Opportunities and Choices

1... INTRODUCTION

1.1 "Opportunity Scotland" (Cm 4048, September 1998) set out the Government's agenda for lifelong learning - for adults and for young people. For the 16-18 age group, it emphasised the Government's commitment to increase participation in post-compulsory education and training, and to raise the number and level of qualifications achieved. Perhaps most importantly, "Opportunity Scotland" recognised the diverse range of learning needs among 16-18 year olds and made a commitment to launch a consultation exercise on future developments to meet those needs.

1.2 There are 2 goals: to raise the skills levels in the workforce and to help young people achieve their full potential. In some cases achievement of the latter goal can prevent young people from falling into the trap of social exclusion through low attainment, unemployment and subsequent disaffection.

1.3 To achieve these goals, post-school education and training should assist young people to achieve the highest and most appropriate level of qualification that they can. In the workforce of the 21st Century, the prime requirement of the labour market will be for skills and knowledge. Two-thirds of Scottish employers believe that the skills needed in their average worker are increasing (Skills Needs in Great Britain and Northern Ireland). It will also be vital for young people to have the ability to learn and acquire new skills. This will be the key to future employability. For many of us, lifelong learning is now a principle, and indeed a culture, which we accept and welcome. Young people, however, do not necessarily see the value of continued, or continuous learning. If 16-18 year olds have access to further education or training that both stimulates their interest and enables them to find employment, there is more likelihood that they will return as adults to take up other opportunities for learning. This may be through Individual Learning Accounts and the Scottish University for Industry. It is also more likely that employers will support their staff in pursuing further qualifications if they see the benefits of new entrants who have enjoyed their post-school learning, acquired skills and qualifications and are eager, willing and able to learn new skills.

1.4 The aim of this consultation paper is to stimulate ideas and encourage debate about the opportunities and choices which should be available in post-school provision. It attempts to identify more clearly a number of the issues and problems, and to explore some possible approaches. But it does not have a monopoly on ideas. The next step is to get the views and ideas of the FE sector, the enterprise network, Careers Services and the guidance community, Local Authorities, the voluntary sector and employers about how to extend the range of opportunities and choices open to 16-18 year olds.

1.5 In considering ideas and options it will be important to bear in mind that resources are finite and that the new Scottish Parliament will have many competing demands on the resources available. It is important, therefore, in considering the way forward to look for ways to use existing resources more effectively, as well as demands for additional resources. There are examples of good practice at local level which might be more widely applicable throughout Scotland and many such examples may come forward as part of the consultation process. However, this approach should not be a barrier to new constructive and creative proposals.

1.6 Chapter 2 of the consultation paper sets out the current position on participation and attainment among 16-18 year olds; and describes the range of current provision. It also draws on recent findings about the characteristics and circumstances of young people which can affect their access to education or training and their ability to acquire skills and qualifications.

1.7 Chapter 3 sets out the key aspects of post-16 education and training on which the consultation paper seeks views: The objectives of post-school education and training for young people who are not going into higher education; Guidance and support; The age range and eligibility for training programmes, in particular Modern Apprenticeships; The role of employers; The development of integrated provision;