The Scottish Government

+3

+2

+1

0

-1

-2

-3

My own influence as a leader

75

24

2

More engagement with the business community

16

28

39

16

1

More engagement with the local community

30

41

26

1

1

Creating an environment in which every pupil can achieve their educational potential.

91

4

4

Change in the curriculum

25

41

25

6

3

1

Engagement with Enterprise in Education (E in E)

24

27

32

18

+3

+2

+1

0

-1

-2

-3

The school is an important agent of change in the local community.

39

33

20

4

1

1

Each teacher aspires to achieve their best performance

75

15

3

1

Each pupil aspires to achieve their best educational performance.

77

9

9

3

1

1

Each member of my staff is fully committed to the educational achievements of the school.

77

20

1

1

Strong links are established with local businesses

17

29

41

10

1

1

Strong links are established with the local community

45

39

13

0

3

+3

+2

+1

0

-1

-2

-3

There is no room for Enterprise in Education

2

2

6

8

14

24

46

Enterprise is as important as science, arts, humanities, history, literature and other traditional subject areas.

24

25

28

15

7

2

Development of skills should focus on common and transferable skills (e.g., literacy, numeracy, communication and ICT)

39

29

19

9

3

1

There should be practical sessions on business and industry

17

32

35

15

1

There should be room for work-based vocational learning

33

32

19

13

1

0

1

There is a need for more change in the curriculum, especially associated with E in E

27

27

29

12

4

2

Enterprise teaching and activities should be embedded in the curriculum as part of traditional subject areas

30

36

25

9

+3

+2

+1

0

-1

-2

-3

My pupils should be made aware of entrepreneurship as a career option.

33

39

25

3

Entrepreneurship is an important alternative career, from other employment, for my school's pupils

28

29

26

13

1

1

1

The risk of failure is high for pupils undertaking a career in entrepreneurship.

10

28

22

36

3

1

Pupils need to understand business in order to pursue a career in entrepreneurship

17

39

19

16

7

1

Successful entrepreneurs are good aspirational role models for my pupils

33

30

29

4

1

1

Learning about entrepreneurship will help my pupils to be more effective and understanding as future employees

17

36

32

12

3

Scotland's economy needs more entrepreneurs

49

41

10

Entrepreneurs are good for society

48

33

16

3

+3

+2

+1

0

-1

-2

-3

I am expected, by society, to set an example as a responsible leader.

90

7

3

Other people, who are important to me, see me as an important member of the local community.

38

41

15

4

3

I am a highly respected member of the local community

25

42

22

10

0

1

+3

+2

+1

0

-1

-2

-3

Expect me to take a leadership role in the school.

93

6

1

Expect me to be responsible for improving educational standards at the school.

10

90

Expect their children to study traditional academic disciplines

45

32

15

4

3

0

1

Take an active role in extra-curricula activities

22

20

29

7

7

7

7

Are involved in an active PTA that is successful in raising funding

38

20

10

6

10

7

9

For secondary school respondents only, expect their children to have access to vocational work experience with local businesses

33

29

21

17

+3

+2

+1

0

-1

-2

-3

Expects me to take a leadership role in the school.

95

5

Expects me to be responsible for improving educational standards at the school.

94

6

Expects pupils to follow a modern curriculum, of which E in E is an important part

15

28

31

22

3

0

2

Expects Enterprise to become more important in the curriculum.

8

16

41

30

5

0

2

Expects the School to provide a conventional traditional education

20

48

15

8

9

+3

+2

+1

0

-1

-2

-3

Expects me to take a leadership role in the school.

99

1

Expects me to be responsible for improving educational standards at the school.

96

4

Expects pupils to follow a modern curriculum, of which Enterprise in Education is an important part

68

22

9

1

Expects Enterprise to become more important in the curriculum.

58

29

13

Expects me to develop strong links with business and industry

46

26

20

7

Consider that the school is an agent of change for the local community

54

25

16

4

1

+3

+2

+1

0

-1

-2

-3

Value their strong links with the school

8

24

29

27

3

3

6

Expects me to take a leadership role in the school.

53

24

9

14

Expects me to be responsible for improving educational standards at the school.

61

21

8

11

Expects pupils to follow a modern curriculum, of which Enterprise in Education is an important part

23

28

20

26

2

2

Expects Enterprise to become more important in the curriculum.

19

22

28

31

2

Recognises teachers' role as educators of future employees

35

36

15

12

2

Expects me to establish Enterprise in Education initiatives.

16

23

27

34

For secondary school respondents only: expects me to provide vocationally-based learning opportunities for pupils

21

17

33

25

4

+3

+2

+1

0

-1

-2

-3

Believe that they are shaping the future aspirations and achievements of tomorrow's society's leaders.

41

38

18

2

2

Believe that they are highly respected in society.

12

25

35

12

12

3

3

Approve of initiatives in Enterprise in Education

13

26

36

20

4

Believe that Entrepreneurs are important for Scotland's economy

13

44

29

15

Believe that Entrepreneurs make good role models for young people to aspire to

15

35

32

17

1

Believe that enterprising pupils are important for Scotland's economy

26

35

33

6

+3

+2

+1

0

-1

-2

-3

Teachers to be role models for young people

70

19

9

1

1

+3

+2

+1

0

-1

-2

-3

Spending time on non-educational duties such as administration

44

30

17

6

3

Attending PTA meetings

2

0

8

26

20

14

32

Time spent on budgeting for resources

2

12

24

16

27

9

12

Dealing with behavioural problems of pupils

30

13

20

7

12

7

10

Dealing with staff shortages

27

21

19

16

8

2

8

Recruitment of good staff

10

16

12

19

12

10

19

Recruitment of appropriate staff

8

21

13

21

9

13

15

Lack of staff training

9

16

15

19

15

15

13

Dealing with staff meetings

3

6

16

18

22

35

Preparing reports for the School Board

6.

8

22

20

19

26

Preparing reports for the LEA

5

15

27

18

11

12

12

The physical environment of the school

16

19

10

12

15

12

15

Developing links with business and industry

8

10

32

12

21

17

+3

+2

+1

0

-1

-2

-3

Spending time on non-educational duties such as administration

25

21

21

19

10

0

3

Attending PTA meetings

3

6

34

20

11

26

Time spent on budgeting for resources

2

9

13

28

27

10

10

Dealing with behavioural problems of pupils

21

13

19

21

13

9

4

Dealing with staff shortages

16

16

16

30

12

5

5

Recruitment of good staff

11

8

15

30

9

11

17

Recruitment of appropriate staff

9

12

21

27

6

12

13

Lack of staff training

21

24

21

18

7

6

4

Dealing with staff meetings

2

2

3

31

19

15

29

Preparing reports for the School Board

5

3

35

24

10

24

Preparing reports for the EA

13

24

24

13

9

16

The physical environment of the school

15

11

12

27

11

8

17

Developing links with business and industry

3

9

10

31

15

10

21

Access to resources

13

19

24

19

13

6

6

Access to Enterprise Development Officers

7

10

13

37

4

10

18

Access to Enterprise in Education Support Officers

6

9

12

41

8

6

18

+3

+2

+1

0

-1

-2

-3

The nature of its catchment area.

6

10

19

15

12

13

26

High turnover of teaching staff

2

3

12

18

13

22

31

Few opportunities for CPD training available for my staff

3

7

10

13

22

20

25

Staffing levels

22

22

15

13

9

13

7

Resources

17

16

23

15

9

16

4