The Scottish Government

2 EDOs and 1 Business Development Officer. Strategy implementation group includes FE, HE and Careers Scotland

1 EDO working alongside an Education Adviser. 12 cluster school groups; cluster co-ordinators and school co-ordinators.
Each cluster with own enterprise development plan

1 snr QIO; 4 EDOs operating on a 'neighbourhood' cluster basis

1 strategic leader and 1 EDO (2 vacant EDO posts)

Structure changed since Monitoring Data returned - 3 posts: 1 Quality Development Officer ( QDO); 1 EDO supporting schools; 1 vocational learning partnership officer (for business engagement)

Snr manager (0.5 days per week), 2 EDOs and looking to appoint 3 ^rdEDO for PS sector

Majority in SSs; about 50% in PSs and less than 50% in SpSs

Wide range of activity. Unclear if all pupils involved

Very wide range of work in place. Unclear if all pupils are covered

Unclear

Varied - probably less than 50% of schools

Business Dynamics offered to all SSs (S3-S6). Unclear about other pupils

Work placements especially prevalent in S3 and S4

Minimal learning noted

Absence of recording of vocational learning but a great deal in place

Lots of activity in place

Some activity. Not covering all age range or pupils

65% of pupils in S4 taking up work placements

Yes - Strategy and action plan on web-site; summary sent to all schools

In development

Yes

Strategy launched

Unclear if moved beyond draft

Unclear if 'strategy' is in place

Wide range of activities, predominantly focused on S5 and S6

Limited detail

Very wide range of work in place. Unclear which pupils are covered

Developing in this area

Range of activities in place

Some activity taking place

Structure in place but unclear whether every cluster is supported by an EDO

1 covering all schools

4 EDOs operating on neighbourhood basis

Challenge with EDO recruitment

With changing structure, less 'presence'

No

Developing business links through BDO. Developed strong partnerships with e.g. chambers of commerce. Issues with definition of 'business partnership'. LA feels that businesses want more informal approach.
Unclear how community links are progressing, against challenge of relatively deprived communities.

Policy drafted for business engagement. Unclear how community links are progressing

Ad hoc arrangements. Unclear how community links are progressing

Strategic structure and forum in place. Unclear how community links are progressing

Some structure, mainly for public sector partner engagement. Unclear about links with business and community

Steering Gp in place but unclear on progress

Unclear if this has been secured, at least partially due to definitional issues

No agreements in place

Ad hoc arrangements. Unclear if 5 have been secured. Experiencing difficulties in engaging small businesses

Structured approach through ICSs but
5 not yet in place. Issues with defining 'agreements'

No LA overview of this

Using consultancy support to increase numbers. Progress has been varied

Wide range of programmes in place, On-line booking session deemed to be more accessible for staff. Unclear if all staff are benefiting

Appear to be mainly using SEP. Does not cover all staff

A key priority; good mix of activity

Wide range of programmes in place. Unclear if all staff involved

Range of opportunities but unclear if this is being taken up

Range of activity in place. Unclear if all staff are covered

Yes

Yes

Yes

Yes

Yes

Yes

Majority across SSs, PSs and SpSs

Yes

All to have done this by 2005/06

Yes

About half of schools

Unclear

Deemed to be roles for Strategy Gp and QI Service. Progress limited to activity audits and production of PS and SS 'frameworks' which encourage the development of portfolios of evidence within each school

Nothing formal in place

Nothing formal in place but working on a tailored version of HMIeQIs

Nothing formal in place

Limited to 'auditing' activity

Mainly confined to activity audits