Opportunity Scotland: A Paper on Lifelong Learning

Opportunity Scotland: A Paper on Lifelong Learning

Establishing the Learning Habit - The Young Learner

5. Introduction

5.1 The best foundation for successful learning in adulthood is a positive early experience of learning, particularly at school. It is vital that we encourage young people to see learning as an ongoing feature of their lives. In the 21st Century qualifications gained at school, college and university will not be enough to sustain productive employment for a lifetime. Young people will need to acquire the learning habit to ensure their own success and the future success of the Scottish economy.

6. Positive School Experience

6.1 Preparation for working life should not be confined to the final years at school. Schools must cultivate real awareness of lifelong learning opportunities and explore career ideas from a much earlier age. A belief in the value of learning needs to be part of the culture of all young people to ensure that the less able and more vulnerable do not miss out on it now and for the rest of their lives.

6.2 Part of each school's task is to convince all pupils that learning will give them better opportunities and choices in life and that it is something they can look forward to continuing for the rest of their lives in pursuit of their hopes and aspirations. Many schools already do this and actively encourage the involvement of professional and business people who can provide a different perspective. Young people today have opportunities to find out about and even experience a much wider range of careers than ever before. Many schools are introducing innovative and imaginative schemes and projects which capture the imagination of young people, inspire them toward their goals and support them in achieving them.

6.3 With most young people schools succeed but there are inevitably those who still find it difficult to sustain an interest in learning or to see its relevance to their long-term success. This often becomes apparent to them only when they have failed to make the most of what school has to offer. The needs of these young people - those in greatest danger of becoming excluded from the labour market - are of paramount importance if we are to see a society where learning is genuinely for all.

6.4 Youth work has a role to play in supporting formal education provision by promoting self-discipline and self-motivation as well as developing leadership and team skills. It offers alternative approaches in addressing the problem of truancy and exclusion from school and can help to break the cycle of resistance to learning. Programmes of personal and social education, sometimes based on outdoor education, are provided which challenge young people's behaviour, tackle low self-esteem and promote trust, honesty, team working and new approaches to learning.

Tackling under-achievement

6.5 Our efforts to tackle under-achievement in schools will underpin the lifelong learning agenda for many years to come. The Government's targets for raising achievement in schools were published, after consultation, in "Setting Targets - Raising Standards in Schools". Targets will be introduced in the 1998-99 school year and set initially in the 4 key areas of literacy, numeracy, examination attainment and attendance. Schools can set targets in other areas such as ethos, learning and teaching, information and communications technology. All young people stand to gain from the drive to raise standards. Younger children will have a firmer grasp on the basic skills of reading, writing and mathematics that are fundamental to lifelong achievement; older pupils will gain higher levels of qualifications.

6.6 Young people fulfilling their learning capabilities at school will be well placed to make a significant contribution to the economy and society, make a success of their own lives and make the most of learning opportunities open to them throughout adulthood. We are acting now to give more young people a greater sense of their own potential and ability.

A greater range of learning opportunities

6.7 The cynicism that comes with failure or fear of failure can be addressed and overcome in time for less academically gifted pupils to achieve their full potential. They need to recognise for themselves that the wide range of learning opportunities available will always have elements which are suited to their needs. Above all they must remain confident that they are valued and respected by society.

6.8 Schools and education authorities try hard to keep young people learning even when they may not be responding to traditional teaching methods. Offering these young people opportunities which appeal to them, such as the chance to take vocational qualifications while at school, can help to give them a sense of success rather than failure. Higher Still will bring together in one system a wider range of qualifications for the whole ability range. Membership of youth organisations can also help to build young people's confidence and widen their perspective of future opportunities, including employment.

6.9 Young people who are excluded from school run the risk of failing and underachieving. The Government is leading a concerted approach to minimise levels of exclusion. Immediately on coming into office it set up a Ł3 million Alternatives to Exclusion Scheme to pilot a number of innovative alternatives for children at risk. The range of projects being supported includes:

in and out of school support units serving a particular school or a group of schools; programmes of personal and social development; and vocational schemes involving work placements and outreach services into schools.

Following the comprehensive Spending Review this Programme will be extended to all education authorities

Engaging employers

6.10 Learning about the world of work is now an integral part of school education. It helps young people prepare for life beyond school, and also lends a relevance and vibrancy to school learning. Awareness of the opportunities and rewards offered by the world of work can be a powerful motivating factor in encouraging them to aim high.

