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Building the Foundations of A LIFELONG LEARNING SOCIETY

NOTES OF SYNDICATE DISCUSSIONS - MORNING SYNDICATES

PURPOSE OF SCHOOL/COLLEGE COLLABORATION (PERTH SUITE)

2.1 A number of views were expressed in the syndicate about the purpose of school/ college collaboration. The main points are summarised below.

Social Inclusion

2.2 It was suggested that improving access to a wide range of education opportunities was one of the best ways to develop social inclusion. The experience of some delegates was that providing greater curriculum choice for pupils helped improve attendance and attainment, not only when engaged in a new learning activity but across the range of their learning.

Benefits of Early Intervention

2.3 It was felt that by introducing young people to further education at an early stage, it was likely that they would have a greater understanding of choices available to them later in life and a knowledge of which option would be best for them. However, if early intervention is to work, there must be effective partnerships between all key agencies. The Executive, Scottish Enterprise, schools and colleges must all understand their purpose and be working towards the same aim.

2.4 Early staff involvement was also necessary. Ensuring that they were involved at the design stage would mean that particular local needs can be met.

Improving Choice for All Pupils

2.5 In the past there had been a lot of focus on pupils at either end of the spectrum, that is, those who are difficult pupils and those who are gifted pupils. However, there was a significant number of young people in the middle and it was suggested that improving choice for everyone would have significant resource implications. An alternative view suggested that colleges could achieve more within current resources if they prioritised, looked at how their resources are allocated and considered the benefits.

2.6 There was a perception that there was now a gradual shift from FE being a 'dumping ground' for difficult pupils towards schools beginning to think about how pupils can access a wider curriculum, make better choices and receive better guidance.

Easing Transition to Adult Life

2.7 The opportunity to experience further education at an early stage would provide young people with the chance to become familiar with the college ethos and help ensure a seamless progression from school to post-school learning. The importance of guidance in making choices and throughout the transition process was highlighted as a key issue. It was also suggested that better links with business and the provision of work experience would be helpful in preparing young people for adult life. The good links that the further education sector has with industry were noted and it was felt that these could be shared with schools through joint programmes.

Entitlement

2.8 The syndicate felt that there needed to be clarity over whether the college-based learning for school-age pupils was to be an entitlement to all or whether certain pupils would be targeted. If it was an entitlement, did this mean a requirement to access college provision or an entitlement to be offered it?

Monitoring Success

2.9 The syndicate felt that it may not be possible to have short-term indicators of success, however, the need to develop effective monitoring systems for the longer term was agreed.

Other Issues

2.10 The following issues were also highlighted:

• The need for higher education to work better with schools
• The need for funding for staff development
• That we should not raise expectations of young people if we are cannot then deliver.

Consultation Questions

2.11 The syndicate suggested that the following questions be asked in the consultation paper:

• Should college-based provision be an entitlement for school-age learners or should it be targeted?
• If it is an entitlement, should it be a requirement?
• If it is to be targeted, who would be responsible for such targeting?
• How can those in rural areas access college provision?
• How can guidance arrangements for young people best be co-ordinated?
• What should key Performance Indicators be?

Facilitator: Gill Troup
Note-taker: Claire Keggie

NOTES OF SYNDICATE DISCUSSIONS - MORNING SYNDICATES
PURPOSE OF SCHOOL/COLLEGE COLLABORATION (ARGYLL SUITE)

Purposes/Advantages

3.1 The syndicate raised a number of purposes/advantages that increased link-up would bring. The first of these was the opportunity to offer broader curriculum choice and the increase in flexibility that this would give to pupils' education. It was emphasised that a curriculum which suited one pupil, may not be suitable for all. It was noted that whilst 'suitability' was clearly affected by ability - from the least through to the most able - there were also many other affecting factors.

3.2 It was felt that this flexibility would also help to foster the learner focus but that supply must be led by demand, rather than opposite way around. Additionally, some members suggested that such work would help deliver the full benefits/aims of the introduction of National Qualifications as well as help fulfil the needs of the economy by 'improving' attainment/learning experience of all - but there was question as to how improvement could be measured.

