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Inclusiveness - being implemented
Potential - being realised

The Beattie National Action Group
Progress Report and Future Priorities

Ministerial Foreword

I am very pleased to be able to introduce this report from the Beattie National Action Group.

The Scottish Executive is committed to developing a more inclusive society. Beattie, with its focus on improving the transition from school and on improving post-school provision, is central to achieving this.

The reasons why young people find it difficult to make successful transitions are many and varied. Suffice to say that some have very significant and complex needs. Improving outcomes for this group therefore requires public, private and voluntary sector agencies to work together effectively, at a strategic and operational level.

What this report demonstrates is that a great deal has already been achieved. A number of other key developments since Beattie reported will add to - and strengthen - those achievements. However, there are still far too many young people who slip through the net. And this is clearly the challenge which we continue to face.

Iain Gray

Minister for Enterprise, Transport & Lifelong Learning
March 2003

Introduction

The Beattie Committee was set up in 1998 to take forward the Executive's commitment to promote the participation and attainment of young people in learning post-school and to improve their employability. Its report, Implementing Inclusiveness, Realising Potential, was published in 1999.

The single, unifying principle at the core of all the Beattie Committee's recommendations is Inclusiveness.

The Scottish Executive made additional resources available (a total of 22.6m over 2001/04) to take forward the report and established the Beattie National Action Group to oversee implementation. The National Action Group is chaired by Ed Weeple, Head of Lifelong Learning Group, Enterprise & Lifelong Learning Department, at the Scottish Executive.

Purpose

The purpose of this, the National Action Group's first report since publication of the Beattie Committee report in September 1999, is to:

• set out progress in implementing the Beattie report; and

• identify the priorities for 2003/04 and beyond.

The report also provides an opportunity for stakeholders to give their views on how well things are progressing.

Strategic priorities

The following strategic priorities were agreed by the National Action Group.

Overview of progress

Overall, there have been a number of very positive developments. The BRITE Initiative ( Beattie Resources for Inclusiveness in Technology and Education), aimed at promoting the use of technology in supporting learning, was one of the first developments to get off the ground in August 2001.

By April 2002, the Inclusiveness projects and Get Ready for Work, the new national training programme for young people with support needs, were also operational.

The Beattie National Action Group continues to emphasise its interest in the impact of these developments. Some information is emerging in terms of activity and outcomes for young people. This needs to be developed. Careers Scotland's performance management system is beginning to generate information about better 'hard' outcomes, such as training or employment. Other 'softer' outcomes such as increased self-confidence or motivation will be reported in due course. Independent, external evaluations of Get Ready for Work and the Inclusiveness projects are underway and will add substantially to our understanding of progress. The Scottish Further Education Funding Council, together with the Association of Scottish Colleges, is also starting to look at ways of measuring impact.

Clearly, however, some of the recommendations of the Beattie report are only at an early stage of development - for example, transitions to employment, and mentoring. More attention will need to be given to both these aspects in 2003/04. One of the challenges for the National Action Group is to be clear about where and how it can add value to activity already taking place.

Recent developments

Since the Beattie Committee reported, other developments - in terms of policy and 'institutional landscape' - have taken place. It is likely that these will impact positively on young people and their transition to adult life. In particular:

• publication of the Executive's Lifelong Learning strategy, Life Through Learning Through Life, in February 2003 giving continued commitment to Beattie and improving transitions from school (mainstream and special) to post-school
• the Executive's continued commitment to closing the opportunity gap, with increased resources for training and education from its Spending Review in 2002. Moreover, the Executive's commitment to improving public services and delivering new responses relatively quickly
• the draft Education (Additional Support for Learning) (Scotland) Bill with its proposed new framework, Moving Forward! Additional Support for Learning. This is based around the concept of additional support needs and aims to strengthen preparation and planning for transitions. It may lead to increased expectations - by young people and their parents - post-school
• organisational change which should improve and tailor support for young people post-school. Of note is the establishment of Careers Scotland in April 2002, whose strategic priorities include reducing the number of young people not in education, training and employment. Jobcentre Plus has also been the subject of considerable change. Future developments will include much closer joint working between the organisations

Way forward

The Executive has confirmed that the additional funding allocated in its 2000 Spending Review for implementing Beattie will continue beyond 2003/04. The Executive will continue to monitor and evaluate developments, re-ordering its funding priorities as necessary. However, one of the key principles of the Beattie report is that of mainstreaming Inclusiveness. This means that for key organisations, Inclusiveness becomes a core part of their agenda rather than an add-on or something for which only 'specialists' or a minority of staff are responsible. So as well as focusing on its agreed priority actions, the National Action Group will want to consider how organisations are embedding Inclusiveness and using all their resources more effectively to promote it.