6.11 We have introduced Education for Work as a banner for promoting quality, coherence and inventive thinking in education industry links and enterprise education. The first initiatives under Education for Work include:

the publication of "How Good is Our School at Education Industry Links?", a self evaluation tool for schools to examine their own performance against a clear set of indicators; a "good practice" inspection of selected schools in Scotland, concentrating on education for work; the issue of a consultation paper seeking views on how work experience for pupils can be made more relevant to their needs and those of employers; the development by the Scottish Consultative Council on the Curriculum of new tools to assist teachers drawing curricular benefits from education industry links; the proposal to commission research into alternative methods of delivering curricular benefits, through Education for Work, to disaffected young people; and support for the establishment of a National Centre for Education for Work which will act as a "champion" in the vigorous promotion of Education for Work amongst both employers and educators.

We will consider how best schools and colleges can deliver real learning benefits to young people, both for now and for the future, through Education for Work.

6.12 One fundamental problem facing Scotland is the relative gap in start-ups in new businesses. There is a need for a stronger culture of entrepreneurship in Scotland. We should ask whether we could do more to help people start their own businesses. Getting the enterprise message across to young people in schools is critical if we are to grow the new generation of business people who can create the wealth and jobs Scotland will need in the future. Members of the Scottish Business Forum recognised this need at their first meeting on 24 April, and welcomed the Chancellor's announcement of an exciting new programme of visits to Scotland's schools by some of our leading business people. The programme is already underway, and plans are in hand to develop it further for the future. This innovative and inspiring initiative is designed to offer young people an opportunity to learn more about the world of enterprise, its rewards, and its demands. The visits will enthuse young people about entrepreneurship, to grow the businesses of the future.

6.13 Education Business Partnerships (EBPs) are successfully promoting employer involvement in schools but we need more employers, particularly small and medium sized companies, to invest time in their local schools. Direct involvement of employers not only helps young people learn about the skills required in work, but also gives employers an opportunity to develop their own skills base through engaging in activities with schools.

Education for Work in Action

Spittal Primary School in Rutherglen worked closely with the local authority, Lanarkshire Careers Service, Lanarkshire Education Business Partnership and others to raise P7 pupils' awareness of the world of work. Visits were arranged to local employers and colleges to offer an insight into the types of work and study undertaken, and the sorts of skills which young people can develop and bring to their future success. The pupils' experiences were integrated into lessons and activities in school, helping them to understand the link between learning, skills and work. A pack of the materials developed jointly by the Lanarkshire Careers Service and schools has been produced, and is being used in order that many other pupils can enjoy similar experiences to Spittal Primary School. Inverness, Nairn, Badenoch and Strathspey Education Business Partnership held a seminar for teachers on biotechnology. Industry experts offered insights into developments in a new and fast moving area of increasing importance in the labour market. Teachers described the day as one of the most informative in-service days they had experienced, and said that the information would certainly influence the delivery of the science curriculum in their schools. With funding support from The Scottish Office, Career Development Edinburgh and Lothians worked in partnership with the West Lothian Council, Lothian and Edinburgh Enterprise Limited, schools, West Lothian College, employers and training providers to develop "West Work". This pilot programme provided an innovative means of introducing Christmas leavers at West Lothian schools to the skills needed in the worldof work. Concentrated careers education complemented visits to colleges, extended periods of work experience and mentoring for a group of young people who often have difficulty engaging in the last term of compulsory education. The partners were impressed by the success of the programme in motivating a significant number of the young people involved, and are keen to sustain the programme in the future.

Involving families and the community

6.14 It is clear that the involvement of parents in educational programmes has a strongly positive effect on their children's education. Some initiatives involve parents directly in their children's education, recruiting parents, for example, to run projects which involve new learning for themselves as well, perhaps, as games for their children. Others provide adult learning and guidance opportunities alongside pre-school provision, developing a family culture of learning and positive commitment to education.