3.3 There was also a hope that such link-up would help aid pupils' self-study skills helping and contributing to future performance in college/units/work and their life more generally. As well as this, by offering 'new' adult-like FE experience at younger ages, this would help to 'de-mystify' the experience and make it less threatening and perhaps raise uptake in the future. Future uptake might also be increased due to a rise in the credibility of Vocational Qualifications, first in the eyes of pupils but possibly also by stakeholders more widely as they see the 'results'.

Issues for the Consultation Paper

3.4 There was a clear concern regarding the provision of resources/funding. This would affect the scope and ability to ensure access for all, no matter the demographics - e.g. rural communities, some local authorities without colleges etc. Resources would also effect the ability to ensure appropriate pupil (and parental) support prior to, whilst, and after, undertaking study whether at college or from FE lecturer(s) in school. Such support was necessary to ensure decisions are as well informed as they can be. The syndicate also felt that there was a clear need for good communications between all involved - the school/local authority, college, parents.

3.5 As above, the syndicate felt that future proposals should be available to all and that there was a need to ensure that further education did not become either a dumping ground for disaffected/ unruly/ least able pupils or the route that only the most able use to progress.

3.6 There were concerns regarding teacher/ lecturer qualifications and registration requirements including the lack of teaching qualifications for some courses/ subjects such as philosophy, psychology etc.

3.7 There was also a need for agreement between local authorities/schools/ Colleges/Funding Council regarding how to track and 'credit' pupil attainment whether gained at the college or at the school. The Scottish Qualifications Authority and the Scottish Executive Education Department would need to be involved to deliver and report such figures.

Measuring the 'Success' of School/College Collaboration

3.8 As it was agreed that the focus should clearly be on the pupils involved, it was felt that feedback/ opinion should be sought from them before, during and after school/college link-ups.

3.9 It was also agreed that feedback should be sought from employers regarding the 'employability' of those leaving education and in relation to 'skills gaps' and how they change over time.

3.10 Finally, it was suggested that the Social Justice milestones might prove useful and in particular the target for 'Not in Education, Employment or Training' (NEET). However, it was again noted that it was imperative to maintain focus on the individual(s) rather than on cohorts.

Facilitator: Iain Lowson
Note-taker: Tom Wallace

NOTES OF SYNDICATE DISCUSSIONS - MORNING SYNDICATES
PURPOSE OF SCHOOL/COLLEGE COLLABORATION (HIGHLAND SUITE - 1)

Current Activity

4.1 There was some discussion about current activity delivered in college for school-age pupils. A range of provision was offered for pupils from P4 to S5 but focused on specific ages rather than across the board - not through choice but through lack of funding/accommodation.

4.2 P4-P7: Examples included 1-day awareness-raising/taster sessions; purpose was to influence attitudes towards FE sector and to increase the range of experiences available to pupils, to help ease the transition from primary to secondary/FE sectors.

4.3 Under-14s: very limited but some work with FE staff in schools. There was general interest in working with this age group but there is a lack of funding. There was good work being undertaken with respect to 'Aiming for College Education' (ACE) days.

4.4 14-16s: Sector-specific curriculum centres, e.g. construction, short enterprise/science programmes, one-off team building programmes, Computing courses. There was significant support for work-based vocational programmes and examples of FE lecturers delivering programmes in school, e.g. music. One college offered (at the request of schools) a tailor-made 5-day activity programme as an early intervention for disengaged S3 pupils.

4.5 If S5 pupils are taking intermediate grades whilst at school, colleges then have to re-jig their programme to accommodate pupils if they then move on to FE. The alternative is that local schools and colleges agree a joint curriculum so that there are no clashes.

4.6 16+: A major issue is parents' understanding of what FE can give pupils of this age as opposed to university. Pupils/parents do not have the right perception of the opportunities and articulation available. Major marketing exercise required and FE fairs in schools to raise awareness.

