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DETERMINED TO SUCCEED ONE YEAR ON

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MINISTERIAL FOREWORD

DETERMINED TO SUCCEED ( DtS): ONE YEAR ON

It's a real pleasure to write this foreword to our review of the first year's work in implementing Determined to Succeed ( DtS) - our strategy for Enterprise in Education (E in E).

DtS goes to the heart of our vision for a smart, successful Scotland. Through it, we are helping to change the attitudes of our young people, so that they have a better chance of realising their full potential. We want to make sure they're better prepared - not just for the world of work, whether in the private, public or voluntary sectors, but, more generally, for life. We've visited schools the length and breadth of Scotland to see examples of DtS in action. There are fabulous stories to tell: thriving companies, creative team working and confident young people. The common theme though is the energy, enthusiasm and creativity that DtS creates among both young people and teaching staff.

And it's not simply another initiative. DtS is here to stay. Since it's fundamentally a long-term effort to change attitudes among our young people, it's not something we can achieve overnight - we're in this for the long haul. Indeed, DtS is integral to the National Priorities in Education and the school improvement framework. It has been referred to by leading education practitioners as one of the most significant strategies in compulsory education in the last two decades. It's a joined-up effort between local authorities, the Scottish Executive and the business community. Together we're innovating, for example by:

• changing the way we train teachers;
• putting in place staff within each LA with specific responsibility for DtS;
• changing the way we deliver education, by introducing enterprising approaches to learning and teaching; and
• making sure every young person in Scotland gets the chance to see what it means to be enterprising in education.

We've joined with other organisations world-wide, organisations that have looked beyond their existing activity to lead change of real substance in their own countries. We're also working with The Hunter Foundation and Schools Enterprise Scotland Ltd and we want to take this opportunity publicly to recognise the outstanding contributions both have made. These are genuine and productive examples of the synergy that the public and private sectors can generate working together. One such partnership is the Schools Enterprise Programme which, with matched investment of 2.5 million over three years has built the capacity to deliver at least two enterprise experiences for every Primary and S1/2 pupil in Scotland.

This review makes clear the scale of the effort and ambition that characterises DtS, and the complementary approaches we're taking locally and nationally. A few examples:

• we've asked local authorities to take ownership of local delivery - and agreed with all 32 authorities DtS implementation plans to which we've allocated some 32 million of funding;
• we've begun work on a wide-ranging communications strategy that will provide a framework through which the Executive, together with its private sector partners, can engage with local authorities to ensure communication of a clear and consistent vision for the implementation of DtS;
• by way of complementing the Executive's wider effort to help modernise the teaching profession, we've established a learning and development framework to grow the people capacity within our schools;
• we're working with Learning and Teaching Scotland (LTS), the Scottish Qualifications Authority (SQA) and HMIE to devise the materials, qualifications and quality indicators necessary to support delivery of DtS in schools;
• we're brokering local authorities' engagement with the business support they need to help bring DtS to life in their schools;
• we've supported further innovative activity involving partnership between local authorities and other organisations via two 'Innovation Funds';
• our partnership with The Hunter Foundation has proved immensely productive. Our joint fund of 4 million is supporting a series of further innovative projects including:
• • a Head Teachers' Leadership Academy;
  • a tripartite project involving The Prince's Trust, Princes Scottish Youth Business Trust and Young Enterprise Scotland aimed at improving the outcomes of formal compulsory education for disaffected young people;
  • a Whole Schools approach to E in E in East Ayrshire; and
  • a DtS website.

This review makes clear there's been a tremendous amount of activity. But it's important we don't lose sight of the point of all this effort. The young person must remain at the centre of this work. We need to help all young people become more creative and innovative. We must help them to take calculated risks, and to accept failure as something from which they learn. Overall, we must help develop an enterprising approach to work and life so our young people are able to be the best they can, quickly meeting the challenges of becoming effective employees, employers and even entrepreneurs. Through this ambitious programme we will enable our young people to develop the self-confidence, self-reliance and ambition to achieve their aspirations in work and in life.