Highlands and Islands: Information for Parents

Investigation showed that in the Highlands and Islands there was very little careers choice information aimed at parents. The introduction of Skillseekers provided an opportunity for this to be addressed. All schools and careers services in the Highlands and Islands now have access to the following materials designed to give parents clear and relevant information on the options which their children might follow:

a database of information which can be used when compiling parents or course choice handbooks etc; an exhibition stand for use in parents evenings or careers conventions dedicated to parents; a series of 14 leaflets aimed at helping parents with their child's career choice, e.g. what happens in careers education, the role of the Careers Service, the National Record of Achievement, Skillseekers and Modern Apprenticeships and financial implications of career choices; and a good practice guide on how schools can effectively attract and encourage parents to participate.

6.15 Communities can also help young people to achieve their educational potential and to develop and maintain their interest in learning. The regeneration partnerships, established under "New Life for Urban Scotland" in 1988 and under "Programme for Partnership" in 1996, have developed comprehensive regeneration strategies for tackling the multiple problems facing their communities, with local people as key partners. They recognised that education issues need to be addressed alongside housing, employment, crime, health and environmental improvements and that effective participation sometimes calls for skills which need to be learned. New Social Inclusion Partnerships based on this model, which will be established in 1999, will have a specific focus on the capacity for education and other early years provision to prevent social exclusion in the longer term.

Craigmillar Community Information Service

Based in an area of high unemployment in Edinburgh, the Craigmillar Community Information Service (a partner in IT for All) offers a range of activities for the local community. Its "telematics from the cradle to the grave" programme, which includes Digital Dads, Modem Mums, Cyber Grannies and Techno Tots, has opened up the information age to many who would otherwise be excluded. The free services offered include Web-surfing, e-mail accounts and user support and advice.

Ferguslie Park Partnership

The Ferguslie Park Partnership published its education strategy, "Education and New Life" in 1993. It set out a range of initiatives, involving all branches of the education service in partnership with the local community, the private sector and other agencies involved in the partnership. The Home School Employment Partnership (HSEP) was designed to overcome the barriers to attendance and attainment experienced by children from disadvantaged families. The project has worked closely with 3 secondary schools, 7 primary schools and 8 pre-5 establishments in the local area. Its objectives were to establish closer links between home and school, in order to encourage parental involvement and commitment to their children's education, achievement and employability; and to enhance the self-esteem of families living in the area. HSEP staff have given direct support to pupils and their families and brought together other groups and agencies to help support young people in raising attainment.

The average number of standard grades per pupil in Ferguslie Park has increased from 3.6 in 1991 to 5.9 in 1996. There has also been an increase in attendance levels, with the attendance of S4 pupils increasing from 65% in 1991 to 77% in 1996.

Involving youth organisations

6.16 General skills, such as the ability to work in a team and handle responsibility, are important in all areas of life and of particular value to employers. These skills are a feature of the activities of youth organisations. Youth work and less formal youth provision can add an extra dimension to young people's personal development and have a unique role in maintaining links across the transitions which start with leaving school. They can influence and support young people, helping them see that leaving school should be an educational transition, not an opportunity to escape. We are looking to youth organisations and youth work to help find new ways of promoting a learning culture among young people in Scotland today.

6.17 Some schools already work closely with youth organisations and we believe that this type of inter-disciplinary co-operation should be encouraged more, both in supporting the interests of young people facing difficulty and in presenting challenges to young people who are already achieving success.

Fairbridge

Fairbridge in Scotland is a national voluntary organisation working with young people tackling some of society's most serious problems. Its long-term personal develop-ment programme builds up the self-confidence, attitudes and personal and social skills which offer an effective route to social inclusion. Challenging outdoor education activities encourage disaffected young people to volunteer for the programme. As participants progress, they build up their independent living, work, community activity and leisure skills, by selecting from a wide range of courses. Fairbridge works with young people, who have often been referred by other agencies, to identify and achieve clear learning goals. They are supported to create and implement a personal action plan as a key step towards greater responsibility, self-reliance and independence. Fairbridge often works over several years with a young person, whose objectives may range from personal hygiene or basic social interaction to international work placements or voluntary care work.

Links with Further and Higher Education

6.18 The Government is committed to the principle that anyone who has the ability to benefit from further and higher education should have the opportunity to do so. The number of young people moving from school to further or higher education has risen in recent years and we are anxious that more young people should be able to access the opportunities they present.

6.19 We are committed to expanding places in the post-school education sector. The Prime Minister has set a target of an additional 500,000 students in the United Kingdom and Scotland will share in this expansion. Particular emphasis will be placed in expansion in the further education sector, given its pivotal role in Lifelong Learning and widening access. The Comprehensive Spending Review will make available an additional Ł102 million over 3 years to fund an additional 40,000 students in colleges as well as funding for 2,000 students in higher education institutionsby 2001/2002.

