Excellence in
Education through
Business Links (EEBL)
Developing enterprise in education through teacher placements
Policy and Practices Framework 2009–2011
www.LTScotland.org.uk/enterpriseineducation
What is EEBL > 3
Contents
What is EEBL?
What is EEBL? page 3
The Excellence in Education
through Business Links (EEBL)
programme is a continuing
professional development (CPD)
opportunity through which
teachers can undertake a short
placement in businesses and
other organisations. It provides
an interesting, stimulating
and relevant opportunity for
participants to experience the
diversity of the world of work,
helping teachers, and ultimately
their pupils, to connect the
curriculum to life and work
beyond school. This will help
young learners to develop the
skills for learning, skills for life
and skills for work they will
need to take their place in a
globalised society and economy.
EEBL in context
– Curriculum for Excellence
– Determined to Succeed
– Continuing professional development
page 4
Eligibility – who can take part in the EEBL programme?
page 8
How does EEBL operate?
page 9
– managing and delivering placements
– types of placement
– promoting EEBL
– evaluation
Useful references and links
page 13
Annex 1
Summary of the benefits of EEBL
page 14
Annex 2
Cast studies of effective practice
page 17
Annex 3
Curriculum for Excellence
– the 4 capacities
page 20
Annex 4
The Individual Placement Process
page 22
Annex 5
The Themed and National Placement Process
page 23
An EEBL placement is designed
principally to enhance and
develop:
> enterprising approaches
to learning and teaching by
improving teachers’ knowledge
and understanding of the world
of work beyond the classroom;
> teachers’ appreciation of
the skills, knowledge and
behaviours required in different
work environments;
> management and leadership
skills;
> effective school-employer
partnerships with private,
public and voluntary sector
organisations; and
> new and innovative
teaching practices, including
the introduction of creative
teaching materials based on the
experience.
EEBL, therefore, supports
delivery of Curriculum for
Excellence by:
> helping young people become
successful learners, confident
individuals, responsible citizens
and effective contributors;
> promoting employer
engagement as a positive
influence on learning and
teaching;
> supporting young people to
achieve positive and sustained
destinations on leaving school;
and
> supporting the Scottish
Government’s overarching
purpose and its economic
strategy, which makes clear the
need to ensure our people are
creative, entrepreneurial and
innovative if we are to increase
sustainable economic growth.
4 < EEBL in context
EEBL in context > 5
EEBL in context
“Staff had gained
significantly from EEBL
placements in their
awareness of workrelated issues and
business economics
in ways which they
could use directly to
improve schools’ work
in developing pupils’
employability and skills
for entrepreneurship.”
Improving Enterprise in
Education: A report by
HMIe 2008
Curriculum for Excellence
Curriculum for Excellence
provides the framework for
enterprising learning and
teaching which stresses the
important role for schools
and other educational
establishments in preparing
young people for the challenges
they will face in our rapidly
changing society. It promotes a
broad, flexible curriculum with
opportunities for all children
and young people to develop
knowledge, understanding and
the skills for learning, life and
work. In order to achieve this,
schools need to work with a
range of partners, including
employers, to ensure relevant
opportunities and contexts for
learning.
Determined to Succeed –
enterprise in education
Determined to Succeed: Policy
Expectations for Local Authority
Delivery 2008-2011 sets out
the policy and expectations
for local delivery of enterprise
in education. This document
– built around the following six
> influence planning, design and
delivery of the curriculum;
> influence values and
approaches to management
and leadership; and
> respond to individual needs
– the teacher can influence the
content so it meets his or her
needs more precisely.
inter-related themes – provides
the focus for local authority
delivery plans for academic
sessions 2008-2011:
> Supporting the development
of skills for life, skills for work;
> Engaging employers;
> Broadening the reach of
Determined to Succeed;
> Embedding enterprise in the
curriculum;
> Building capacity; and
> Enhancing international profile.
Contributing to continuing
professional development
EEBL is a valuable CPD
opportunity supporting these
themes, in particular building
the capacity of teachers
and relevant partners. It is
an integral component of
employer engagement and local
authorities will wish to consider
how EEBL can be aligned to
ensure coherence with their
overall approach to engaging
employers; and their broader
CPD strategy. They may also
wish to consider synergies
between teacher placements
and pupil work placements in
order to maximise opportunities
for employers and other
organisations in supporting skills
development.
The Scottish Qualification
for Headship aims to ensure
aspiring head teachers
can obtain the professional
development opportunities they
An EEBL placement is a
valuable addition to the range of need. It is designed to develop
and improve participants’
CPD opportunities available to
practice as school leaders
teachers. The experience can:
and managers and involves
> be an exciting, imaginative,
elements of taught study,
highly relevant and practical
work-based learning and
alternative to standard courses
on offer – and often have a more comparative study placement.
The EEBL programme provides
lasting impact;
opportunities for the candidate
> inform attitudes towards
to compile a comparative study
business practices, cultures
on an organisation in another
and skills requirements
sector.
and employment, including
self-employment and
entrepreneurship;
An EEBL placement counts
towards the 35 hours per
annum required in the
framework for CPD set out in
A Teaching Profession for the
21st Century (The McCrone
Agreement). The framework
explains that time is to be spent
on an appropriate balance
of personal professional
development, attendance at
nationally accredited courses,
small scale school-based
activities or other CPD activity.