Priority 1

Pilot key worker and mentor support

In November 2000, the Scottish Executive invited Careers Service Companies to submit multi-agency bids to develop pilot projects aimed at providing key worker support for young people. The Executive was not prescriptive about how young people were to be supported. Rather, it was keen to encourage new ideas in order to learn more about what works best for young people, recognising that they have quite different needs. The resulting Inclusiveness projects differ in terms of scale, approach and the young people they work with.

Achievements to date

Thirteen multi-agency Inclusiveness projects have been established across Scotland, providing key worker support for young people. Total funding of just over 15m (over 2001/04) was provided by the Scottish Executive. These employ around 120 key workers drawn from different backgrounds including careers, social work, community education and the voluntary sector. Partners from the statutory and voluntary sector make a significant contribution to the projects both in terms of funding and in-kind support. The Edinburgh 15-24 Inclusiveness project facilitated the first national key worker conference in March 2002 aimed at sharing best practice.

Models of support vary considerably. For example:

• the Edinburgh and Lothians 15-24 Project and the Glasgow Positive Futures Project have models of key worker support involving a range of partners such as colleges, the voluntary sector, Social Inclusion Partnerships and local economic development companies
• the way in which key working is delivered in each project reflects the different approaches taken. In Lanarkshire, where an 'integrated' approach has been developed, a range of Careers Scotland staff have key working responsibilities. By comparison, other projects have a complement of 'dedicated' key workers
• the appointment of mentor co-ordinators in two projects, Edinburgh and Fife, to provide enhanced support to young people
• the appointment of specialist key workers, including a jointly funded key worker for young people with learning disabilities in Highland and Islands. In this area, Careers Scotland also has a good practice agreement with Social Work Services
• establishment of Challenge Funds, in some projects, for the development of new approaches or services by partners. Successful bids include: pre-vocational personal development for young people wishing to become volunteers, an employment support pack for young people in a homeless unit. Bids have to demonstrate the commitment of partner resources
• Key Worker Funds, in some projects, which allow key workers to buy specific interventions for young people. For example: vouchers for interview or work clothing, initial travel costs to work, short, sharp training courses aimed at securing work, counselling or anger management. Where possible young people are asked to contribute

Outcomes for young people

¹ Figures for employment and training will be presented separately from 2003/04.

There is also evidence of improved partnership working to support young people. Examples include: joint training, joint protocols, the establishment of strategic groups informing the development of projects.

Priorities for 2003/04 and beyond

The key priority is for Careers Scotland to use the experience of the pilot projects to make Inclusiveness a core function of the organisation. This will involve:

• the extension of the key worker role within Careers Scotland and to other agencies working with young people with additional support needs
• identifying and sharing best practice in supporting young people
• identifying the core skills of key workers and developing accredited staff training and development
• establishing a model to support professional practice for key workers and other Careers Scotland staff working with young people with additional and complex needs
• learning from the interim findings of the national evaluation

Monitoring and evaluation

Careers Scotland has developed a performance management framework and reports to the Scottish Executive on activity and outcomes for young people. In addition, the Executive has commissioned a 3-year national evaluation of the Inclusiveness projects. Taking into account Careers Scotland's performance management data, the evaluation will include case studies, and client and partner surveys. An interim report, due in summer 2003, will help to inform future funding decisions.

For further information contact:
Julie-Anne Jamieson, Careers Scotland
Tel: 0141 228 2362
Email: julie-anne.jamieson@careers-scotland.org.uk

Liz Galashan, Careers Scotland
(Highlands & Islands Enterprise area)
Tel: 01463 244417
Email: liz.galashan@hient.co.uk

Priority 2

Pilot assessment and tracking

In implementing the recommendations of the Beattie Committee, Careers Scotland has focused on:

• improved assessment and tracking of young people
• development of a draft assessment framework
• a review of assessment tools at national level

Achievements to date

The Scottish Executive commissioned research from the Centre for Careers Guidance and Personal and Social Development at the University of Strathclyde. This resulted in a digest of assessment tools and a study of assessment practice in agencies: National Review of Assessment: Identification of the Learning and Support Needs of Young People, November 2001. In October 2002, Careers Scotland delivered four seminars on assessment tools and an assessment framework. A report will be available shortly.

