Cathy Howieson, Centre for Educational Sociology, University of Edinburgh
Sheila Semple, Enterprising Careers, University of Strathclyde
Angela Jackson , Enterprising Careers, University of Strathclyde
ISBN 978 0 7559 7819 9 (Web only publication)
This document is also available in pdf format (632k)
This Report is also accompanied by research findings 55/2010.
CONTENTS
ACKNOWLEDGEMENTS
EXECUTIVE SUMMARY
1 INTRODUCTION
Policy context
Recognising Achievement: pilot projects
The national evaluation: research aims and objectives
The nature and structure of the report
2 THE COLLABORATIVE ENQUIRY PROJECTS
Overview of the Collaborative Enquiry Projects
Angus
Argyll and Bute
Dundee
East Ayrshire
Edinburgh
Fife
Highland
School A
School B
Perth and Kinross
Renfrewshire
Scottish Borders
School A
School B
Stirling
West Dunbartonshire
3 MANAGEMENT AND DELIVERY
A tool for school development
Getting started
Leadership roles in the projects
Identifying pupils for the pilot
Embedding the process in the school
4 THE FUNDAMENTALS (1) DEFINING ACHIEVEMENT
5 THE FUNDAMENTALS (2) THE RECOGNITION OF ACHIEVEMENT
The projects' experience: practical examples of recognising achievement
The projects' experience: reflection as a key process, and related challenges
The projects' experience: recording of achievements
The projects' experience: engaging young people in reflection and recording
The projects' experiences: tracking achievement
A model for recognising achievement
Opportunities for achievement
Understanding
Explaining
Proving
The personal store
6 RECOGNITION OF ACHIEVEMENT: WHO IS IT FOR AND WHO OWNS IT?
Introduction
Who is recognition of achievement for?
Pupil ownership in the projects
Overview
Ownership of the process of recognition
Definitions of pupil ownership
7 THE REPORTED BENEFITS
Introduction
Background
Overview of the range of positive benefits
The views of pupils
The views of parents
The views of teachers and school managers
8 ADVICE FROM THE PILOT PROJECTS
A broad rather than a narrow process
Getting started
Leadership
Identifying and monitoring achievement
Embedding the process
Reflection and recording
Certificates and portfolios
Taking recognition of achievement forward: support and development needs
9 END-USERS' RESPONSES TO RECOGNITION OF ACHIEVEMENT OF YOUNG PEOPLE
Aims of the field work with potential end-users
The current selection processes of end-users
Paper based processes: application forms and CVs
Interviews
References
Obtaining information on young people's achievements
Use made of young people's (wider) achievements in selection
Relevance and use of (wider) achievement in selection
Understanding
Explaining
Proving
Relevance and use of (wider) achievement in career guidance and job-matching
Careers advisers
Jobcentre Plus staff
Recognition of achievement in post-school training, work and learning
Most end-users had some system of review and development:
Challenges in recognising achievement
Examples of statements or records of young people's (wider) achievement
The personal store and e-portfolios
End-users' attitudes to electronic recording
End-users' current or potential use of e-portfolios
Potential use of e-portfolios/websites in end-users' selection practice
End-users' potential use of an e-portfolio for young people's subsequent development in the organisation
10 CONCLUSIONS, ISSUES AND QUESTIONS
REFERENCES
The views expressed in the report are those of the author(s) and do not necessarily reflect those of the Scottish Government or any other organisation(s) by which the author(s) is/are employed.
The Scottish Government is making this research report available on-line in order to provide access to its contents for those interested in the subject. The Scottish Government commissioned the research but has not exercised editorial control over the report.
This report and research findings are published by Education Analytical Services, Scottish Government, Victoria Quay, Edinburgh, EH6 6QQ.
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