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Building the Foundations of A LIFELONG LEARNING SOCIETY
ANNEX C: NATIONAL DEBATE ON EDUCATION AND REVIEW OF ENTERPRISE IN EDUCATION
1. The outcomes of both the recent National Debate on Education and the Review of Enterprise in Education have raised expectations that further education colleges will increase their engagement with the schools sector.
National Debate on Education
2. In December 2000, the Scottish Parliament's Education, Culture and Sport Committee approved the Executive's five National Priorities in Education: 23
Achievement and attainment: to raise standards in all schools especially in literacy and numeracy and raise national examination standards;
Framework for Learning: to support and develop the skills of teachers, the self-discipline of pupils and to make school estate more conducive as a learning environment;
Inclusion and Equality: to support all pupils in getting the best out of education, particularly those who are disabled or have special educational needs and to encourage Gaelic and other minority languages;
Values and Citizenship: to work with parents and pupils - local neighbourhoods and society - to promote self-respect and respect for others and also the duties and responsibilities of citizenship in a democratic society; and
Learning for Life: to equip pupils with the initial skills, attitudes and outlook to prosper in a changing world and to stimulate innovation, entrepreneurship and ambition.
3. The Executive's response to the National Debate on Education, Educating for Excellence 24 was published in January 2003. The response's action points included to:
- Support schools in using the curriculum more flexibly, around a well-balanced core. Create teaching and learning programmes which better meet pupils' needs. Support pupils who are academically able as well as those who are not.
- Increase access to vocational qualifications and strengthen the links between schools, colleges and workplaces. Take forward the recommendations of the review of Enterprise in Education.
Review of Enterprise in Education
4. The report of the review Determined to Succeed,25 published in December 2002, spoke about the role of further education colleges in helping schools deliver the Enterprise in Education agenda. The review group's second recommendation that "All pupils over the age of 14 must have an opportunity for work-based vocational learning linked to accompanying relevant qualifications. This will require a major commitment from Scotland's employers, working closely with local authorities and secondary schools" was followed by an example of "Dundee City Council working with local employers, Dundee College and Scottish Enterprise [to develop] a Construction Pre-Apprenticeship Programme for S3 and S4 pupils" (page 18). The report included a case study of Trinity Academy's work experience programme, which mentions that the school has enlisted the help of a large number of agencies, including "Telford College personnel" (page 41).
5. The primary conclusion of the review was for schools and local authorities to engage directly with employers so that more vocational training takes place in the workplace. However, it was recognised that the capacity of business to make available such placements is currently limited. Schools are therefore going to have to look elsewhere in the short to medium term to supplement work placements. This is likely to lead to them approaching further education colleges to help deliver alternative vocational provision.
6. The review group concluded that the impact of its recommendations over the next three to five years will be to, among other things, "increase opportunities for vocational college and work-based learning" (page 58).
7. There were further references to further education colleges in the evidence report. 26 On page 11, when considering motivating disaffected school pupils, the evidence report suggested that "alternatives outwith school may be preferable". On page 34, colleges' potential role in helping disaffected pupils was specifically highlighted to support not only the specific needs of those with social, emotional and behavioral problems, but also a much broader range of pupils who experience boredom and lack of inspiration in school.
8. On page 13, the report said that: "Schools cannot deliver the EfWE [Education for Work and Enterprise] curriculum without many partners involved, including commercial providers, business partners, other social partners and further education colleges". The issue of partnership working was reiterated on page 64: "Links with further education colleges are important for delivering vocational subjects in alternative environments".
9. On page 54, the report outlined that: "Two approaches to including vocational training were highlighted during the Review process: one in direct collaboration with employers using work-based training, and one in collaboration with Further Education Colleges". In considering the latter approach the report went on to say on page 55 that projects highlighted by the review included:
"Northfield Academy in Aberdeen setting up an in-school hairdressing salon for S3 pupils and offering accreditation at SVQ level 2 in conjunction with Aberdeen College. Many other examples were provided by colleges of courses offered to S3 and S4 pupils, either as 'tasters' or leading to certification at SVQ level 1 in practical subjects and this was seen as "offering a taste of more ... 'grown up' educational opportunities". The majority of FE colleges provide such opportunities for S3 and S4 pupils alongside their school-based studies. A survey of secondary schools in Scotland (with about one-third of schools responding) carried out by NFER found that 44% of the respondents used part-time college courses with S3 and S4 pupils and 48% of respondents with S5 and S6 pupils (Kendall et al, 2001, p 39). The limited evidence available suggests that there are mixed responses by school pupils to these opportunities."
10. There was no explicit mention of the role of further education colleges in the Executive's response to the review group's report,27 which was published in March 2003, though their involvement was implicit. On page 6 the response said "All primary, secondary and special schools must develop partnership agreements with local businesses and other appropriate organisations". Further education colleges fall within the term "appropriate organisations". On page 10, it said "pending the delivery of suitable numbers of work-based placements, we should continue to take advantage of vocational opportunities available". On page 14 it said that the Executive would ask "local authorities to ensure their Enterprise in Education plans make clear how the requisite/education/wider community links are to be formalised". Again further education colleges fall within the term "wider community links".
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