Percentage of School Leavers entering Further and Higher Education

6.20 Many young people at school are inspired by the prospect of entrance to college or university. FE and HE institutions have a crucial role to play in forging links with schools and encouraging access. This is particularly important for young people from families where there is little or no tradition of moving to further or higher education. It is a major part of tackling the problems of social exclusion. Much positive work has already been done by education institutions to attract and welcome young people. We need to go further to ensure that all young people, however limited their previous educational achievement, see that colleges and other providers have much to offer them and will make them welcome.

6.21 Links between schools and further education colleges can offer school pupils an insight into the world of post-school education. In some areas Senior 5th year pupils attend "link" courses at further education colleges which allow them first-hand experience of studying vocational areas such as engineering or hairdressing. Some colleges are also involved with younger students. One agricultural college has worked with primary

and secondary schools to give their pupils direct fieldwork experience for the "Managing Environmental Resources" curriculum. We believe this type of involvement is valuable in raising awareness, encouraging achievement and getting the lifelong learning message across at an early age.

6.22 Links between college staff and those working in the school sector are equally important. Colleges are taking part in local authority post-16 groups to discuss relevant issues such as Higher Still with schools and staff are forging effective linkages to ease progression from school to college for students with special educational needs.

6.23 Links between schools and higher education institutions are also important. These links are a vital part of addressing one of the Government's major priorities - reaching out to, and including, people who have been under-represented in higher education to date. The Dearing Committee reported that students from lower socio-economic groups were significantly under-represented. So, although the latest figures show that around 47% of young people in Scotland enter higher education, the participation rate for students from less advantaged parts of society is often significantly lower. The Government is committed to remedy this imbalance so that higher education becomes an aspiration open to all. The Dearing Committee made a number of recommendations on under-represented groups which we wish to see implemented, These include:

targeting additional funding for places at those universities and colleges with a commitment to widening participation and plans to improve access; that there should be joint further and higher education projects to address low expectations and achievement and to promote progression to higher education; and that funding bodies should consider incentives to enrolling students from particularly disadvantaged areas.

6.24 The findings of research into areas of under-representation in higher education and models of best practice in promoting access were discussed at a national conference on 1 May and will inform developing local and national strategies. We shall particularly encourage better links between schools in disadvantaged areas and universities and colleges, which can be built on existing experience of successful models of good practice in Scotland.

LEAPS (Lothians Equal Access Programme for Schools)

LEAPS originated from a pilot scheme run by the University of Edinburgh and the former Lothian Regional Council in 1991. It is designed to encourage into higher education those pupils who, due in part to peer pressure or a lack of appropriate role models, see higher education as being "not for them".

LEAPS offers different levels and means of support, depending upon the relative geography and achievement of schools (though all pupils who merit support can receive it, irrespective of the school attended). By methods such as student tutoring, student shadowing and a programme of workshops, pupils are exposed to positive role models - mainly ex-pupils from their school who have gone on to higher education. Such contact has been very effective in persuading them that they can aim for a place at university or college. LEAPS aims to raise aspirations and to help pupils secure a standard conditional offer of acceptance from a higher education institution. LEAPS participants are required to reach the same challenging level of attainment as any other entrant to higher education.

LEAPS runs summer schools at first-year undergraduate level, which are for pupils who already hold an offer of acceptance from a higher education institution. A report on performance at the summer school is taken into account along with Highers results and is awarded considerable weight by higher education institutions. In many cases, the summer school report is the key to acceptance.

The first LEAPS students to enter higher education graduated in 1997 with degree passes which were at least on a par with those obtained by others in their peer groups.

6.25 The Scottish Higher Education Funding Council has allocated Ł1 million in 1998-99 to support wider access projects and is considering significant changes in the way it funds teaching to reward institutions committed to widening access and outreach. The new Scottish Further Education Funding Council, to be established in January 1999, will deal with further education funding. It will assist the promotion of co-operation between the 2 sectors, fostering collaboration and synergy between FE colleges and higher education institutions. The new Council will also offer financial support to colleges on collaborative ventures, in line with the objectives of the proposed FE strategic framework.