of additional financial expenditure, though clear recognition for the value of their time contribution should be given. Frequently mentioned by all types of respondent was the suggestion that some financial incentives such as tax-breaks would be attractive to businesses and might encourage greater involvement.

DEVELOPING EXPERTISE

The Teaching Profession

The expertise of teachers is crucial in effective delivery of all aspects of the curriculum. Their preparation is designed to enable them to teach not just subjects but to provide a high level of care and support for the pupils they teach. In the consultation there was strong support for further training for teachers to deliver EfWE, including the view that it should be part of in Initial Teacher Education. The key supporters of including it in ITE were business representatives and local education authorities.

To deliver EfWE there are several elements in which teachers need to have expertise.

• Firstly, there is the understanding and use of enterprise approaches to teaching and learning. These are grounded in sound pedagogical principles. Research in recent years on teaching and learning supports what is called constructivist and social constructivist approaches to learning. The main principle is that people learn best by constructing knowledge for themselves through interacting with information, interacting and collaborating with others, and through active experience followed by reflection on that experience. This enhances understanding and the ability to use knowledge effectively. An important part of this is allowing and encouraging learners to take responsibility for what is learned and determining what they need to know, identifying and solving their own problems. This is different from what might be called a transmission culture, where learners memorise and accumulate knowledge constructed and presented by others. For teachers this means that they have to be able to 'let go', and let the young people take over, while at the same time being able to judge when to give enough guidance to avoid 'disasters' or serious 'misconstruction' of knowledge. They also need to be skilled in assisting the learners to reflect and analyse their own learning.
• Secondly, for enterprise education, teachers need to have some understanding of the economy and how businesses operate. Enterprise activities carried out in school will often have the support of business partners but some understanding of economic principles is required by the teacher. This would include understanding of the importance of business and new business creation in relation to wealth creation, but also the importance and role of other types of organisation including social enterprises.
• Thirdly, teachers need to understand the role and importance of links between education and the world of work for which young people are being prepared. For this they need understanding of the world of work beyond schools, especially if they seek to introduce subject relevance to jobs and use work-relevant materials where appropriate in the teaching of their subjects. They also need to know how to support and work with business people and representatives of other organisations who share in the teaching and learning experience, for example, entrepreneurs, business managers, other professionals, members of the media - to name a few.

These issues can be addressed at all stages of teacher development, namely, in Initial Teacher Education, during probation, as part of continuing professional development and as preparation for and development in the role of headteacher.

* Initial Teacher Education

In the early 1990s the Enterprise Awareness in Teacher Education programme was funded by the then DTI (via the Scottish Office Industry Department in Scotland) as part of the broader Enterprise and Education Initiative. For this programme the, then, Teacher Education Institutions (TEIs) developed modules or units to enhance industry awareness amongst trainee teachers. Although the programme only had limited effect as the units developed tended to be optional, and development did not continue once the funding ceased, some Faculties of Education still include units on some courses on, for example, school to work transitions, the world of work, and enterprise activities. Generally speaking, however, other curricular issues took priority.

The view was expressed that to ensure that enterprise education is understood and effectively delivered in all schools it is important that it is a core part of teacher education. It should at least be addressed at an introductory level for all students, allowing those who wish to explore its potential further to do so on an optional basis. Some representatives of Faculties of Education suggested that introducing work-related learning and enterprise into teacher education is manageable and deliverable if creative ways of integrating it with other aspects of the curriculum are found. It is important that it is not another topic added in. It needs to be clearly articulated with other elements of the programme for example their academic subjects and issues of professionalism and professional competences.

Placement in business and industry has been suggested for trainee teachers to develop their understanding of education-industry links and to experience non-school work environments. It is acknowledged that this is not possible on a one year course. In the past, they have featured as part of the 4 year B Ed degree, but they were not found by the Teacher Education providers in Scotland to be effective.