We want to conclude by making very clear our personal commitment to Determined to Succeed. It's a commitment shared by all Scottish Ministers. Together, we've made clear in our Partnership Agreement the importance we attach to this strategy. Ministers across the Executive recognise the contribution DtS can make to create a dynamic, prosperous Scotland. We encourage you to do the same.

Jim Wallace, MSP
Deputy First Minister and Minister for Enterprise and Lifelong Learning

Peter Peacock, MSP
Minister for Education and Young People

Determined to Succeed: One Year On

The Scottish Executive responded to the 20 recommendations in Determined to Succeed¹ in March 2003. After an initial period of planning, we began talking to local authorities about how they might deliver. This report, published one year on from our first contact with authorities, aims to set out what we've done. We've presented our story on the basis of the 20 recommendations in the original report, making clear how we've made progress on the response to which we committed.

This report details how we're pursuing delivery of DtS at two levels - locally, and nationally. Our approach to local delivery was based on stakeholders telling us that the scale and scope of activity we want to see under DtS can be achieved only if those at the front line of delivery are fully empowered to do the job. From the moment we spoke to Directors of Education, their staff and their teachers, we sensed a real enthusiasm to build on the foundations of excellent enterprise in education that were already in place. That enthusiasm has been borne out by events. But it was also clear that local authorities would need help and support to do the job. So, nationally, we're putting in place a range of supporting mechanisms, from a cutting-edge website that will aim to join up the whole DtS story as well as providing practical help and advice, to new ways of training and supporting teachers.

As we've said in the first paragraph of this introduction, this report is set out on the basis of how we're getting on measured against each of the 20 recommendations in DtS. But we think that the whole is considerably more than the sum of the parts. We believe that the Determined to Succeed agenda is so fundamental to a successful Scotland that we're making sure that the breadth of our activity goes well beyond a simple response to each of the 20 recommendations. We hope you agree.

Determined to Succeed Team
Scottish Executive
June 2004

1. Every pupil from P1 through to S6 must have an entitlement to enterprise activities on an annual basis and, in addition, pupils in S5 and S6 should have an entitlement to case studies based on local or Scottish businesses.

All 32 local authorities have committed, in local delivery plans, to providing annual enterprise activities for all pupils in their area. The development of these plans has been a joint approach between local authority staff and two members of the Executive's DtS team. The Executive will continue to assist local delivery by providing support and training for local authority development officers who, in turn, will provide guidance, resources and training for teachers.

In consultation with its Project Advisory Group, Learning and Teaching Scotland (LTS) has completed a review of a range of existing case studies. A number of case study tasks for S5/S6 pupils are being developed, with completion expected in June 2005 and dissemination shortly thereafter.

2. 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.

Each local authority delivery plan includes a commitment to provide vocational opportunities for pupils aged over 14. This is a major advance on the position pre- DtS, where by no means all authorities provided a work-based element.

On qualifications, the Scottish Qualifications Authority (SQA) has appointed a Development Officer to manage research into vocational qualifications and to review and appraise current and potential vocational qualification options. Two pilot qualifications - Scottish Progression Awards in PC Passport and Building Crafts - are currently underway. An interim report details research undertaken so far, and a further report will follow in October this year. The SQA will also consult secondary schools and local authorities to seek their views on vocational qualifications provision. The final report, to be issued by summer 2005, will evaluate the two pilots and other qualifications options, report on the extent to which each option meets stakeholder requirements; and produce recommendations for the Executive to inform future provision of qualifications.

3. All local authorities must design and implement a communications strategy for raising the awareness and commitment of parents and carers to E in E.

We felt it was important to develop a communications strategy extending well beyond the initial target group of parents and carers so we commissioned (and have received) market research with young people, teachers and businesses to inform its development. Our communications strategy will provide a framework through which we, and our private sector partners, can engage with local authorities, and their wider communities. It will ensure:

• buy-in to a clear and consistent vision for DtS by all key stakeholders;
• communication of the strategic priorities for DtS, how they inter-relate, and how they are being achieved;
• sharing of good practice across local authorities; and
• increasing momentum of DtS amongst all key stakeholders.

We have consulted with COSLA to ensure that local authorities' needs are fully reflected.

