Scottish Government

Building the Foundations of A LIFELONG LEARNING SOCIETY

SECTION 11
PLANNING

Q22. How should education authorities, schools and colleges work together to plan further education provision in appropriate colleges (or schools) for school pupils?

Further Education Sector

11.1 Most respondents stressed the need for local planning arrangements, but that they should be formalised in local partnership agreements. Some such as North Glasgow College and Langside College suggested that local school/FE forums should be set up. Perth College said that strategy group should include representatives at fairly high level from the main parties. A significant issue to be considered is timetabling.

11.2 Reid Kerr College said that rationalisation or standardisation of timetabling arrangements and agreement on priorities for programme content would aid the planning process.

School Sector

11.3 Within a national policy framework most respondents considered that arrangements should be developed locally to ensure flexibility. Glasgow City Council remarked that personal contacts with partners will ensure an enduring partnership. One Council suggested that local FE/Education authority networks and planning groups should be strengthened.

11.4 East Ayrshire Council said that this should be done through regular joint meetings with strategy and implementation groups setting realistic targets, organising joint training and staff swapping.

Others

11.5 The STUC said that careful planning would need to be given in the provision of college learning to school pupils and that this would require additional resources and time.

11.6 Learning and Teaching Scotland advised that under the direction of the local authority schools should be encouraged to develop local partnership agreements to develop the most appropriate set of choices for pupils. Agreements should include details of how decisions are reached about possible demand, type of provision, arrangements for monitoring and evaluation. Schools should have clearly defined processes to support the selection and transition of pupils.

Further Education Sector

11.7 Some colleges, such as Aberdeen College and Cardonald College, considered that the local education authority should have lead responsibility. Others, such Kilmarnock College and Ayr College, considered that colleges should take the lead. Jewel & Esk Valley College commented that it serves eight local authorities and if each of them had different strategies it would be unworkable. Some colleges, including North Glasgow College and Angus College, suggested that colleges and education authorities assume joint responsibility for local strategies. The Association of Scottish Colleges advised that the bodies concerned should work in equal and balanced partnership.

School Sector

11.8 There was general consensus that clear strategic leadership is required and should come from the highest levels in the school, college and education authority. Most considered that the local authority should have lead responsibility. However, some respondents suggested that there should be a joint lead with colleges.

Others

11.9 The EIS, STUC, and the National Deaf Children's Society advised that lead responsibility should lie with the education authority. The school governing body was identified by the Institution of Electrical Engineers.

Q24. In partnership with which bodies should local strategies be developed?

Further Education Sector

11.10 Respondents generally said that local strategies should be developed in partnership with the education authority, schools, colleges, parent representatives, Careers Scotland, local enterprise companies, local industry and business, taking account of local circumstances.

School Sector

11.11 Respondents generally stated that local strategies should be developed in partnership with schools, colleges, Scottish Enterprise, Careers Scotland, employers and other appropriate local agencies.

Others

11.12 Respondents generally indicated that partnership should be with local authority, schools, college and local enterprise companies. Skill Scotland said that social work, health and others can all be key bodies enabling school pupils who have additional support needs such as medication or personal care to attend college.

Further Education Sector

11.13 A significant number of colleges felt that the Enterprise in Education agenda could be adapted to cover school/college collaboration but many felt that although this was important it was not inclusive enough of all the key issues. Jewel & Esk Valley College said that entrepreneurial skills are embedded in a higher level curriculum. North Glasgow College felt that there should be a national framework for agreements once the full spectrum of provision has been defined.

School Sector

11.14 Some respondents considered that Enterprise in Education partnership agreements could cover collaboration but others felt that not all aspects are covered within the enterprise agenda (although colleges can have an important role to play). Falkirk Council suggested that collaboration requires a separate approach supported by clear guidance. Dumfries and Galloway Council (Education & Community Services) commented that it is essential to have coherence and linkage across agreements.

Others

11.15 The STUC said that it was important that school/college collaboration and Enterprise in Education complement one another but not all pupils will choose a college experience and should not be excluded from enterprise education.

Q26. How should issues of over-demand for courses be managed?

Further Education Sector

11.16 There was broad agreement that demand for college courses should be managed by the colleges through usual procedures. Stow College, for example, remarked that principles of equal opportunity and fairness are already embedded in the existing recruitment and admissions policies and practices of most FE colleges. James Watt College, Inverclyde Council and North Ayrshire Council also promoted a fair selection process and said that school pupils should choose a second school based option as a fall back position.

11.17 Edinburgh's Telford College (and Trinity Academy) suggested that colleges and schools need to develop innovative approaches which include delivery in school by FE staff and develop local solutions to demand problems.

11.18 Aberdeen College suggested that the education authority should determine priority pupils. Lauder College advised that clarity of purpose and criteria for pupil engagement were essential. Dundee College stated that over demand should be recorded and fed back nationally and locally but steering group should set annual targets with reference to labour market data.

School Sector

11.19 East Ayrshire Council, Renfrewshire Council and Falkirk Council said that joint planning and improved early communication should help determine likely numbers. Where there is over-demand selection should be made against agreed criteria involving guidance staff in schools and pupil interviews.

11.20 Western Isles Council and Glasgow City Council said that additional resource must be found if providing relevant learning experience is a priority. Aberdeenshire Council encouraged more flexibility in funding to allow for innovative and creative approaches.

Others

11.21 The Institution of Electrical Engineers said that over-demand for places should be dealt with competitively through a selection process.

Q23. Which body should assume lead responsibility for preparing any local strategies?

Q25. Should partnership agreements to deliver Enterprise in Education agenda be adapted to cover the full spectrum of school/college collaboration?