The training programmes for teachers are governed by the Guidelines of Initial Teacher Education Courses in Scotland (SOEID 1998) and the Standard for Initial Teacher Education in Scotland (2000). Within these existing guidelines it is possible to identify appropriate contexts for EfWE related input, for example in courses related to learning theories, understanding of links with the community, the role of specialists within the school, for example career and guidance teachers. Within Primary Training, it can be related to Environmental Studies. However, for impact, it is important that it be given a higher profile. Initial Teacher Education is currently under review, with a second stage scheduled to follow the National Debate, in which the content of ITE programmes will be reviewed.

Examples of relevant content and problem-based approaches to delivery in teacher education were identified in the United States developed by a project called 'Contextual Teaching and Learning', which was designed to contribute to reforms in teacher education. This provides a very detailed example of how the work-related curriculum might be included. Details are to be found in the reference section of this report.

* Probation

The requirements for the completion of probation are set out in the Standard for Full Registration (Scottish Executive/GTC 2002) and, as with the ITE standard, there are competences to be achieved and contexts in which EfWE related issues can and should be developed. The probationary period is seen as an opportunity to allow new teachers to further develop their understanding of EfWE. However, the extent and effectiveness of this will depend on the priority given to it in the school in which they are working.

* Continuing Professional Development

A Teaching Profession for the 21st Century requires teachers, contractually, to complete 35 hours per annum of continuing professional development. This should consist of an appropriate balance of personal professional development, attendance at nationally accredited courses, small scale school based activities or other CPD activity. This balance is to be based on an assessment of individual need which takes account of school, local and national priorities (Scottish Executive 2001). It is important that a range of opportunities related to EfWE should be available for the continuing professional development of qualified teachers.

Teacher Placement in Industry

Teacher placements in business and industry have been part of the education-business link agenda for a decade or more, known by a variety of names. Currently in Scotland they are known as 'Excellence in Education through Business Links' and continue to be seen as an important aspect of teacher continuing professional development. In 1999 the, then, Scottish Office Industry Department set ambitious targets of 1200 teachers taking part each year over three years. After two years fewer than 700 had taken part. During 2001/02 targets were set at local level, and in the period up to summer 2002 over 500 teachers had been on placements, which exceeded the targets set for that period. The most reported limiting factor is the availability of time and of staff cover to release teachers, followed by concerns over continuity of staff contact with pupils.

In the Western Isles, the Review Group took evidence from representatives of schools, the local education authority and businesses who were all very supportive of teacher placements. Back School in particular emphasised the vital role they had to play in developing their EfWE programme and included all staff, not just teachers.

Teacher placement in business and industry was strongly supported by responses to the consultation as an important way of allowing teachers to increase their knowledge and expertise and enhance schools' delivery of EfWE. The challenge is to find ways of increasing participation by ensuring release and class cover and avoiding disruption to pupils' experiences.

A review of the literature on teacher placement has recently been undertaken by NFER for those wishing a fuller view on this. Details are given in the reference section.

In-service development in Enterprise Education

Within Scotland the majority of in-service development has been done through the National Centre: Education for Work and Enterprise, with the main emphasis on primary education programmes. Currently this development is being undertaken under the auspices of the Schools Enterprise Programme now managed by Careers Scotland. Since 1998 over 1000 primary teachers have participated in in-service training for enterprise education.

There was the opportunity for Secondary schools to take part in National Centre events in relation to introducing and managing enterprise in the 12 to 14 curriculum or with the dissemination and implementation of the HMIS Report. One-third of schools responding to the schools survey indicated that some staff had participated in National Centre events during the previous three years, though no further details of what they actually participated in are known.

25 schools (13%) reported having made EfWE the focus of in-house in-service events.

Headteachers and promoted staff

The key role of the vision of leadership in implementing effective EfWE programmes in schools was noted. If enterprise learning is to become part of the ethos of schools, it is important that headteachers have both understanding and experience of enterprise approaches to teaching and learning. Aspiring headteachers who are undertaking the Scottish Qualification in Headship are currently required to complete a placement in another non-school organisation, focusing primarily on approaches to management.

Expertise of other professionals

* Business partners

Organisations such as YES and Businessdynamics provide materials for business partners to help them deliver programmes in schools. Large companies such as Standard Life vet and train staff who will be involved in school programmes.