4.7 The main benefits of pupils learning at FE college were seen as: use of specific facilities; increased choice; helps change attitudes towards FE; more adult experience of FE college; more appropriate learning environment for some, e.g. disaffected groups.

Additional Support for the Scottish Qualifications Authority (SQA) and Learning Teaching Scotland (LTS)

4.8 The syndicate felt that SQA and LTS required little additional support. However, LTS should develop more on-line/distance learning materials to support those in rural/remote areas. There was a strong view that colleges should specialise in specific areas and publish a menu of courses.

Performance Indicators

4.9 The syndicate felt that a set of soft targets would provide a more meaningful evaluation of performance than performance indicators, i.e. measuring distance travelled/progression; attendance/truancy.

Other Issues

4.10 Marketing of further education needs to be more effective to increase student numbers generally. Awareness needs to be raised of the full package of learning opportunities and support measures available from further education colleges.

Consultation Questions

• If there is sufficient funding available to cover both primary/secondary participation, should there be a definitive lower-age limit for FE engagement or should it be left to individual schools and colleges to decide? If not, what is the lowest age that would benefit from FE engagement?
• If there is insufficient funding should engagement be limited by age range?
• Should all types of engagement be funded or should it be limited to specific activity types?
• How will increased demand be funded and accommodated within existing FE resources and priorities?
• Who would be responsible for providing support and guidance to pupils?
• Should local authorities take a consistent approach to provision of bus passes, lunch vouchers, etc. so that all pupils attending a college receive the same support?
• How can planning be improved between FE and school clusters, e.g. to ensure timetables are synchronised and that individual and local needs are met?
• How is FE regarded by young people, parents, teachers and employers?
• Is there a need for a detailed marketing strategy to promote FE?

Facilitator: Paula Chadderton
Note-taker: Rosie Whelan

NOTES OF SYNDICATE DISCUSSIONS - MORNING SYNDICATES
PURPOSE OF SCHOOL/COLLEGE COLLABORATION (HIGHLAND SUITE - 2)

Links with Other Reviews

5.1 The syndicate began by noting that the school/college consultation would occur alongside the 'Curriculum Review' and that there was consequently a need for each review to be informed by progress on the other. Emerging strategies needed to take clear account of the work of both reviews.

Quality

5.2 It was felt that HMIE inspections should have a greater focus on the quality of school/college links. The syndicate discussed the importance of finance to support initiatives which may result from the review. One member summed this up as follows: 'It is important not to raise the expectations of children unless promises can be delivered, and it is pointless to suggest that this can be a nil-cost exercise'.

Benefits of College Engagement

5.3 Previous and existing activity in relation to school/college links was discussed. One member cited the benefits to those children who were under-achieving: 'Choices made at school influence choices made after'. In relation to disaffected pupils, the early engagement of the FE sector was often of crucial importance. De-motivated children can often be successfully re-motivated provided action is taken early enough. This benefits the individual, the economy and society.

Age Groups

5.4 There were different views with regard to the different age groups on which school-college links should concentrate. There was unanimous acceptance, however, that the awareness of the importance of the role of FE colleges needs to be established at the S1 stage. It was felt that there is a need to target different age groups in different ways. But equally it was important to recognise that school/college links should have as their basis the decision of pupils to opt into college, rather than opt out of school. This should be a positive, not a negative, choice. The syndicate considered that school/college opportunities should be available to all pupils regardless of their level of ability.

Existing Problems

5.5 It was felt that main problems experienced by existing links were the lack of breadth of choice available, though it was understood that this was influenced by practical considerations such as the need to conform to school timetabling arrangements (the school and college day differs). Other issues involved transport to and from college, and who should pay.

Objective of Collaboration

5.6 The syndicate acknowledged that the main objective of collaboration should be to improve attainment across the board. Consequently it was not clear where responsibility and accountability lay. Should the review be moving towards a national strategy, or a local strategy? Economic, cultural and remoteness issues would need to be looked at when deciding on how the review should proceed. Pupils need to be prepared for work and it was felt that there should consequently be collaboration with business interests such as the CBI. Reference was made to the value of an employability template.