Scottish Qualification for
Headship
(www.sqh.ed.ac.uk)
6 < EEBL in context
EEBL in context > 7
EEBL in context (cont.)
Standard for Full Registration and well-being and are willing
to contribute positively to
(www.gtcs.org.uk)
The Standard for Full
Registration (SFR) sets out
the standard of competence
expected of a fully registered
teacher with the General
Teaching Council for Scotland.
An EEBL placement will support
all teachers in demonstrating
element 3.3 of the SFR and
to set their own professional
performance beside it.
Registered teachers value,
respect and are active partners
in the communities in which
they work. They
> have positive relationships
and partnerships within the
community – with professional
colleagues, with other
professions, with parents, with
other agencies and with the
learners themselves;
> know about environmental
issues and are able to contribute
effectively to education for
sustainable development;
> know about the factors
which contribute to health
promoting healthy lifestyles;
> know in detail about the
principles of education for
citizenship and encourage
pupils to be active, critical and
responsible citizens within a
local, national, international and
global context; and
> work co-operatively with
other professionals actively
recognising their different skills
and possible different value
bases.
Professional Recognition
(www.gtcs.org.uk)
Professional Recognition
enables registered teachers to
focus their CPD in particular
areas of interest, gaining
recognition for enhancing their
knowledge and experience.
Teachers who undertake an
EEBL placement and who
subsequently demonstrate
impact on learning and
teaching may gain Professional
Recognition.
“It is important
that placement
participants – both
teachers and
employers – receive
due recognition for
their commitment
and achievement.”
Chartered Teacher
Programme
(www.gtcs.org.uk)
The Chartered Teacher
Programme aims to encourage
teachers to focus on the
enhancement of learning and
teaching. One of the central
professional values and personal
commitments of the Standard
for Chartered Teachers is
collaboration and influence,
which involves building positive
relationships and partnerships in
the community, for example with
local employers. EEBL presents
those teachers undertaking
this programme an opportunity
to learn more about business
and how to build effective
partnerships with them.
Informal recognition
It is important that placement
participants – both teachers
and employers – receive due
recognition for their commitment
and achievement. Local
authorities will wish to consider
ways of recognising individuals’
and organisations’ participation
in EEBL, reflecting procedures
within Employer Engagement
strategies.
8 < Eligibility – who can take part in the EEBL programme?
How does EEBL operate? > 9
Eligibility – who can take part
in the EEBL programme?
EEBL placements are available
to all primary and secondary
teachers working in publicly
funded schools.
How does EEBL operate?
Nationally, the
Scottish Government
will continue to
support EEBL as
an effective CPD
opportunity, building
capacity in enterprise
in education.
Managing and delivering an
EEBL placement
Local authorities will be
responsible for managing and
delivering EEBL. This will include
helping teachers identify suitable
placements and working
with them and the employer
partner to set them up. In doing
so, authorities will require to
develop robust processes to
ensure teachers and employers
are fully involved in development
of placements. Authorities may
find the Evaluation of Excellence
in Education through Business
Links (EEBL) completed in Feb
2009 a useful guide. For further
information see:
www.ltscotland.org.uk/
enterpriseineducation/
professionaldevelopment/eebl.
asp
It will be important for local
authorities to consider the
following issues:
> the rationale for the
placement, outlining benefits to
teachers, schools, employers
and young people;
> setting clear objectives based
on the development needs of
the individual teacher arising
from the annual Professional
Review and Development (PRD)
process and should link to the
school’s Development Plan;
> clear articulation of how the
placement supports enterprising
learning and teaching and
therefore how it maps to
Curriculum for Excellence; and
> response to local economic
needs.
Types of placement
EEBL placements generally fall
into the following categories,
each of which is valuable:
> an individual placement;
> a themed placement; and
> a national placement.
An individual placement involves
a bespoke placement for an
individual teacher, based on
his/her aims and objectives as
agreed with relevant school
management. It may typically
feature a range of different
activities which may include:
> training and development
alongside business staff;
> shadowing an employee or
employer in specific aspects of
their job;
> attending relevant meetings;
and
> discussing aspects of the
business with key managers
and staff.
Please find information on the
individual placement process on
page 22 in Annex 4.
How does EEBL operate? > 11
How does EEBL operate? (cont.)
Themed placements provide an
opportunity to bring together
a number of teachers who
have identified similar aims and
objectives from a placement
and may include teachers from
a number of local authority
areas. These may include
similar activities as individual
placements and often focus
on areas of broad interest,
including, for example:
> national or regional priorities;
> particular area of the
curriculum or approaches to
learning and teaching; and
> transition support, schoolcollege partnerships and
providing more choices and
chances for young people who
need them.
National placements are offered
by a number of organisations
across Scotland for teachers in
all local authority areas. Local
authorities may wish to consider
cross-authority collaboration,
with agreed protocols around
promoting and delivering
‘national’ placements, to
ensure teachers benefit such
opportunities.