In addition, Careers Scotland has:

• improved approaches to assessment through training of key workers in the use of relevant assessment tools
• conducted an internal evaluation of assessment tools
• consulted on a draft national assessment framework
• developed its client management system, Insight, to improve tracking of young people
• established protocols between partners in some localities for sharing client information
• developed I-Track in the Lanarkshire Positive Futures Project. This system links together the databases of partner agencies and allows controlled access over the Internet to agreed client information. Access is subject to agreed protocols and is authorised by the young person through remote biometric identification in order to maintain client confidentiality and comply with data protection legislation. Responsibility for data integrity and update rests with each partner

Outcomes for young people

Between April - December 2002, over 6,500 clients were formally assessed. Assessment outcomes and identified action are shared with young people.

Priorities for 2003/04 and beyond

Consultation on the draft assessment framework identified a need for more local consultation with a range of organisations. Other Careers Scotland priorities include:

• developing a standardised approach to assessment by carrying out a second evaluation of assessment tools
• further work on performance indicators to show 'softer' outcomes achieved and distance travelled by young people
• rolling out the client management system, Insight, and developing access for partners
• taking account of any changes in legislation following consultation on the Draft Education (Additional Support for Learning) (Scotland) Bill

Monitoring and evaluation

Progress on this work will be monitored through the Careers Scotland development plan for the Inclusiveness projects and by the Beattie National Action Group.

Priority 3

Mentoring, including training for mentors

The Beattie Committee recommended:

• a network of volunteer mentors with close links to Area Strategy Groups and Inclusiveness projects; and
• a start-up fund to develop a training programme for mentors.

The National Action Group delayed consideration of these recommendations pending establishment of the Inclusiveness projects and Careers Scotland in April 2002.

Achievements to date

Action has been taken on a number of fronts:

• the Executive, in collaboration with Careers Scotland, has undertaken an initial baseline survey of mentoring in the Inclusiveness projects in order to establish the current level and range of activity
• the Executive has commissioned a literature search (UK and elsewhere) to examine what is known about mentoring for young people with additional support needs. This includes evidence of positive outcomes and factors associated with successful - and unsuccessful - mentoring schemes
• the Fife !nvolve Project has established a mentoring programme, building on the previous successful project, run in partnership with Scottish Enterprise Fife and the colleges for around 80 vulnerable young people in their first year of college. !nvolve's programme uses adult volunteer mentors to provide informal personal support, positive role models and encouragement. Mentor support is available to all clients. The !nvolve project also facilitates a local mentoring network on behalf of partners

Priorities for 2003/04 and beyond

Working with a range of stakeholders, including Careers Scotland, the Scottish Mentoring Network, the National Mentoring Network and the Scottish Further Education Funding Council, the Executive's priorities are:

• completing a more detailed survey of mentoring activity in both the Inclusiveness projects and the FE sector
• promoting mentoring in Inclusiveness projects and Further Education where there is agreement that this would complement the support currently on offer to young people
• identifying and sharing best practice in mentoring
• improving the quality of mentoring through development of quality standards and training

Monitoring and evaluation

Consideration will be given to these arrangements as soon as proposals have been agreed.

Priority 4

Develop Inclusiveness strategies in Further Education

The Scottish Executive provided additional resources of 4.5m (over 2001/04) to enable the Further Education sector to take forward the agenda set out in the Beattie report. It asked the Scottish Further Education Funding Council to focus its activity and funding on:

• the development of the BRITE (Beattie Resources for Inclusiveness in Technology and Education) Centre and Initiative, hosted by Stevenson College, Edinburgh
• the promotion and development of Inclusiveness policies in all Further Education colleges
• staff training and development to ensure that Inclusiveness is put into practice, and initiatives to develop and disseminate good practice

Achievements to date

BRITE

The BRITE Initiative got underway in August 2001, with the formal opening of the purpose-built centre in September 2002. Working in partnership with the Scottish ACCESS Centres, BRITE has a key role in staff training and development across the sector. By developing the skills and strengthening the confidence of staff to work inclusively in colleges throughout Scotland, the opportunities for students with additional support needs can be greatly enhanced, wherever those students live and learn. In less than one year, the plans for a national resource centre (the BRITE Centre), progressed from paper to reality. In addition:

