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CHAPTER ONE: INTRODUCTION
1.1. Xlerate with xl is a joint venture principally between the Princes Trust Scotland ( PTS) and Young Enterprise Scotland ( YES). It was developed at the request of the Scottish Executive and The Hunter Foundation ( THF) to tackle the need to improve the educational and employment outcomes for young people unmotivated by the formal curriculum. It is supported by the THF as part of its overall support for the Scottish Executive's Determined to Succeed ( DtS) enterprise in education strategy.
1.2. Durham University Curriculum Evaluation and Management ( CEM) Centre was commissioned by the Scottish Executive and THF to evaluate xlerate with xl. The programme comprises six modules, including the recently-developed xlerate (enterprise) module from YES. This evaluation makes an assessment of the overall programme, with particular reference to the new xlerate module, and is based on research undertaken between January 2005 and January 2006.
CONTEXT
1.3. Xlerate with xl is aimed at young people in secondary schools who are not achieving their full potential. This may be due to disaffection with the school, or other reasons, such as a lack of confidence or self-esteem. An important aim of the programme is to increase their enterprising behaviours and knowledge of enterprise, which will help them to succeed in education and give them a positive start in adult life.
1.4. While enterprise in its broadest sense has always existed in the educational curriculum a more formal notion of enterprise has steadily risen up both the educational and broader political agenda in Scotland, and in the UK more generally, as well as in many other countries around the world. Furthermore, enterprise in education has national as well as international connotations - not least in terms of Scotland's place in an increasingly competitive world, and the need for everyone to reach their full potential.
1.5. Nonetheless, in spite of the widespread use of the term enterprise, it does still cause some degree of confusion and misunderstanding, and in some instances this may affect the adoption and development of policies and programmes 2. Many definitions have been formulated over the years, and while there is some degree of consensus, a key variable appears to be the degree of emphasis towards a business or creativity.
1.6. At one extreme, enterprise is something akin to business appreciation, and at the other, a process aimed at personal development and creativity - i.e. to help students become more enterprising 3. Based on the evolving underlying principles of Scottish Education (indeed the needs of the country more generally), the DtS Report 4 (2002) very much places enterprise towards the creative end of the continuum, rather than promoting a form of business studies or entrepreneurship - both are elements but not the main focus. Significantly, the report also renamed the term Education for Work and Enterprise to the current Enterprise in Education (EinE).
1.7. In 2003, the First Minister and Ministers for Enterprise, Transport and Lifelong Learning, and Education and Young People, responded to the report 5 and accepted the 20 key recommendations from the Review Group - a number of which are relevant to the issues considered by this evaluation. Significantly, they highlighted the need to encourage enterprising values and a 'can do, will do' attitude and importantly, how this would contribute to a successful Scotland - both as a more inclusive country and with respect to its place internationally. Clearly, this is far beyond just another enterprise education initiative, and is, as they claim, a programme at the heart of enterprise that should bring about a step change in the delivery of enterprise in education 6.
1.8. This impetus continues. The Joint Statement by the Leaders of the Scottish Labour Party and the Scottish Liberal Democrats - A partnership for a better Scotland (2004) - emphasises the need to continue to grow an enterprise culture, and states:
"We will build on the Scottish Executive's Determined to Succeed report, to develop an enterprising attitude and understanding of the world of work....We will encourage local authorities to give school pupils the opportunity for hands-on enterprise initiatives...".
1.9. Therefore, it is clear that DtS is both a long-term and evolving strategy which will have impact well beyond the timescale of this evaluation.
1.10. As part of the DtS strategy, all 32 local authorities in Scotland have produced their own plans and have appointed Enterprise Development Officers ( EDOs) to support and help in its delivery. In addition, a number of other pilot programmes, besides xlerate with xl, have been commissioned to run alongside the local authority programmes. This includes the Whole School Approach ( WSA) 7 to enterprise in education, which is being piloted in one local authority area, and the Columba 1400 programme, which aims to develop the leadership qualities of headteachers and deputies.
1.11. Finally, as well as helping the young people on the xlerate with xl programme to become more enterprising, there is also the potential benefit of helping some of the students to avoid becoming NEET (not in education, employment or training). This is an important issue for Scotland, and indeed the UK more generally, and the issue with respect to xlerate with xl is explored in this report.
XLERATE WITH XL - PROGRAMME OUTLINE
1.12. A pilot programme 8 was established in 2004 to develop a new enterprise module (xlerate), following discussions between the Scottish Executive, The Hunter foundation, PTS and YES, as well as The Princes Scottish Youth Business Trust and Schools Enterprise Scotland. In essence, the xlerate with xl programme is a combination and development of two existing programmes: the PTSxl programme, and the more recently developed YESFranchise programme. In addition, it was proposed that there should be an enhanced work experience component.
