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APPENDIX 1: LA PLAN ANALYSIS FINDINGS
This appendix sets out the findings of the analysis of all 32 LA plans (and, where relevant, Jordanhill School). The plans were analysed by the NFER research team using a systematic framework ( see Appendix 3), which was agreed with the Research Advisory Group.
It is worth noting that LAs were given considerable freedom to devise their own plans in response to local needs while at the same time addressing the recommendations of the DtS strategy. At the same time, the Scottish Executive provided LAs with key points to consider when developing their plans. These included:
- To base the plan on a thorough audit of current provision in order to establish a baseline position
- To focus on strategies and activities that ensure:
- there are dedicated staff at school level, and that those staff have appropriate training to enable them to deliver
- a significant level of involvement by the business community
- the active participation of those students who are at risk of becoming disengaged
- To devote most resources to facilitating delivery in schools, rather than on central resources
- To make clear the fit of proposed activities with both existing local and national programmes and the new national programmes (such as the "Columba 1400 Head Teacher Leadership Academy") planned to support DtS
- To identify clear outcomes, with measurable milestones, in order to aid effective evaluation of the programme.
OVERVIEW OF LA PLANS
The plans were found to differ greatly in length, depth, detail and time-frame, as follows. The majority of plans consisted of about 20 to 40 pages. The shortest plan (apart from Jordanhill School, which focuses on delivery within a school as opposed to a whole local authority) was found to be four pages long, while the longest consisted of 77 pages. This meant that the level of detail contained in plans varied to a large extent across the 32 LAs.
Several plans set out in great detail, for example, what the baseline situation was, what the authority intended to do to meet each of the DtS recommendations, who was going to have responsibility for implementing the plans, what activities would be put in place across schools, what targets they were working towards, and how progress would be monitored and evaluated. The analysis identified nine plans which included all these and other aspects.
There were some plans (six stood out in particular), which were very short and provided only basic details of how the DtS strategy was to be implemented. In most of these cases, there was very little introduction providing details of the strategic management, and the overall target and conception of the strategy within the authority. These plans consisted usually of a set of tables outlining the main ways in which the DtS recommendations would be addressed.
It is worth noting that the analysis framework could, in many instances, not be fully completed due to a lack of the necessary details available in the plans. In particular, many plans provided very little information of the specific types of activities planned or omitted to detail at what age range activities were to be targeted. As a result, the NFER research team found it impossible, in many cases, to complete the section of the analysis framework relating to the planned activities (pages 3-6 of the framework).
Finally, while almost half of the plans (16 - including Jordanhill School) were written to cover activities between 2004 and 2006, others spanned either longer or shorter time periods. In particular, five plans covered the period 2003 to 2006, four plans 2004 to 2007, four other plans 2004 to 2005, and two plans the period of 2003 to 2004. The remaining two plans each covered a slightly different time period (2003 to 2005 and 2005 to 2008). It is also worth noting that not all plans that included financial information up until 2006 or 2007 also provided related targets or plans of action. Thus, five LAs only detailed what they would do in the first year, while emphasising that targets for the following years would only be decided once relevant personnel were appointed, a baseline study had been carried out or key stakeholders had been consulted.
STRATEGIC AND OPERATIONAL MANAGEMENT OF DTS STRATEGY
Strategic management
The majority of LA plans stated that responsibility for the strategic management of the implementation of the DtS strategy would be vested with a multi-agency strategic partnership, steering or planning group. These were expected to be made up of various local stakeholders, including representatives from local businesses, schools, colleges, LA personnel and Careers Scotland. In most of these cases, the plans emphasised the need for partnership working as the key to the success of the strategy.
Some LA plans stated that dedicated personnel such as EDOs would have overall responsibility, but that they would work in consultation with the steering group. In most cases, it was envisaged that the steering group would monitor the implementation of the LA plans. In other cases the steering group were given the responsibility for drawing up the detail of how the plan would be developed, but others would monitor the actual implementation on the ground.
About a third of the plans stated that the LA Director of Education and/or Principal Quality Improvement Officer would be responsible for the strategic management of the implementation of the strategy. One of these LAs stated that a team of Quality Improvement Officers would take on the responsibility for planning and implementation at a strategic and operational level.
Operational management
Over half of the LA plans stated that dedicated LA personnel would be responsible for the operational management. Most of these LAs either planned to recruit, or had already recruited, EDOs to work with schools in order to implement the plans. A number of these LAs put a strong emphasis on consultation and it was clear that they did not aim to take a directive approach but rather an enabling approach to implementing the plans in consultation with schools.
The other most common method proposed was for the operational management of the strategy to be delegated to school clusters or learning partnerships. Usually the clusters/partnerships would receive support from associated agencies but the main responsibility for managing the implementation was devolved. In some of these cases, LAs planned to appoint external business consultants to offer advice to the cluster/partnership members and enable them to form and maintain links with the business community. Similarly, others specifically indicated that they would appoint seconded teachers to develop materials, share good practice and work with teachers and pupils across the LA.
