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SECTION 3
Background
3.1 The purposes of school/college
partnership naturally stem from our national priorities in
education, the new framework set out in
A Curriculum for Excellence for schools,
and our vision and five people-centred goals for a lifelong
learning society.
National Priorities in Education
3.2 Our National Priorities in Education
are:
- 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 estates 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.
Lifelong Learning Vision and Goals
3.3 In our lifelong learning strategy we
articulated our vision and five people-centred goals for a
lifelong learning society:
"The best possible match between the learning
opportunities open to people and the skills, knowledge,
attitudes and behaviours which will strengthen Scotland's
economy and society.
Five goals:
- A Scotland where people have the confidence,
enterprise, knowledge, creativity and skills they need
to participate in economic, social and civic life;
- A Scotland where people demand and providers
deliver a high quality learning experience;
- A Scotland where people's knowledge and skills are
recognised, used and developed to best effect in their
workplace;
- A Scotland where people are given the information,
guidance and support they need to make effective
learning decisions and transitions; and
- A Scotland where people have the chance to learn,
irrespective of their background or current personal
circumstances."
National Debate on Education
3.4 The Executive's response to the
National Debate on Education,
Educating for Excellence12 was published in January
2003. The response's action points included commitments
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; and
- 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
3.5 The report of the review
Determined to Succeed,
13 published in December 2002,
included the role of colleges in helping schools deliver
the Enterprise in Education agenda.
3.6 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."
Scottish Parliament - Skills and Continued
Learning Debate
3.7 On 20 May 2004 the Scottish Parliament
agreed to a motion that among other things urged the
Scottish Executive
"to increase the opportunity for school pupils across
Scotland to access courses in further education colleges
from the age of 14". The motion had the support of 107
MSPs with five
MSPs voting against.
Further Education Sector
3.8 Further education is central to
lifelong learning in Scotland. Scotland's 45 colleges
promote wider access for all and work with employers and
other partner organisations to deliver innovative learning
and training opportunities to help individuals, communities
and employers maximise their potential and develop into
lifelong learners.
3.9 A typical college offers a wide range
of courses at non-advanced and advanced levels. The
curriculum spans much of the range of learning needs, from
general educational programmes through to highly
specialised vocational education and training. The level of
provision ranges from essential life skills and provision
for students with learning difficulties through to degree
level and post-graduate work.
Banff and Buchan College,
Fraserburgh The College works with schools and a local
university to provide a 2+2+2 arrangement for
school pupils. Here pupils attend college
courses in S5 and S6 at Higher/Intermediate 2
level. On successful completion of the course
they are guaranteed a place on a two year
HND programme which provides
a slipstream into the third year of an Honours
degree programme at The Robert Gordon
University. |
3.10 Around a quarter of all higher
education in Scotland is provided in Scotland's colleges14
(mainly in the form of Higher National Certificates (
HNCs) and Higher National Diplomas (
HNDs)), though colleges also provide
some degree courses in partnership with higher education
institutions. It is increasingly common for some students
to transfer upon the completion of their
HNC/
HND courses to accelerate their learning
in a higher education institution by going straight into
second year in the case of
HNCs, and third year in the case of
HNDs.
A survey conducted in 2003
15 showed that over 3,000
students articulated from colleges to a course at a higher
education institution with advanced standing. The number of
these 'articulation' agreements between colleges and higher
education institutions grow each year.
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