The opportunity for non-teachers from other organisations to have a placement in a school has always been part of the education-industry links agenda, though one which has rarely been taken up. Issues which are important for business partners are understanding the needs of schools; working in the classroom and working as, and with, parents.

* Other professionals

Career guidance staff (formerly Careers Service, now Careers Scotland) are important in directing young people while they are still in school and after they leave. It is important that they have an understanding of what young people should have experienced in terms of EfWE and also the potential for directing young people towards setting up their own businesses. It would therefore be valuable to have this included as part of their qualification. Directors of Education and other relevant education authority staff would benefit from having EfWE as a focus of professional development.

MONITORING AND EVALUATION

Performance Measures and Indicators

The view was expressed that the focus of success of schools needs to be extended beyond examination results and the percentage of pupils who go into higher education. If EfWE is to be prioritised in schools, then it is one of the things on which schools should be measured. It is important therefore that much greater recognition be given to those who successfully progress to work and training. It is important that there are measures which take account of all kinds of success.

It was also emphasised by some, if the purpose of education (not just EfWE alone) is to produce the outcomes of certain valued skills and attitudes then performance indicators should include evidence of development of those skills and attitudes. We have already noted the increased emphasis on core skills and their assessment with National Qualifications, and teachers do report on attitudes. However, using the outcomes of education as performance indicators implies measuring and monitoring of skills and attitudes, in a way in which schools do not currently do. Various work-related skill and attitude testing and support from business and industry could be pursued.

Development of performance indicators and benchmarking is taking place in connection with the National Priorities in Education and clear work-, career- and enterprise-related indicators should be established in conjunction with that work.

Quality monitoring in schools and education authorities

It was noted above, in the responses to the secondary schools survey, that the most frequently used document was How good is our school at education-industry links, which served as the basis for self-evaluation, and preparation for inspection. In the consultation many suggestions were made that EfWE needs to be given a clearer focus of HMIE inspection, in both schools and education authorities.

It is suggested that the existing quality indicators need to be revised and updated in order to give enterprise activities and approaches greater prominence. These will then feature in both local authority and school self-evaluation and inspection.

Quality monitoring in business and other providers

Representatives from the business community suggested that it would be valuable to have a set of indicators against which they could monitor the value of their contribution, not just against their own internal standards, but in line with the performance of other businesses.

It was suggested that this would allow business delivered activities to be 'kitemarked'. A similar suggestion was made for all organisations who offered programmes and materials to schools.

Awards

One effective way of putting a value on effort and achievement is the recognition and lauding of success. A range of awards already exists. At a local level some former EBPs organised award schemes recognising the achievements of individual pupils, schools, partnerships and business partners. Competitions and awards are associated with Young Enterprise Scotland and the Schools Enterprise Programme. 'Enterprise Insight' organised its 'Braveheart Challenge', which is an enterprise challenge undertaken by teams of S5 and S6 pupils, with local heats and a national final. There is also a mini-Braveheart Challenge for Primary Schools. Also to be noted are the Skene Awards for successful enterprise projects in primary and secondary schools.

Schools can also apply to receive the Motorola Award for 'Excellence in Education for Work and Enterprise', which was piloted and first awarded in 2000. This is not awarded on a competitive basis, but is awarded as a quality mark for schools which meet set criteria considered to represent excellent achievement. It is awarded for a period of three years and can be extended up to five. Thereafter a new application is required. After 3 years, 46 schools hold this award: 34 secondary schools, 7 primary schools and 5 special schools.

The focus of all of the aforementioned awards tends to be on the young people and on schools. Greater emphasis on lauding the effort and contributions of business people would be valuable.

CONCLUSION

The evidence presented in this section represents views of practitioners from business, education, economic development agencies and the wider community. There is strong consensus that leadership at national and local levels is vital to ensure the EfWE is given the priority it needs. There is a shared belief, based on both negative and positive experiences of practitioners, that effective delivery by schools can only be achieved by strong partnerships, which have both the authority and the capacity to function well.

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