4. The Federation of Small Businesses, the Scottish Chambers of Commerce, the Entrepreneurial Exchange, the CBI and other business organisations must each identify at least one individual champion for E in E. These champions and their organisations must work together in partnership, with the Ministerial Strategic Forum (Recommendation 17), to improve the extent and quality of business involvement in E in E at national level.

Each of the main business organisations has identified a Champion to support DtS. We are continuing to work closely with these bodies at a national level to communicate, influence and support implementation and sustainability of DtS.

5. Building on what already exists, the Scottish Executive, with partnership funding from the business community, must provide financial resources for appropriate experiential entrepreneurial activities in all primary, secondary and special schools.

Again (as with recommendations 1 and 2), each local authority has committed in its delivery plan to providing entrepreneurial activities for all pupils in their area. This is an area where there is significant input from private providers such as YES, Get into Enterprise, Achievers International and Business Dynamics. The arrival of DtS has stimulated new and enterprising thinking from these providers who have all extended their product range to meet local needs.

6. The Scottish Executive, with partnership funding and support from the business community and others, must provide financial resources for the appointment of an enterprise development officer in every school cluster in Scotland to develop and implement plans for E in E.

Our response to this recommendation made clear (consistent with our approach of allowing those at the delivery front line to decide on the structures that were right for them) that, while we saw the appointment of an EDO in each school cluster as one means of driving forward local delivery, it might not be the only model. In the event, local authorities have agreed that the appointment of EDOs is a key step in ensuring that DtS is driven forward in their areas. Each authority has taken steps to appoint or identify staff at both authority and school level as appropriate to their needs at this point.

7. Strategic partnerships, which take account of existing good practice, must be established between local authorities and Careers Scotland to engage with local businesses and organisations to improve the provision of E in E and to ensure the business community is more fully involved.

Joint business planning has been undertaken with Careers Scotland at both national and local levels to agree a series of shared targets for ensuring active and appropriate business engagement based on local authority needs. Careers Scotland and the Scottish Executive have jointly developed a National Strategic Agreement to reflect the key messages of DtS and which will result in:

• consistent communication of DtS messages by both partners and the wider Enterprise Networks;
• a joint planning process that will maximise the engagement of employers;
• Careers Scotland working with local authorities to support them in meeting the targets for employer engagement outlined in authorities' delivery plans;
• Careers Scotland continuing to promote DtS to those employers already engaged with schools; and help them refocus their involvement in line with DtS; and
• Careers Scotland working with and on behalf of local authorities, to promote DtS to new businesses through national events and with CS strategic partners.

8. There must be a major expansion in the involvement of businesses in our schools. All primary, secondary and special schools must develop partnership agreements with local businesses and other appropriate organisations. A target should be set that within every school cluster there must be no less than five such partnership agreements by 2006. This would represent a target of 2,000 such agreements across Scotland.

Together with local authorities, we are working closely with the main business organisations both nationally and locally to encourage greater involvement from the business community in schools.

We have developed a 'model' partnership agreement to help local authorities to put a formal structure to current and future relationships with local businesses, where this is appropriate. It is worth recording though that our priority is on seeing authorities and schools develop meaningful and sustainable partnerships.

9. The Scottish Executive in association with business and other partners must sponsor an annual National Award scheme that recognises and promotes excellence in E in E, and builds on current award schemes.

The Determined to Succeed National E in E Awards 2004 took place on 17 June. Careers Scotland has managed the process for the Executive, establishing the awards structure, setting judging criteria and selecting the national finalists via regional panels. Entry was open to all businesses and schools in Scotland. We shall review this year's scheme and the
17 June event to assist in planning any future Award scheme.

10. Learning and Teaching Scotland must review and improve all existing national guidance and support materials on 'Education for Work' in order to reflect more clearly the importance of E in E, to include enterprise and entrepreneurship.

In consultation with its Project Advisory Group, LTS has completed its review of guidance and support materials. These will be disseminated from autumn 2004, with completion planned for summer 2005.

