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3. CONCLUSIONS
Those groups requiring more choices and more chances are extremely varied; and so are their needs. This means schools and their partner organisations have to be flexible and diverse in developing appropriate responses. However, there are certain overarching features that appear to characterise effective provision. The findings from this study show that good practice in provision for those requiring more choices and more chances is characterised by being learner-centred, accessible, participative, engaging, flexible, relevant and credible to young people. It addresses core personal and social competencies and promotes self-esteem and aspirations. It is responsive to the views of young people and involves them in the design of approaches and the setting of targets. It is able to offer appropriate assessment to recognise learners' achievements and provide nationally recognised qualifications to provide credible accreditation for young people.
Such characteristics are synchronous with the principles of Curriculum for Excellence and it is arguable that where schools and their partners are able to deliver teaching and learning that embodies these principles the needs of all pupils, including those requiring more choices and more chances, are more likely to be addressed.
Perhaps one of the most important findings is good practice in provision is more likely to be evident and effective when it is part of a wider strategic framework involving various relevant local and national partners. These partners can include schools and colleges, community learning services, social work, educational psychological services, economic development and regeneration and Careers Scotland. This strategic framework facilitates the sharing of ideas, deploying appropriate resources and skills to deliver holistic and flexible provision and to offer progression pathways. This holistic provision works best when all key stakeholders/ partners are represented in the planning and decision-making.
The case study providers are exploring the opportunities offered by Curriculum for Excellence to create a flexible and innovative curriculum that can engage with, and address the needs of, all pupils, in other words 'trying to build a curriculum around individuals'. Curriculum for Excellence has the potential to help schools introduce flexibility to address the needs of those requiring more choices and more chances, but schools require support from local and central government to encourage them to take risks to introduce flexible provision.
The provision highlighted in the case studies is very much a snapshot and it is clear that the landscape of policy and practice concerning provision for those requiring more choices and more chances is moving quickly. While the case studies demonstrated an impact on young people's abilities and capacities, it is apparent that there is scope for developments to further enhance their provision to better meet the needs of young people and reflect the ideal models and objectives being espoused by policy.
Finally, the research raises a number of questions and issues for consideration by providers, their partners and policy makers. These are:
- What can practitioners learn from the case studies? The research highlights strategies and models of provision that can, with some care, be adapted to suit other contexts. The findings, however, perhaps also emphasise that effective provision for those requiring more choices and more chances has also much do to with providers and their partner organisations taking risks to develop flexible approaches suited to a range of needs.
- How can we move towards a more integrated, as opposed to an alternative delivery model? For example, young people needing more choices and more chances are often attracted to more practical and applied learning which has a clear vocational focus. While such education can engage with target groups providers also need to ensure that broader educational outcomes and generic skills are addressed.
- How can we move to a more personalised model of delivery? The case studies show that models of provision that take into account an individual's needs and circumstances and provide tailored support are effective, but this requires committing resources and often multiagency working.
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