• all Further Education colleges have agreed to participate in the Initiative and each college has nominated a member of staff as a BRITE 'link' participant
• Seventy Further Education staff are currently registered on the BRITE staff development programme (a further 10 staff have notified their intention to participate in the current academic year)
• a 4-unit training programme has been designed, developed and delivered at three locations across Scotland (Aberdeen College, Motherwell College and the BRITE Centre, Edinburgh)
• a website and 'virtual staffroom' have been established so that staff from Further Education colleges can 'meet' to discuss specific issues and to obtain information
• an Assistive Technology Workstation has been provided for every participating college
• an Equipment Loan Bank scheme is being piloted through BRITE to assess the feasibility of matching users with appropriate assistive technologies on a rapid, responsive basis. It's aim is to enable colleges and students to try out items which may often be complex or expensive, before committing limited resources

Development of inclusiveness policies, staff training and development

In 2001/02, the Scottish Further Education Funding Council awarded funding to individual colleges to undertake an analysis of their current position and future priorities in order to take forward the Beattie agenda. For 2002/03, colleges were asked to use the funding:

• as a contribution to activities already identified in 2001/02 and established in their plans for the implementation of Beattie; and
• for other related developments such as implementation of the Special Educational Needs and Disability Act 2001.

• Analysis of operational plans indicates a range of activity, including:
• dedicated staff posts to develop Inclusiveness strategies
• collaboration with key partners to aid transitions from school to adult life
• awareness raising and training on a range of issues, including specific disabilities, equal opportunities, the Disability Discrimination Act and Race Relations (Amendment) Act
• mainstreaming of good practice including liaison with other colleges
• Information, Communication & Technology (ICT) development for distance and access courses and development of outreach centres
• improvements to guidance and student support services
• programme of adaptations to buildings

Development and dissemination of good practice

In 2001, HM Inspectorate of Education (HMIE) produced a report, Moving On From School to College, which identifies good practice in managing the transition to colleges from mainstream and special schools. Four dissemination seminars took place around Scotland in early 2002, with a follow-up session in March 2003.

Outcomes for young people

The Scottish Further Education Funding Council intend to commission a report to evaluate the impact of BRITE and other Beattie Inclusiveness activities, the degree to which these have been mainstreamed, and highlighting good practice across the sector. The evaluation will focus on outcomes for young people as well as Further Education staff participants.

Priorities for 2003/04 and beyond

The key priorities are:

• encouraging colleges to embed Inclusiveness in all their activities and functions
• developing an appropriate means of accreditation for participants completing the BRITE staff development programme (for example, a Professional Development Award)
• ensuring that the Executive's review of occupational standards and national guidelines on the teaching qualification in further education and continuing professional development takes account of Beattie, diversity legislation and related developments which affect the work of FE lecturers
• surveying colleges and disseminating good practice which builds on the recommendations in the HMIE report, Moving On
• development and delivery of a centralised programme of staff training and development in order to meet identified training needs
• considering the creation of a National Co-ordinator Post for Inclusiveness in Further Education
• commissioning an evaluation report on the impact of BRITE and other Beattie activity across the sector
• depending on the outcome of the Equipment Loan pilot, continuing to find effective ways of getting the right assistive technologies to the learners who need them

Monitoring and evaluation

Colleges are required to set out in their annual operational plans proposals for implementing the Beattie priorities for the sector. The Scottish Further Education Funding Council has reviewed college operational plans on the use of funds in 2001/02 and proposed uses in 2002/03.

The BRITE Initiative also has a detailed operational plan and reports to an external Advisory Group, chaired by the Scottish Executive, with representation from the Scottish ACCESS Centres, the Funding Council, Scottish Further Education Unit, Association of Scottish Colleges, HMIE and 'non-ACCESS Centre' Colleges.

For further information contact:

Morag Campbell, Head of Access Policy & Funding, Scottish Further Education Funding Council
Tel: 0131 313 6613
Email: mcampbell@sfc.ac.uk

BRITE Initiative and Centre
www.brite.ac.uk

Priority 5

Ensure appropriate training provision

Following a review in 2000, a new national training programme for 16/17 year olds, Get Ready for Work, was developed by the Enterprise Networks to replace the additional support element within the larger Skillseekers programme.