11. Learning and Teaching Scotland must review and improve existing guidance and support materials for work experience.

LTS plans to complete its detailed review of guidance and support materials for work experience by autumn 2004. Update of these materials is planned for summer 2005, with dissemination soon thereafter.

12. The Scottish Executive must commission research into part-time work undertaken by young people while still at school.

The Executive has commissioned research from a team of researchers from Strathclyde, Paisley and Edinburgh Universities. A final report is due by December 2005.

13. Careers Scotland and Learning and Teaching Scotland must work in partnership to develop resources and establish ways of promoting and sharing good practice in E in E.

Careers Scotland, LTS and Her Majesty's Inspectorate of Education (HMIE) have established a joint electronic file to facilitate co-operation and partnership working and to encourage dissemination activities across the three organisations. LTS will update the e-file on a quarterly basis.

14. The Scottish Qualifications Authority, Learning and Teaching Scotland and business organisations, working in partnership, must review and improve the provision of E in E within the framework of National Qualifications.

The SQA's Development Officer is currently reviewing the provision of vocational qualifications within the National Qualifications framework. An evaluation of NQ provision and recommendations for future provision will form part of the Development Officer's final report (see Recommendation 2). Following earlier consultation on current enterprise provision in schools, the SQA will continue to work with LTS and the businesses community to develop appropriate NQ units.

14. E in E must be included in Initial Teacher Education programmes.

The review into Initial Teacher Education has been considering the best structure of teacher training, in particular, to develop a continuum of professional development from ITE through induction and beyond. It is expected that the Review Group will report to the Minister for Education and Young People before the Parliamentary summer recess.

16. As part of their Continuing Professional Development (CPD), all teachers must have the opportunity to participate in training and development in E in E, which must include enterprise experiences at least once every two years.

We have a wide range of activity in hand on the training, and learning and development fronts - specifically to support the implementation of DtS; and more generally as a complement to the Executive's wider attempts to help modernise the teaching profession. This includes:

• supporting the professional development and practice of Education Managers and Enterprise Development Officers with responsibility for DtS in local authorities;
• developing tools for practice (with clear links to the National Priorities for Education and HMIE's Quality Indicators) that provide practical guidance for classroom teachers in developing DtS activities;
• making more visible current enterprise-related CPD opportunities through the DtS website, enhancing the E in E content of existing provision, and developing and promoting new CPD proposals for teachers to extend their participation in E in E; and
• contributing to the development of leadership practice to create an enterprising learning and teaching culture in schools through pilot programmes run at Columba 1400 (for Head Teachers, with the support of The Hunter Foundation) and with the Leadership Trust (for local authority Education Managers).

17. A Ministerially led Strategic Forum must be established and meet twice yearly to ensure the implementation of all the recommendations in this Report, with appropriate target dates.

Schools Enterprise Scotland Ltd, originally established to oversee the implementation of the Schools Enterprise Programme, kindly agreed (additionally) to act as our advisers on the implementation of DtS. Its role has included:

• advice on private sector engagement, and on programmes to support DtS delivery, including the involvement of other interested parties;
• advice on targets and measurements for DtS implementation, in particular the suitability for funding of local authorities' E in E Plans; and
• oversight of implementation of local authorities' E in E Plans through reports submitted to the Executive by authorities, and on specific areas of support to be provided.

18. The Scottish Executive must include, within the measures and indicators underpinning the National Priorities for Education, appropriate indicators relating to the outcomes of E in E.

The National Priorities in Education were established in 2000. The E in E Quality Indicators in the National Priorities will be reviewed by 2005.

19. All local authorities in their Education Improvement Plans and schools in their School Development Plans must make clear how they will implement the recommendations in this Report and develop E in E in the context of the current National Priorities for Education.

All local authorities have a strategy in place as part of their DtS plan to link E in E activity with National Priorities (especially NPs 4 and 5) through their Education Improvement Plans. They will also be advising schools on best approach with regard to inclusion in School Development Plans.

20. HMIE, working with other key agencies, must produce a set of Quality Indicators for E in E for use in school inspections, taking close account of the National Priorities for Education indicators referred to in Recommendation 18.