1.13. There are six key components or modules to the programme:
1. Personal, Interpersonal and Team Skills
2. Citizenship and Community Awareness
3. Community Based Project
4. Residential Activity (where possible)
5. Preparation for the World of Work
6. Xlerate (enterprise project)
1.14. The first five were retained from the original xl programme, which also had an enterprise component. However, it was felt that this enterprise component (6) could be improved upon, in particular to help support the DtS strategy. It should be noted that the original xl programme continues to be offered by the Princes Trust to other areas of the United Kingdom.
1.15. The programme itself is for S3 and S4 students, with potential students being identified towards the end of S2. At this stage they apply to join the programme, and if recruited, xlerate with xl normally takes the place of one Standard Grade subject. Each group typically consists of 12 to 15 students who will spend about three hours a week together over the two year period.
1.16. The selection criteria, which aim to give a rich mix of students, are considered crucial aspects of the programme. However, this rich mix gives no one simple definition of an xlerate with xl student; indeed, there is much variety between clubs (even those in the same school). The list of some of the potential recruitment criteria below, from the PTS, gives an idea of the wide range of possible students - and indeed the aim of the programme:
1. Alienation and isolation within school
2. Deficiencies in basic academic skills
3. Distracting, disruptive and aggressive behaviour
4. A record of truancy and absenteeism
5. Underachievement - not meeting potential
6. Non-participation in school activities
7. Lack of parental support and understanding
8. The inability to make and keep friends.
1.17. Besides addressing personal issues such as those above, the programme aims to develop many other skills, as well as developing enterprising attitudes and behaviours in all of the students. The students' work while on the programme is normally accredited either by SQA (Higher Still) or through ASDAN. The clubs typically have two advisers, one a teacher from the school, and the other a youth or community worker - although this model does vary from club to club. While the adviser's role is to lead the club, the programme does nevertheless aim to instil a sense of ownership of the club by the students.
1.18. As of January 2006 there were 153 clubs in 94 secondary schools in 25 out of the 32 local authorities in Scotland. A total of around 1023 S3 and 762 S4 students are at present registered for the scheme in Scotland, and there are around 13,500 on the programme in the UK overall. The numbers have increased during the research period from January 2005 to January 2006.
Xlerate module details
1.19. This has replaced the old xl enterprise module, and provides a far more detailed and structured business project. It is based on 10 steps which start with sourcing a product (or designing a service) through marketing it and eventually to selling it and hopefully making a profit. Xlerate was developed by YES, who also provide a days training and ongoing support for the advisers.
1.20. The advisers are provided with a detailed workbook / guide and, following a registration process, students are given a student workbook based on the 10 steps. It should be noted that the xlerate guides were substantially modified following the original pilot programmes that took place between 2004 and 2005. This was mainly due to adviser feedback, and has resulted in a simplified module, which is more accessible to a wider range of abilities. The aim and underlying philosophy of the programme is that the students themselves are responsible for the selection, marketing and selling of the products, and for the overall control of the business.
1.21. The xlerate 10 steps
Getting Started - The company is set up, a name is chosen and the detailed roles are decided. In addition, banking and financial systems are established (typically the cash is looked after by the school office) and procedures for meetings and recording minutes are agreed.
Product Selection and Costing - Possible products (or services) are considered, and for most clubs this includes the YES product range. Clubs are free to choose their products, but the YES products have advantages in terms of availability and suitability. As well as selecting a product, the students look at the financial implications, i.e. cost of sales and overheads.
Market Research - A market research questionnaire is produced to survey prospective customers on their views of the product, and their buying behaviour.
Competitive Analysis - Other potential suppliers in the area are considered; typically, in terms of price, quality, and delivery.
Business Plan - This brings all the information together in one coherent plan, and in particular, identifies who will do what.
Products - At this stage, the goods arrive. The students learn about them and carry out any finishing work and packing.
Marketing - A plan is produced which details factors such as the target market, pricing strategy, distribution and advertising.
Sales - This follows a 5-step guide to selling: Approach, Presentation, Possible Objections, Overcoming Objections and Close. Methods of recording sales are also considered.
Customer Satisfaction - The views of all of the customers are recorded, including their views on the courtesy of the salesperson, their product knowledge, price and other recommendations.
Winding Down - This last step provides a formal end to the company. No more orders are taken, any loans are repaid and the accounts are closed. The last meeting decides what to do with any profit.
1.22. Besides the specific skills gained from these 10 steps, it is intended that the students will also improve their core skills, particularly in the areas of working with others, problem solving, decision making, and time management.
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