Achievements to date

Get Ready for Work was implemented from 1 April 2002 across Scotland (there are some variations in the Highlands & Islands Enterprise area). It consists of a series of options - or strands - which aim to:

• provide individual training plans for young people (16-17 years) who, without additional support, are unable to access other training, learning or employment opportunities
• ensure that regardless of location, flexible training places will be available to meet a full range of individual needs
• ensure that delivery and funding are targeted at the areas of greatest need

Get Ready for Work is delivered by Local Enterprise Companies (LECs) which form the Scottish Enterprise and Highlands and Islands Enterprise Networks. Over 100 training providers contract directly with LECs. Delivery is supported by Careers Scotland staff who carry out initial client assessment and monitor the ongoing progress of all participants.

It is also worth noting that prior to Beattie, the Executive launched the New Futures Fund initiative, in recognition of the fact that mainstream employment and training programmes did not cater for the most disadvantaged groups. Managed by the Enterprise Networks, New Futures is now in Phase 2 (2002/05) and works with a range of clients aged 16-34 years.

Outcomes for young people

Figures for April - September 2002 are as follows:

Young people leaving Get Ready for Work are supported through the process of progression into further training, education or employment. Targets for progression will be set on an annual basis to ensure positive outcomes are seen as a priority.

Priorities for 2003/04 and beyond

The focus will be on the following:

• embedding the Personal Advisor Service across Scotland together with agreements between Careers Scotland and Scottish Enterprise and Highlands & Islands Enterprise specifying the service to be provided
• developing the content of training provision to encourage further innovation and change
• training and development of providers together with recruitment of new providers, taking account of the findings of the evaluation of Get Ready for Work
• improving referrals from, or to, other programmes in order to develop progression routes for clients
• developing a quality assurance framework and key performance indicators for 'hard' outcomes, such as employment or training and 'softer' indicators of client progression such as increased self-confidence or motivation
• strengthening provision especially in relation to Lifeskills and Get Ready for Work in remote parts of Highlands & Islands to ensure continuity of provision across all strands

Monitoring and evaluation

Local Enterprise Companies have responsibility for monitoring individual training providers, including management of performance and other issues arising from quality development plans. In addition, feedback will be sought from participants themselves on the quality of the experience and on an ongoing basis by Careers Scotland staff. Management information is collected and monitored by Scottish Enterprise and Highlands & Islands Enterprise.

The Enterprise Networks have commissioned a formal evaluation of Get Ready for Work, due to be completed by April 2003.

Priority 6

Improve transitions to employment

The National Action Group considered the employment recommendations in the Beattie Committee Report and agreed to focus on supported employment. In particular, they were interested in whether the model, which had originally been developed for people with learning disabilities, could also work for young people whose problems might include low educational attainment, lack of basic skills and poor motivation.

Since the Beattie Committee reported, a number of developments are contributing to better transitions to employment:

• changes to Jobcentre Plus, including a more customer- focused service, basic skills provision, Action Teams, New Deal for Disabled People and Permitted Work
• the Executive's national strategies for individual client groups, including learning disabilities and homelessness which place greater emphasis on training, education and employment
• EQUAL Access, the Scottish Theme A Development Partnership, which focuses on access to the labour market by people with disabilities, people with mental health problems, offenders, people who misuse drugs and alcohol, young people leaving care

Achievements to date

The focus of attention has been on building - and supplementing - the Inclusiveness projects through the development of supported employment in a number of areas: Glasgow, Renfrewshire, Edinburgh & West Lothian, Highlands & Islands, Ayrshire, Tayside, and Dunbartonshire. Specialist training and consultancy are being provided in order to support the development of the model with a range of client groups, and to build capacity in both supporting agencies and employers.

Other initiatives include:

The TISEE Project, managed by the Dare Foundation. This has highlighted the difficulties experienced by young people with progressive or life-threatening illnesses in securing employment and further education. The launch of the project and final presentation workshop was held in Glasgow in early 2002, involving young people, their parents and carers, professionals and employers. The resulting report, which has been widely distributed, identifies both key issues and good practice for employers and others. Proposals for a further workshop in a rural setting and development of a good practice guide are under consideration.

The Princes Scottish Youth Business Trust provides advice, training and support for young people wanting to move into self-employment. Proposals to encourage referrals of young people from Inclusiveness projects, in order to ensure a more targeted approach, are being developed.

Outcomes for young people

Supported employment will be operational in all seven Inclusiveness projects from April 2003.

Priorities for 2003/04 and beyond

The National Action Group will review priorities in the light of Inclusiveness project activity and other developments highlighted above.