Models of Engagement

5.7 The syndicate went on to discuss the different types of models that are currently available, highlighting some of the problems that can arise from these:

• Pupil t College (more suited to city/ less to rural)
• Lecturer t Schools (differences in qualifications and salaries of lecturers and teachers)
• Pupils • Industry (work experience availability is varied and often poor).

5.8 It was agreed that flexibility would be the key to a successful collaboration arrangements. The possibility of sharing resources, planning and learning; and of timetabling recognising learning techniques, access and availability - and most importantly the funding to support these - were all discussed.

5.9 Other issues such as teaching qualifications in FE, and salary differences between schools and colleges, were highlighted. However, the syndicate felt it was more important, for the purpose of this consultation, that flexibility should be the key and that meeting pupil needs should be the primary focus.

Entitlement

5.10 The question of what strength of entitlement pupils should have was also raised. The syndicate discussed whether college attendance should become a requirement, and the extent to which demand could be met. The importance of co-ordination at all levels was stressed - involving the education authorities as well as schools and colleges. Work would also be required to assess the impact of school-college activity. It was suggested that, among performance indicators, the 'Not in Employment, Education or Training' target could prove to be a valuable measure.

Facilitator: George Reid
Note-taker: Margaret McLachlan

NOTES OF SYNDICATE DISCUSSIONS - MORNING SYNDICATES
MANAGING SUPPLY AND DEMAND AND FUNDING RESPONSIBILITIES (TRONGATE SUITE)

Supply and Demand

6.1 While there are currently effective skills development strategies in place at local level in some areas, there was general agreement for the need for a cohesive national strategy which was linked to the needs of the labour market, especially with a view to the longer term. When looking at how best these links might be realised, it was felt that a balance had to be struck between the needs of the pupils and the needs of the local economies, avoiding tensions between the two. It was noted that there was a need for a cultural change - the issue should not be about vocational skills but, rather, the core skills required by employers. Employers talk of qualifications rather than skills.

6.2 One of the main issues arising from the discussion was the acknowledgement that there needed to be serious consideration over the means by which a pupil would gain access to an FE college and the effect that increased numbers may have on the overall ethos of the FE sector. The question of whether a place should automatically be made available on request or within certain criteria was foremost. It was important that colleges were not seen as dumping grounds for certain groups of pupils and that numbers were managed and considered alongside the colleges' existing priorities. No matter the extent to which schools/college links are forged, colleges need to remain focused on their core business of FE/HE provision.

6.3 Engagement by all those with a specific interest was seen as vital when deciding on whether or not it would be beneficial for a pupil to attend college. College lecturers and school teachers should be required to engage with pupils to assess whether or not the option of attending college would be beneficial. One suggestion to facilitate this was to offer pilot programmes or taster courses to encourage school pupils to sample specific courses made available at colleges on perhaps a half day per week basis. This would help to establish, by way of assessment and interviews, whether or not a pupil was suitable for a particular course and vice versa. There was, however, a need for schools to be more flexible in their timetabling to ensure that such programmes would be a viable option.

6.4 One factor which also had to be addressed was the pupils' perception of the FE experience - colleges are drastically different from schools. There was therefore a need for linkage between core skills such as maths and the particular course available at a college, i.e. the reason for taking a particular subject needs to be made clear. Teachers also need to be better informed about provision, not least so that they have a clearer understanding of what options are available to pupils and to help make the necessary decisions in the selection process. This will require a change in attitudes and culture. Schools must focus more on how to support the future development of the 50% of pupils not going on to higher education.

6.5 Another matter arising from the discussion was the receptiveness of colleges to market forces. While it was generally agreed that colleges were capable of responding rapidly, schools were less able in this respect and there was a need to link these processes more cohesively.