A minority of plans stated that its multi-agency steering/planning group would be responsible for both the strategic and operational management of the implementation of the plans. In these cases, the group would oversee the delivery of the plan and shape aspects of its implementation.
IMPLEMENTATION MODELS
Analysis of the plans revealed the existence of two implementation models. The models are not entirely discrete - while some LAs can be seen as clearly corresponding to a particular one, others may have adopted elements characteristic of both models. It has also got to be noted that the judgement on what model a particular LA had adopted was made on the basis of information available to the NFER research team in the plans. However, the models can be used to gain a broad overview of the approaches adopted by LAs in implementing the DtS strategy. The two models are:
The LA-led model
In this model, the LA takes a lot of responsibility in implementing the DtS strategy in its area, including clearly specifying the kinds of activities to be organised by schools and what training will be provided to teaching staff. The plan sets out very clear targets, often detailing the exact numbers of pupils or schools they are expecting to take part in particular events, activities or opportunities. The LA takes on the main responsibility for the operational management of implementing the strategy. The analysis indicated that 13 LAs had adopted this type of model.
The Devolved model
In this model, schools or school clusters are given a lot of responsibility to choose how they are going to implement the strategy. The LA makes (often quite general) recommendations and provides resources, but schools/school clusters are given a lot of choice in how they want to meet the requirements. Furthermore, the LA takes active steps to consult all stakeholders and involve them in deciding on the best approach to implement the DtS strategy. Schools/School clusters are usually heavily involved in operational management of the strategy. The analysis indicated that 19 LAs had adopted this type of model.
OVERALL AND SPECIFIC PLAN TARGETS
About half of the plans provided a detailed conception of their interpretation of enterprise education and the majority had overall targets within the plan. In some cases, these targets were very general and were associated with regeneration, inclusion or development and innovation. In most cases, the targets were more specific and geared towards meeting the DtS recommendations and addressing local needs. It has to be noted, though, that less than a third of plans set out clearly measurable targets, against which progress could be monitored.
Just under half of the plans had a specific focus in response to their local context. The most common such focus was on disaffected/disengaged learners (six plans), but was lower than expected given the suggested guidelines by the Scottish Executive for LAs to focus on this issue. As such, it was usually linked with the development of vocational learning opportunities, which were regarded as particularly relevant to this target group. In two cases, the LA set targets to reduce the exclusion rate and absence rate among identified pupils. Two or three other LAs had a special focus on such long-term goals as increasing self-employment or attempting to reduce unemployment in the local area. Other areas focused on by individual LAs included core skills development, improving the transition between school and work/training, and radically expanding business involvement.
The systematic framework was used to analyse the extent to which LA plans outlined relevant steps to be taken related to each of the four elements of the DtS strategy (enterprise, entrepreneurship, vocational learning, and careers information and guidance). The analysis revealed that only two plans addressed all four of these elements. In particular, many of the plans did not mention careers information and guidance or only referred to it in passing. In fact, only three plans provided specific activities or targets related to this element of the strategy. This can probably partly be explained by the fact that there is no specific DtS recommendation on this area of the curriculum. As a result, most of the plans which were structured explicitly around the DtS recommendations omitted any reference to careers information and guidance.
Similarly, very few plans were found to make any explicit distinction between "enterprise" and "entrepreneurship" In fact, only three LAs outlined specific targets or activities aimed at developing the entrepreneurial skills related to self-employment and business start-up, although several such activities were included under the broad heading of "enterprise" in other plans. However, one of the LAs which did make such a reference, identified a lack of available activities to stimulate such skills, as outlined in its plan:
"There is presently a limited range of experiential, entrepreneurial activities available in schools beyond the standard mini-company model. There is almost no emphasis on self-employment as a post-school destination, with self-employment immediately post-school a very infrequent career destination."
Steps suggested to remedy this situation included the appointment of an officer (on secondment) for six months to explore existing provision, develop links, and develop relevant materials.
Another gap identified in several plans was that very few addressed the needs of special schools in their areas. Given that, the DtS strategy is aimed at all types of schools, this appears to be a potentially sensitive omission. In particular, of the 26 LAs with special schools, only five were found to have planned any specific strategies aimed at such schools.
TRAINING AND DEVELOPMENT ACTIVITIES
Almost all of the plans were found to contain at least some details addressing the continuing professional development ( CPD) needs of teachers and other education personnel. However, in just over half of the plans very few details were provided of specific training and development activities. Instead, such plans often only contained general statements of intent, including for example, that all schools would "provide an opportunity for all teachers to undergo enterprise training" or "to train appropriate staff in the use of recourses which support the delivery of the EinE programme". In many cases, the actual details of the training and development activities were expected to firmed up in the future. In one case, for example, it was stated that a teacher secondment for six months would "be used to development resources and training programmes for teachers and probationers".
