Opportunities and Choices

4... CONCLUSION

4.1 This paper describes the current provision for young people who choose, for whatever reason, not to remain in school education but to pursue vocational education or training, or to seek employment. It highlights some of the issues and problems which have been identified in recent years and reflects various criticisms that have been levelled at the current system.

4.2 The paper explores possible ways forward. It then poses a series of questions. Respondents may find it helpful to use the questions as a framework for offering their views and comments. However if respondents find it more appropriate to use some other format their submissions will receive just as much consideration.

4.3 The important part is not the format of the responses: it is that those who have an interest in the subject under discussion should make their ideas, suggestions and opinions known to the Department so that future policy development is as well informed as possible.

4.4 This is a vital area for both individuals and for the country as a whole. Leaving school should be seen as the start of a different kind of learning, not as the finish of education. Just as consumers of other goods and services look for choice and value for money, so should young people be able to pursue an education and training route (or routes) which meets their needs and abilities and offers real benefits. The acquisition of good learning habits at this age will make it easier and more natural to continue to learn new skills throughout a working life.

4.5 Maximising skill levels in the economy leads to greater opportunities for wealth creation at both a national and an individual level. Just as critical for the country is the increased self-esteem and life satisfaction levels among the individuals concerned, especially those who under achieved at school and who, without qualifications, will likely continue to underachieve for the rest of their lives.

4.6 This consultation paper is about the opportunities which should be available to young people and assisting them in the choices they must make. They need help to maximise those opportunities and make the optimum choices. The responses to this paper will be a valuable contribution to shaping the provision designed to offer that assistance.

Questions

Q1: Are the suggested policy objectives of post-school education or training the right ones? Are there others?

Q2: How can the value of work-based training be increased?

Q3: Should more be done to assist young people make the transition from work-based training to further education (or vice versa)? How can progression be ensured?

Q4: How can the assessment of the post-school education and training needs of 16-18 year olds be improved? What other agencies should work with the Careers Services to ensure that the whole range of needs are assessed? Local Authorities (Social Work? Education?) Colleges? Training Providers? Should there be more involvement from parents, teachers and the young people themselves?

Q5: When young people have more difficult and complex needs, how can they get the right level of guidance and support?

Q6: Once the young people have entered education or training, what mechanisms should be put in place for ongoing support? Should this responsibility lie with the college or the training provider or are there other agencies who need to be engaged to deal with external factors such as homelessness?

Q7: Is there a case for offering Skillseekers training to all 18 year old school leavers on the basis that this would be their first entry into labour market? Would this case also apply to young people who have pursued a further qualification at a FE college?

Q8: Should the funding continue to be discretionary but on the basis that it should be available across all LEC areas?

Q9: If so, should the funding be targeted specifically towards the high skills levels (SVQ Level III or Modern Apprenticeship) or should the scope be widened to include SVQ Level II?

Q10: How can the number of young people taking up a Modern Apprenticeship be increased? In particular, how can the number of young women in both traditional and non-traditional sectors be increased?

Q11: How can more young people from ethnic minority groups be attracted into training? And into Modern Apprenticeships? What are the factors which may create barriers to participation?

Q12: How can more employers be encouraged to support young people in training through Skillseekers and Modern Apprenticeships? What more could the National Training Organisations do?

Q13: Would the development of a bigger range of integrated provision offer a way to improve the delivery of post-school education and training for young people whose prime objective was the labour market?

Q14: How should integrated provision be managed? Should one agency take the lead? Or should there be a partnership arrangement?

Q15: Who would be responsible for funding the provision? Should there be integrated funding and would budgets be pooled? What kind of funding system should operate - output based funding or attendance funding or some combination?

Q16: What range of qualifications should be funded?

Q17 What should be the financial support arrangements for the young people?

Q18: Is it right that the main focus of integrated provision should be the labour market? How would employers be brought into the design and delivery? Should it reflect national as well as local labour market needs?

Please send your written responses by 15 September 1999 to:

PATRICIA RUSSELL TRANSITIONS TO WORK DIVISION THE SCOTTISH OFFICE EDUCATION AND INDUSTRY DEPARTMENT 3G VICTORIA QUAY EDINBURGH EH6 6QQ

Or by Fax: 0131 244 0072

Or by E-Mail: patricia.russell@scotland.gov.uk

Unfortunately, we cannot take your individual comments by telephone.

In order to help inform debate on the questions covered by this consultative paper, the Department will follow its normal practice of making available to the public, on request, copies of the responses received. The Department will assume, therefore, that responses can be made publicly available in this way. If respondents indicate that they wish all, or part, of their reply excluded from this arrangement, its confidentiality will be strictly respected".

Further copies of the consultation paper can be obtained from Anne Dagg at the above address. The paper can be access via The Scottish Office World Wide Web site, the address for which is: http://www.scotland.gov.uk. It can also be made available on audio cassette.