Funding Responsibilities

6.6 The main question arising from this part of the discussion was the route by which the extra provision would be funded - either the Scottish Further Education Funding Council (SFEFC) or the local authorities. The general consensus was that the money should come from SFEFC using the existing student unit of measurement (SUMs) formula - possibly ring fenced - since this would be the simplest and most effective method. It was felt that channelling funds through local authorities may result in lower priority being given to school/college links, not least given the authorities' other priorities and commitments such as the McCrone settlement. It was also clear that stringent checks and procedures must be in place to avoid double funding, particularly when considering early leavers.

6.7 The current static growth in the FE sector was seen as a potential problem area when considering the enrolment of school-age pupils. There required to be some fine tuning to the current funding model. Colleges are run in a similar style to businesses while schools are not. This meant that colleges may have to take some tough decisions on the level of provision they make available to competing groups within their customer base. Increasing growth to accommodate school-age pupils would ultimately cause problems and some form of financial incentive to colleges, perhaps by ring fencing colleges SUMs targets, would have to be considered so as not to divert funds from other priority areas.

6.8 While there was a general consensus that fee income should also be channelled through SFEFC (all funds should come through one body), there was some debate on who should pay the fees. One option was for the local authority to act as the 'parent' as the current system does not allow fees to be waived for pupils under 16 years of age. This was tempered by the view that local authorities may be reluctant to pay fees and might attempt to use this responsibility to cut costs. However, it was felt that the fairest and simplest way forward would be to provide automatic fee waiver to all school pupils, regardless of ability to pay. An area where local authority responsibility on funding needed to be guaranteed was in the provision of transport and meals.

6.9 There was also concern that an extra burden on rural colleges may result from the transportation needs of pupils in remote areas. There would be occasions (linked also to inclusiveness and a college's duty of care to its pupils) where colleges would be faced with increased expense in arranging transportation from remote areas. In some cases public transport was either limited or non existent which meant that the cost of using other forms of transport, such as taxis, would be incurred. It was therefore vital that the rurality factor was considered in detail within the overall funding requirements. One suggestion was for a special remoteness premium to be added to the SUMs paid by SFEFC to a college for enrolments by school-age pupils.

Consultation Questions

• Through which body should the funding be routed and should the funding be calculated using the current SUMs formula?
• Should the current fee waiver policy be extended to cover school-age pupils or should fees be waived for all in the 14 to 16 year age group?
• How best do we ensure that the needs of school-age pupils in remote areas are addressed within the current remoteness funding premium, taking into account the extra transport costs, supervision, etc. necessarily incurred?
• How do we ensure that provision for school-age pupils is linked to addressing skills gaps and the needs of the economy to ensure adequate supply and demand?
• What steps can be taken to manage numbers against the long-term needs of employers?
• What role should the private sector play in shaping future strategies?
• How do we reconcile current static growth in the FE sector with a potentially large increase in the numbers of one specific group of pupils?
• How do we balance the needs of the 50% of pupils progressing to higher education between currently available options and the proposals set out in the Review?

Facilitator: Colin Baird
Note-taker: Walter McConnachie

NOTES OF SYNDICATE DISCUSSIONS - MORNING SYNDICATES
MANAGING SUPPLY AND DEMAND AND FUNDING RESPONSIBILITIES (CROMARTY SUITE)

Appropriate Provision for School Pupils

7.1 The syndicate discussed how we could articulate what provision is appropriate for school pupils and if the local education authority or schools should make arrangements with colleges.

7.2 Syndicate members discussed various factors to be considered when thinking about appropriate provision for school pupils including:

• rurality (as not all schools in the country are within a reasonable distance of a college);
• transporting pupils to college;
• whether colleges or schools would be able to provide college tuition more efficiently;
• freeing school staff for the supervision of pupils attending college;
• health and safety and welfare issues for pupils (both generally in terms of a pupil attending college and also more specifically in relation to the course that the pupil was undertaking);
• the need for a rigid national framework in order to ensure consistent provision for school pupils across the country; and
• pupils should opt in to college learning in consultation with parents (rather than it being part of standard curriculum).