Just under half of the plans (14) provided more detailed targets relating to training and development activities. These included:
- Involving more teachers in business/industrial placements, in several cases as part of the Excellence in Education through Business Links ( EEBL) programme
- Providing training activities for head teachers and senior managers aimed at developing their management skills and increasing their " enterprising attitudes to school" via initiatives such as Columba 1400, the Head Teacher Leadership Academy
- Training teaching staff in the use of Careers Box
- Providing training to teachers in the use of specific enterprise education materials. One plan, for example, set out a target to provide " 5 days per year per school of training, planning and development of EinE in schools - using "Enterprising infants" and "Go for Enterprise" packs".
Specific targets detailed only by individual LAs included providing training to all work experience co-ordinators " to raise [their] awareness of the work experience process and the benefits pupils derive from participation" and in another case to all guidance staff and health education co-ordinators.
The specific needs of student, and newly qualified, teachers were only addressed in 14 of the plans. Details included, for example, ensuring that the induction process of newly qualified teachers would incorporate training in EinE and making sure that all student teachers during school placements were provided with insights into school enterprise programmes. A few LAs also planned to provide business placements for teachers in their probationary year to increase their insight into the links between education and employment.
LA COMMUNICATION STRATEGIES
Almost all of the LA plans outlined plans to raise awareness of DtS in the wider community. However, there were again variations in the level of detail provided. Just over half of the LAs outlined a clear strategy that contained different elements aimed at various groups within the community ( e.g. parents, community representatives and local businesses). Others were less clear in their plans and six only focused on raising awareness among parents.
Many LAs (13) planned to produce leaflets and/or newsletters for parents, and just under one-third aimed to organise presentations, seminars and conferences for the local community to raise awareness of the work schools were doing in this area. Other means of communication included: developing websites, having dedicated notice boards, organising open-evenings for parents or events such as a local awards event, and features in the local press/media.
INCREASING BUSINESS INVOLVEMENT
The extent to which LA plans outlined specific plans to involve more businesses in working with schools as part of EinE varied greatly. Thus, while all but two of the LAs (and Jordanhill School) set some targets for increasing business involvement, only just over a quarter (nine plans) stood out for providing very detailed plans of how this would be done. Furthermore, only half (16 plans) provided specific targets which met, or even in some cases exceeded, the DtS recommendation that within every school cluster there must be no less than five partnership agreements with local businesses by 2006 (Recommendation 8). Two other plans were only written for a time period up to 2004 and 2005 and included targets which fell slightly short of the DtS recommendation.
Of the 16 plans which included targets that met the DtS recommendation, two stood out for having set particular ambitious goals. One of these set a target of "five links per primary school and 20 for each secondary school", while the other expected every school to have five partnership agreements. The remaining 14 LAs appeared to have set more realistic targets coinciding with the DtS recommendation or only slightly exceeding it.
In those plans that provided details of how they planned to engender greater business involvement, the most common suggestion included holding business breakfasts, presentations, and distributing marketing leaflets. Other proactive steps suggested by LAs included:
- Appointment of business consultants to work with schools and businesses to forge greater links and co-operation
- Creation of award schemes to recognise the contribution and commitment of local businesses
- Use of locally retired business people as mentors
- Provision of management training relevant to schools and local businesses to forge links and encourage involvement
- Organisation of regular enterprise conferences or workshops to which businesses would be invited
- Provision of financial or other incentives to encourage participation in school activities.
These suggestions were made though by a minority of LAs. In contrast, the majority provided very few details of how they would reach their targets of increased business involvement apart from a general statement of intent. Several other LAs had delegated the responsibility for increased business involvement to other agencies, such as Careers Scotland, or to specific personnel to be appointed with a key remit of addressing this issue.
The lack of detail in several plans raises a concern whether schools across all LAs will succeed in increasing business involvement to meet the DtS recommendation.
ASSESSING THE IMPACT OF DtS ON EINE PROVISION
The NFER research team sought to assess the extent to which LAs were proposing (in their plans) to extend existing practice or to initiate new activities and approaches and what impact DtS was likely to have on schools across LAs.
Analysis of the plans identified ambitious targets for expanding and initiating practice across all LAs. It is clear, therefore, that if LAs implement all, or at least most, of their targets then DtS will have had a substantial impact on the delivery of EinE in schools and on the skills of educational personnel with the remit to do so. For some LAs, it will be clearly a case of expanding a lot of existing good practice, while initiating some new activities in particular related to vocational/work-based learning. While almost all LAs emphasised the need to build on existing good practice in the provision of EinE, in some areas the DtS strategy appeared to have led to plans for more radical changes in approaches adopted than in others. It is worth noting, though, that the lack of details in several plans of the baseline situation meant that it was impossible for the research team to quantify exactly the extent to which LAs were extending or initiating practice. However, analysis of the plans suggested that more LAs fell into the former rather than the latter group.
In conclusion, the analysis has identified many innovative and ambitious strategies aimed at implementing DtS across LAs. At the same time, it has also revealed some significant gaps in several plans. In particular, what stood out was the omission of any targets relating to the provision of careers guidance and information across many LAs and the lack of strategic details provided in several plans relating to achieving increased business involvement. It was also noticeable that only very few plans considered any additional needs of special schools and that only relatively low numbers had proposed a strategy on ensuring the active participation of those students who are at risk of becoming disengaged.
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