In the meantime, the supported employment pilots will trial work in a number of Inclusiveness projects with young people with a range of different needs. The next steps will be to work with stakeholders to assess potential demand and develop options for meeting this in a more systematic way.

Monitoring and evaluation

Monitoring and evaluation of supported employment, as with the Inclusiveness projects, will be through the Careers Scotland performance management system and the national evaluation commissioned by the Executive.

Priority 7

Consider the development of Post-School Educational Psychological Services

The Committee recommended the development of a service specification for post-school psychological services which would:

• complement the assessment and advice provided by colleges or training providers
• contribute to contextual assessment which is solution-focused and consistent with Inclusiveness
• support the transition process
• contribute to strategic developments at a regional or national level

In addition to the service specification, the National Action Group agreed that consideration should be given to a small number of pilots and the training requirements arising from the extension of role, taking into account the current pressure on educational psychological services highlighted by the Currie Review.

Achievements to date

The Scottish Executive appointed three National Development Officers to take this agenda forward. The National Development Officers are all practising senior psychologists, seconded by local authorities to the Executive until 31 March 2004. Together they constitute one full-time equivalent post. To date, they have:

• consulted key stakeholders i.e. training providers, Further Education colleges, Inclusiveness projects
• undertaken pilot work including: key worker training (client motivation), input to Inclusiveness project team building and management support (video interaction), BRITE training strategy, and training provider (special training needs) training (solution-focused client engagement)
• set up a national network of Educational Psychologists which meets quarterly to consult on a developing strategy for psychological services and to promote good practice
• held a national conference in October 2002 to further consult stakeholders on service outcomes and models for service delivery
• developed links with educational psychological services training institutions

Outcomes for young people

The role of the National Development Officers is to develop the specification for a post-school psychological service not to provide a service for young people. However, the longer-term aim of the Scottish Executive is to put such a service in place.

Priorities for 2003/04 and beyond

The next milestone is an interim report to the Scottish Executive and National Action Group in June 2003. The priorities are:

• consulting with young people, together with further consultation with psychological services on best practice in transition
• defining service priorities and outcomes, and service delivery models
• developing proposals for small-scale pilots delivered at local and national level
• identifying and costing the training requirements and delivery methods
• addressing the interface with clinical and occupational psychological services

Monitoring and evaluation

The work of the National Development Officers is steered by an Advisory Group, chaired by the Scottish Executive (Enterprise & Lifelong Learning Department). It includes representatives from the Beattie National Action Group, Association of Scottish Principal Educational Psychologists, Further Education (Scottish Further Education Funding Council and the Association of Scottish Colleges), training providers, Careers Scotland, Scottish Enterprise, Association of Directors of Social Work, voluntary sector and Scottish Executive (Education Department).

For further information contact:

Melanie Weldon, Scottish Executive
Tel: 0141 242 0147
Email: melanie.weldon@scotland.gsi.gov.uk

Cyril Hellier, National Development Officer
Tel: 01738 476280
Email: cyril.hellier@scotland.gsi.gov.uk

Conclusion from Robert Beattie, MBE

Having read this report, I believe you will agree with me that the title "Inclusiveness - being implemented: Potential being realised" is appropriate.

It is both exciting and encouraging to see the strides that have been taken by organisations and individuals right across Scotland to ensure that the most vulnerable young people in our society get the help they need. The Scottish Executive has not only contributed money to the effort, but leadership and enthusiasm which will ensure that the current developments will become "business-as-usual" in the near future.

I would characterise the culture of the Beattie Committee as including all stakeholders and covering all Scotland. The implementation phase, led by the National Action Group, has demanded multi-agency working across every region of Scotland. With so much work going on, it is appropriate that this report should not say: "Look how clever we are and how hard we are working" but rather, "Here is what has happened to date and we want your views on what is good, what is bad, what needs to change and what additional work needs to take place."

There is so much good work being done to implement the Beattie Committee's recommendations. As never before, vulnerable young people are moving towards realising their potential. I can see a time when Inclusiveness will be at the heart of the culture of Scotland.

Having recognised the excellent work already taking place - my final words must be, "Keep up the good work!"

Robert Beattie MBE
Former Chairman of the Beattie Committee

Give Us Your Views

One of the very positive aspects of the Beattie Committee Report was that it was informed by the views, knowledge, experience and expertise of a great many people: young people, staff from a range of statutory and voluntary agencies, parents and carers. But three years on, the National Action Group needs to know if it's getting things right.