Following the piloting of 13 QIs, selected from the full set of HGIOS 2, in co-operation with a number of schools, HMIE will disseminate in autumn 2004 a revised set of Quality Indicators for E in E.

THE DtS TEAM

We have assembled a multi-disciplinary team comprising civil servants and secondees to support delivery of DtS. Two teachers have been helping all 32 local authorities to prepare delivery plans; four senior business people and a HR Director from Ernst & Young are developing a range of strategies to support local implementation. These cover training and development, communications, evaluation and business engagement.

These national strategies are themselves supplemented by the range of activities highlighted in the Ministerial Foreword that we are piloting with The Hunter Foundation (THF). This has proved an especially productive relationship and goes well beyond committing and managing funding. It has brought us an introduction to global expertise (such as that in the Carnegie Corporation of New York and the Academy for Educational Development in Washington DC); business expertise and advice; and to an entrepreneurial community keen to help roll out our strategy.

OPPORTUNITIES AND CHALLENGES

DtS is an ambitious plan, the vision for which remains consistent with that of the review group - to encourage young people to be ambitious, self-confident, prepared to take calculated risks and not to fear failure. Turning this rhetoric into reality is self-evidently a long-term challenge and one that demands changed cultures - within the education system, in the business community (without active engagement from which DtS will not work), and among children, and their parents and carers. This ambition presents a series of both challenges and opportunities including:

• securing the commitment of the teaching community is essential to our ambition of embedding E in E within the curriculum: we plan to address this through a comprehensive learning and development strategy for front line staff that reflects the issues and priorities that professionals from across the spectrum of E in E recognise and work collaboratively with them in developing levels of knowledge, understanding and skills;
• securing buy-in to a clear and consistent message for DtS by all stakeholders: we will address this through a nationally-led communications strategy;
• getting the business sector to engage, for example by providing work-based vocational opportunities for young people and developing current arrangements for giving teachers experience of business; and
• managing expectations: our planning phase has moved quickly; but we remain in the (very) early stages of what is a long term commitment to cultural change. We need to ensure that all stakeholders remain aware of this long-term effort.

CASE STUDIES

OLDMACHAR ACADEMY, ABERDEEN

In 2003 pupils from Oldmachar Academy in Aberdeen organised a citizenship conference for pupils and teachers from across the city. The planning and decision making required from the pupils was considerable. They all felt that the collaborative team effort in arranging the conference benefited their organisational and communication skills. Also the primary and secondary pupils who ran the workshops took on a high level of individual responsibility. The output as far as the teachers were concerned was enormously helpful in preparing them for teaching Citizenship. An enterprising event made for a learning experience for all concerned.

RAPLOCH PRIMARY, STIRLING

Over the course of two days, in May 2003, every Primary 5, 6 and 7 pupil at Raploch Primary, St Mary's RC Primary and Holy Trinity Primary took part in a Careers Festival. Sixteen different Career partners were involved, including business, education, emergency services and local council employers. Where possible the pupils visited a workplace but if this was not feasible they undertook a relevant activity. Each pupil was able to select four workshops. The rationale behind the festival was to instil in the pupils the notion that they were capable of going on to further education and/or getting a job on leaving school. Through a variety of Career Workshops the young people's minds were focused on the skills and qualifications needed in a number of different career areas. They were also made aware of the related subject areas that were relevant for these careers. Preparations are underway for the 2004 Festival.

LASSWADE HIGH SCHOOL, MIDLOTHIAN

A partnership between design giants IKEA and Midlothian Council shows how the active involvement of big business can spread the benefits of E in E. Teachers from the Craft, Design and Technology Department at Lasswade High School have worked with IKEA to develop product design teaching materials for use throughout the UK. The Product Design Collection teaching package, featuring interactive DVDs and CDs, has been developed in Midlothian for use nationally. This is part of a wider local involvement from IKEA. They also sponsor a Midlothian Design Competition for Standard grade pupils, and organise a Midlothian Design Day for Higher pupils and employees in conjunction with Napier and Strathclyde Universities.

Footnote

¹Determined to Succeed: A Review of Enterprise in Education (published December 2002)