Funding

7.3 The syndicate agreed that one of the issues that needed to be addressed was the inconsistency of current local funding arrangements between schools and colleges. In some cases, schools or authorities were paying fees to colleges and in other cases no fees were paid. The syndicate noted that the current funding arrangements were confusing. Further, it was pointed out that different colleges would have different resources available to use for teaching school pupils depending on local demands/ circumstances and that the priority for colleges will be to provide further education to adults.

7.4 The syndicate noted that there needed to be consistency with any new national policy and funding. If the policy was to increase college provision for pupils then funding should be adapted to accommodate this.

7.5 The syndicate was not agreed on the most appropriate funding route. Some stated that funding should follow the pupil (from the local authority) but others argued that the funding should be routed through the college (and SFEFC). If the latter was decided, there was concern that colleges would then have to choose which local authorities to deal with and would also need to determine how much provision it was able to offer, leading to national inconsistencies.

7.6 What the syndicate did agree was that funding needs to be set out clearly and agreed for long-term planning cycles. Long-term planning was considered essential for pupil choice as well as organisational planning.

Consultation Questions

• Who (which organisation) should be the organising force to best meet the needs of pupils?
• How should funding flow to best match the needs of pupils?
• How can stable planning be ensured for FE colleges and schools?
• What is the role of Careers Scotland?
• What is the role of Scottish Enterprise?
• What is the relevant age range (i.e. what about primary school pupils)?

Facilitator: Martin Fairbairn
Note-taker: Gillian McKirdy

NOTES OF SYNDICATE DISCUSSIONS - MORNING SYNDICATES
MANAGING SUPPLY AND DEMAND AND FUNDING RESPONSIBILITIES (WAVERLEY SUITE)

8.1 A number of views were expressed in the group. The main points are summarised below.

Placing Pupils at the Centre

8.2 The syndicate discussed whether it was important to consider funding issues in terms of need, rather than supply and demand, as this placed the pupil at the centre of the debate.

Funding Issues

8.3 It was recognised that at present budgets do not currently meet aspirations. Colleges highlighted the funding constraints they are under and the costs associated with this type of provision. Funding was not sufficient to cover college costs and thus many were regrettably cutting back on this area of provision. It was noted that colleges do not receive fee income for this activity.

8.4 The syndicate discussed other potential funding sources that could be utilised to support this important area of work, while the review was ongoing. These included: 'Determined to Succeed' and 'Modernising Government'.

Entitlement

8.5 The syndicate discussed whether an entitlement model should be pursued and highlighted previous initiatives which gave schools flexibility in the type of service they 'bought' from colleges - suited to local needs.

Transparency

8.6 The syndicate felt that the school/college review should lead to greater transparency for all stakeholders in how any national framework was to be implemented.

Supply

8.7 It was noted that a very wide range of provision was potentially available through colleges - at all levels and for all abilities of pupils. There is already much good practice in this area.

8.8 A number of challenges exist including how to provide equitable access to college provision for school pupils particularly in rural areas where transport to college may be difficult. School/local authority policies on meeting transport costs of pupils varied and some local authorities had withdrawn funding.

8.9 It was felt that schools and colleges should work together to plan provision and that whilst a national framework and funding were required, local solutions would provide the best way of addressing needs.

Demand

8.10 One college reported that 49% of their new intake when surveyed had said that they had previously had a positive experience of the college. This highlighted the importance of school/college links in encouraging young people into lifelong learning.

8.11 It was agreed that there were different target groups that could benefit, from high flyers to disaffected pupils to pupils with additional support needs.

Inclusion

8.12 The syndicate felt that there was a definite need for funded school/college links as many pupils, particularly those in deprived areas, were not suited to the existing school curriculum. It was vital, however, for pupils to not feel as if they were being 'dumped'. This would require significant investment to ensure appropriate levels of support. It was questioned whether schools needed to change to better meet pupil needs.

Employer Involvement

8.13 The syndicate agreed that involvement of employers was important in terms of improving transitions to work and meeting the needs of business.