The National Action Group is not planning a formal consultation exercise. Nevertheless, you can let the Group know what you think in a variety of ways. The more specific you can be, the better. That's to say: What's working well? What's not working so well? And, what else should we be doing?

Write to us

Beattie Implementation Team, Enterprise & Lifelong Learning Department, Scottish Executive, Europa Building, 450 Argyle Street, Glasgow G2 8LG.

Email us
melanie.weldon@scotland.gsi.gov.uk

Comment via our website
www.scotland.gov.uk/beattie

Come and meet us

Some stakeholder events will be organised this summer. In addition, there are various evaluations in train:

• Inclusiveness Projects (current)
• Get Ready for Work (current)
• Further Education (2003/04)
• Post-school educational psychological services (ongoing)

All of these provide important opportunities for stakeholders - staff, partner agencies, young people, parents and carers - to comment on their experience of the services we are developing and how we might improve them.

Appendix 1

Members of the Beattie National Action Group

Appendix 2

Glossary of Terms

Access Centres
ACCESS Centres aim to facilitate access for disabled people to education, training, employment and personal development through services that include quality assessment and support in the use of assistive technology and/or specialised learning strategies.

Association of Scottish Colleges (ASC)
The ASC is the recognised policy and representative voice of further education in Scotland. Since 1996 ASC has become a major positive influence, not just on policy and strategy for the FE sector, but on delivery of lifelong learning, and on partnerships with other sectors.

Assistive Technologies
Assistive technologies (or 'enabling technologies') are resources developed or adapted to meet the needs of individual users to enhance their ability to perform tasks effectively. Many assistive technologies are linked to computers (for example, text-to-voice synthesized speech output systems which 'read' the contents of the computer screen for blind and visually impaired individuals and speech recognition software to enable people with limited or no use of their hands to replace keyboard input with input by voice). However, not all assistive and enabling devices are 'high tech'. Introducing a wrist rest and pad for the standard keyboard and mouse can reduce or eliminate wrist strain, which can otherwise lead to repetitive motion injuries like carpal tunnel syndrome. In the context of education and training, assistive technologies are usually introduced to support the processes of teaching and learning to enable people with a wide range of support needs to be included effectively.

Biometric Identification
Biometric identification is usually based on either fingerprint or iris recognition. The I-Track system developed in Careers Scotland's Lanarkshire Positive Futures Project utilises fingerprint recognition.

BRITE Centre and Initiative
The Initiative includes the new build BRITE Centre, the development of regional training facilities at the Scottish ACCESS Centres, the creation of the website and the innovative 'Virtual Staffroom'. The BRITE Initiative also receives funding to enable staff from the Further Education sector to participate in training and to facilitate the distribution of - and support for - assistive technology workstations for Further Education colleges in Scotland.

Careers Scotland
Careers Scotland, established in April 2002, aims to improve the employability and enterprise skills of the people of Scotland. It has four strategic targets of which the following are particularly relevant to Beattie:

• to increase the number of young people with additional support needs in further education or training
• to reduce the number of 16-19 year olds not in education, employment or training

Currie Review
Provision of educational psychology in Scotland was reviewed in 2001 and the results were published in the document Review of Provision of Educational Psychology Services in Scotland, Scottish Executive, 2002

Draft Education (Additional Support for Learning) (Scotland) Bill
The draft Bill was published for consultation in January 2003. It contains proposals for strengthening the arrangements for identifying and meeting the needs of children and young people who may need additional support for learning. It was published alongside the document, Moving Forward! Additional Support for Learning, which sets the overall context for the draft Bill.

Enterprise Networks
The Enterprise Networks (Scottish Enterprise and Highlands and Islands Enterprise) carry out a range of duties designed to foster long-term economic growth, including work to develop knowledge and skills. Services are often delivered through the Local Enterprise Companies (LECs: 12 in the SEn area, 10 in the HIE area) but there are also other means of delivery e.g. Careers Scotland.

EQUAL Access
EQUAL Access is the Scottish Theme A Development Partnership of the first round of the EQUAL Community Initiative. The activities of EQUAL Access will be focused around the Theme A priority: 'Facilitating access and return to the labour market for those who have difficulty being integrated or re-integrated into a labour market which must be open for all.' EQUAL Access is the lead member of the Transnational Development Partnership, Restart, with partners in the Basque region of Spain, the Czech Republic and Germany. The Transnational element will promote the sharing of best practice and joint development of activity.

Get Ready for Work (GR4W)
A new national training programme primarily for 16-17 year olds developed by the Enterprise Networks to replace the additional support element within Skillseekers.

Inclusiveness
The Beattie Committee said that all young people on leaving school - whatever their circumstances - should have access to adequate and appropriate learning provision within a learning environment matching their needs, abilities and aspirations. The principle of Inclusiveness is essential for an effective transition from school to further education or training and for later transitions. Moreover, that it should underpin the policies and practice of the agencies and institutions which offer guidance education and training.

Inclusiveness Projects
There are 13 multi-agency Inclusiveness projects, managed by Careers Scotland. These projects, in partnership with a range of local statutory and voluntary agencies, provide key worker support for young people in order to help them progress to - and sustain - education, training and employment.

Jobcentre Plus
Jobcentre Plus was launched on April 2002 and brings together the whole of the Employment Service and most of the Benefits Agency. Its prime objective is to help more people move sucessfully from welfare into work through a single, integrated and work-focused service. Benefit claimants of working age will have the help of Personal Advisers to get them back to work or to claim the benefits they need. New one-stop services are already in place in Aberdeen, Livingston, Fraserburgh, Greenock and Port Glasgow. All offices in Scotland will be converted by 2006.

New Futures Fund
New Futures Fund (NFF) has a key role in closing the opportunity gap for people aged 15-34 years who face serious disadvantage in the labour market. Delivered through the Enterprise Networks, this is a labour market programme that does not expect or require job outcomes. It engages clients who are in receipt of Incapacity Benefit and Income Support and who - with the right support - can move towards work. NFF does not specifically require or expect immediate job outcomes. The emphasis is on small steps of progress.

Scottish Further Education Funding Council
The Scottish Further Education Funding Council is responsible for setting the overall strategy and allocation funding for the 46 Further Education colleges. This also includes advising the First Minister on funding matters and supporting his duty to secure adequate and efficient provision of further education in Scotland.

Scottish Further Education Unit
The Scottish Further Education Unit helps Scotland's Further Education colleges tackle their most challenging operational and developmental issues. It aims to raise the standard of practice in the Further Education sector in Scotland.

Skillseekers
Skillseekers combines work-based training with study for a Scottish Vocational Qualification up to Level 3. It is aimed primarily at 16-17 year olds, with flexibility to fund 18-24 year olds. It covers a range of sectors e.g. construction, business administration.

Supported employment
Supported employment agencies vary in their approach but typically offer a combination of:

• vocational profiling, to identify people's skills and preferences
• job development, to find the person's preferred job through contact with employers
• job analysis, to find out more about the workplace and the support a person might need
• job support, to ensure the employee and employer receive information and back-up
• career support, to help people think about career progression.

Appendix 3

Useful Publications

Implementing Inclusiveness Realising Potential: The Beattie Committee Report, Scottish Executive, September 1999
ISBN 0-7480-8908-X

Same As You, A Review of Services for People with Learning Disabilities
ISBN 0-7480-9378-8

Draft Education (Additional Support for Learning) (Scotland) Bill, Scottish Executive, January 2003
ISBN 0-7559-1027-3

Moving Forward! Additional Support for Learning, Scottish Executive, 2003
ISBN 0-7559-0691-8

Life Through Learning Through Life, The Lifelong Learning Strategy for Scotland, Scottish Executive, February 2003
ISBN 0-7559-0598-9

Review of Provision of Educational Psychology Services in Scotland, Scottish Executive, 2002
ISBN

Identifying Learning and Support Needs: a digest of assessment tools, Scottish Executive, July 2001
ISBN 0-7559-0214-9

National Review of Assessment: Identification of the Learning and Support Needs of Young People, Scottish Executive, November 2001
ISBN 0-7559-0404-4

Moving On From School to College, HM Inspectorate of Education, 2002
ISBN 0-7053-1009-4

Implementing Inclusiveness Projects, Conference Report, Careers Scotland, March 2002

Determined to Succeed: A Review of Enterprise in Education, Scottish Executive, August 2002
ISBN 0-7559-0501-6

Post-School Educational Psychological Services, Report on consultation with key stakeholders, National Development Officers, Scottish Executive, October 2002

Pathways to work: Helping people into employment, Department for Work and Pensions, November 2002
ISBN 0-10-156902-5

The final report of The Homelessness Task Force, homelessness: An Action Plan for Prevention and Effective Response, Scottish Executive, February 2002

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