Institutional Culture

8.14 It was recognised that schools and colleges had different cultures and that, whilst this is one of the reasons for pupils benefiting so much, there is a need to raise awareness and understanding across the two sectors.

Progression to University

8.15 College provides an important bridge to university, as well as work, and widening access to university would be an important potential benefit of more school/college links.

Other Issues

8.16 The following issues were also highlighted:

• School/college links could require an element of common timetabling in the future.
• The views of parents are vital. It would be important to provide information/ raise awareness of colleges/FE among parents.
• An important area of future skills needs will be in the intermediate/technical level. Promoting the FE route would therefore become increasingly important.
• It is important to maximise the benefits of the investment in vocational facilities in colleges.

Facilitator: Jane Polglase
Note-taker: Tertia Watters

NOTES OF SYNDICATE DISCUSSIONS - MORNING SYNDICATES
MANAGING SUPPLY AND DEMAND AND FUNDING RESPONSIBILITIES (BEDROOM SYNDICATE)

School/College Links

9.1 In principle all agreed that the link between schools and colleges was absolutely essential. The majority were of the opinion that there were links and that there was a good relationship between schools and the colleges, however, this required further, more structured development.

9.2 The syndicate agreed that it was about pupils opting in and not schools opting out. It was suggested that for some, FE was an easy option and that equal opportunities were not operating.

9.3 There was a feeling that pupils who had finished school (16 year olds) were not given a choice. It was suggested that in order to improve this, more information was required on what colleges had to offer. Timetables and transport were also highlighted as areas that required further awareness.

Responsibility for Making Arrangements

9.4 It was felt that the links between the colleges and schools should be formalised and less ad hoc, and that the environment and pupil needs should be considered. There was, however, a need for flexibility at a local level, to allow bespoke solutions.

9.5 The syndicate agreed that timing was important and that it was essential to have a comprehensive programme for colleges/schools advising what is on offer at the earliest opportunity. This should be defined by pupil need. It was felt that consultation should take place with ample time remaining to plan for, prepare and publicise the programmes available. This in turn led to the availability of funding. The planning process is inextricably linked to funding and a move to longer term, more strategic, funding arrangements is required to facilitate an improved strategic planning function.

9.6 There were several comments about the sources of funding and the short-term nature of funding. A number of cases of potential funding sources were mentioned and this is seen as a real barrier to strategic thinking in the sector. These initiatives are often perceived to be over before they have begun and a constant need to reinvent the wheel in order to obtain new sources of funding is destructive to the process.

9.7 Integrated planning between local authorities, schools and colleges is therefore seen as vital, and the funding must be available to put these plans into practice.

9.8 While integrated planning at a local level is essential, there must also be a clear lead from the Executive which sets out a national framework for good practice and gives a clear steer on the way in which schools and colleges should be liaising and what results are anticipated. If there is no clear lead, there will be a perceived lack of commitment to any strategy which is suggested and it will not be viewed as a priority. Examples of best practice which were discussed were Consortia of Schools and a Local Government Forum.

9.9 The syndicate was in agreement that there should be key, dedicated staff to work closely with schools and colleges. This was cited as another example of best practice. In one particular area, good results had been achieved by designating a specific liaison role and allowing the resources to maintain this. It was clear that this had not been a short-term project and it had taken a number of years to improve the operational aspects of schools/college involvement, however, it would appear that the investment is now paying off. The other members of the syndicate welcomed this example of best practice, and expressed a wish for a similar role to be developed in their area.

9.10 Liaison should not be a one-sided exercise and schools and colleges both must be equally committed to involvement (again mention was made of a National Framework and responsibility for measurable results required).

Entitlement

9.11 There was a very strong feeling that colleges should not be compelled to enrol school pupils. In some cases colleges feel compelled as the pupil is offered little other option. This is viewed as opting out rather than opting in. It was agreed that it was not appropriate to try and get pupils into college by the 'back door' (opting out).

9.12 All pupils enrolling at college should have their enrolment managed. There must be more structure for under 16 year olds on FE college education, and pupils should be provided with informed packages. This should include parental involvement and pupil/parent guidance where required. It was important to consider individual cases and there was not enough clarity on how to proceed. This is essential to ensure that each pupil obtains maximum personal value from the experience and that the quality of the experience is a positive one. The syndicate concluded that with their current resource base, they cannot give this activity the time required to be effective.

9.13 Particularly for under 14 year olds, there has to be a set of objectives, guidance and proper support for pupils. It was also felt that at college there was a more adult culture and that pupils may need someone to identify with. This again led to resource issues, as on the current resource base there is no way to build this in.

9.14 Enrolling school pupils must be weighed up with maintaining the character of the FE college as this is part of the fundamental college experience. A best practice suggestion was that the pupil could attend the college during the summer to allow him/her to become comfortable with the college environment. Parental involvement was also essential.

9.15 One area which was emphasised was the danger of accepting younger pupils into the FE sector and a fear that we were retracing steps back to the days of 'technical' schools and 'grammar' schools, where colleges would, in effect, become the technical schools. A return to this approach was not favoured.

Funding

9.16 The syndicate felt that there was a lack of clarity about where funding responsibility lies (local authority/colleges) and the routes of funding are not always clear. There was a lack of transparency. Where the pupil was disabled or required other additional support, there was no funding for support services.

9.17 There were difficulties with access to funding. Local authorities are perceived as having access to monies for FE, particularly for operational and support areas, but are not passing these on to the colleges. A move to ring-fenced funding for colleges, allocated to local authorities specifically for the FE purpose was suggested.

9.18 There was also a suggestion that a national allocation of funding could be made from the Executive for core programmes allocated via the funding councils and more 'local' initiatives could be funded via other routes such as local enterprise companies and other local authority funds.

9.19 There was some discussion around funding being based on student activity figures, but the syndicate clearly thought that this was not necessarily a good indicator of the work carried out in colleges, or the work that would be required in the context of the school/college review.

9.20 There was also an issue with signposting of the monies available. There was further discussion about the availability and access to funding, with some sources of funds appearing less visible than others. The variety of sources, e.g. local, national, European, enterprise funds, private sources, voluntary organisations, charities, etc. leads to confusion about what is available and where. Clearer signposting of the monies available is necessary.

9.21 It is also necessary to clearly define who is responsible for obtaining funding. There is some disparity regarding the applications for funding and who is responsible. There was some discussion regarding the rationalisation of funding sources and the need for one body to apply to sources for funding. There should also be a national funding source.

9.22 There was a clear need to align 'policy and purse'. A clear feeling that colleges cannot be expected to provide more and more without adequate support emerged.

9.23 Further discussion took place regarding the additional value deriverd from the college experience. Current funding pots should not be reallocated. The college environment, due to different methods of learning does not directly equate to learning within schools in terms of costs. Schools tend to have better economies of scale in terms of the way they are structured, whereas by the very fact that they offer more choice and often a variety of learning experiences, colleges tend to be more expensive.

9.24 There was also an issue with 'quality'. If appropriate levels of funding are not provided, the quality will suffer. All agreed that, ultimately the quality of the experience for the pupil should not decline and the needs of the pupil are paramount. Sometimes the funding is there but access is a problem.

9.25 Staff development was also greatly needed in colleges and not just for those dealing with school/college liaison. Therefore funding is also required in this area. There is a difference between teaching school-age pupils and other students. Different skills may be required, but the college experience must be maintained.

9.26 Staff development in schools is also necessary, and awareness of what colleges have to offer must be increased for school teachers. There is a lack of understanding of what is available and where college courses fit in to the educational experience for children. Again, commitment to disseminating this knowledge and putting it into practice is required from a high level. Teachers are perceived to have more knowledge on universities than colleges.

The question was also asked 'Why do schools receive integrated funds but colleges don't?' This is seen as a real requirement for success.

Facilitator: Donna Bell
Note-taker: Joanna Murray

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