Please find information on the
themed and national placement
process on page 23 in Annex 5.
Duration of placement
It is recommended that an EEBL
placement should last for a
minimum of two days. Flexible
patterns of attendance should
be offered to meet individual,
business and school needs. A
placement may be completed in
a block of consecutive days, or
spread across an agreed period.
Where a non-consecutive
approach is proposed, a
commitment to the ‘whole
placement’ and its related
outcomes should be agreed
before the placement begins.
Common features of an
effective placement
Whatever the type, an effective
EEBL placement will have the
following common features:
> clear rationale with aims and
objectives which are developed
between the teacher and the
employer which meet the
requirements of the school and
the employer;
> clear focus on benefits to the
teacher and the employer and a
shared expectation of tangible
outcomes;
> clear evaluation process to be
completed by the teacher and
employer;
12 < How does EEBL operate?
How does EEBL operate? > 13
How does EEBL operate? (cont.)
At a local level, it will
be for local authorities
to promote EEBL,
positioning it within
local CPD and
employer engagement
strategies.
> learning used to support
continuous improvement of
placements; and
> disseminating the tangible
benefits from the placement
with colleagues, pupils and the
wider education and business
community as appropriate.
Examples of effective
placements are provided in
the Annex to this document
and are available at http://
www.ltscotland.org.uk/
enterpriseineducation/
partnershipwithemployers/index.
asp
Promoting EEBL
Nationally, the Scottish
Government will continue to
support EEBL as an effective
CPD opportunity, building
capacity in enterprise in
education. This will include
identifying and disseminating
effective practice, exemplifying
the contribution of EEBL
placements to the delivery of
the four capacities of Curriculum
for Excellence and young
people’s development of skills
for learning, life and work with
a particular focus on enterprise
and employability skills. It will
also include ongoing policy
development to ensure EEBL
supports national priorities.
At a local level, it will be for
local authorities to promote
EEBL, positioning it within local
CPD and employer engagement
strategies, as appropriate.
This will involve proactively
raising awareness of placement
opportunities and responding to
specific requests for placements
from teachers, providing the
advice and support to facilitate
effective experiences.
Evaluation
Local authorities will wish
to consider how best to
evaluate the processes
supporting EEBL placements,
the placement experience,
the outcomes and impact
to ensure continuous
improvements for both teachers
and employers. They will also
wish to consider opportunities
for teachers to reflect on their
experience and to identify next
steps in terms of dissemination
of effective practice and further
development needs.
Useful references and
sources of support
Skills for Scotland: A Lifelong Skills Strategy
> http://www.scotland.gov.uk/Publications/2007/09/06091114/0
Curriculum for Excellence
> http://www.ltscotland.org.uk/curriculumforexcellence/
Determined to Succeed
> http://www.determinedtosucceed.co.uk/
More Choices, More Chances
> http://www.scotland.gov.uk/Publications/2006/06/13100205/0
Journey to Excellence
> http://www.ltscotland.org.uk/journeytoexcellence/
CPD Scotland
> http://www.ltscotland.org.uk/cpdscotland/index.asp
Partnership with Employers
> http://www.ltscotland.org.uk/enterpriseineducation/
partnershipwithemployers/index.asp
The Learning and Teaching Scotland website hosts further
information and support materials for EEBL, including:
> the SQW evaluation of EEBL 2009;
> EEBL guidance leaflet;
> placement support materials;
> an electronic copy of the Policy and Practices Framework
Case studies of effective practice are accessible at
www.ltscotland.org.uk/enterpriseineducation/
partnershipwithemployers/index.asp
14 < Annex 1 Summary of the benefits of EEBL
Annex 1 Summary of the benefits of EEBL > 15
Annex 1
Summary of the benefits of EEBL
There are substantial
benefits to be gained
from teachers’
participation in EEBL
placements, not
only for teachers
themselves, but for
the wider school and
learning community,
employers, and –
most importantly
– for pupils.
Enterprise in education will
enable all young people to
develop their understanding
and knowledge of the world of
work and the enterprise and
employability skills they will need
for future employment. This
can best be achieved through
partnerships between schools
and employers. There are
substantial benefits to be gained
from teachers’ participation in
EEBL placements, not only for
teachers themselves, but for
the wider school and learning
community, employers, and –
most importantly – for pupils.
Benefits to teachers and
education
> First hand experience of
the use of ICT and the role of
innovation in business and other
organisations.
> Access to relevant business
input to the curriculum and
contexts for learning.
> Increased understanding of
how the wider world of work
relates to the curriculum,
enabling enhanced classroom
practices and materials
through the development of
interesting and relevant learning
experiences for pupils.
> Improved understanding
of career planning and its
application.
> Greater understanding of
management and leadership
techniques from a business
perspective.
> Insight into national and local
economies.
> Information about
opportunities for further learning,
training and employment for
young people.
> Support for the transition from
education to work.
> Further partnership
activity, including pupil work
placements.
Young people will
benefit from their
teachers’ placement
experience through
awareness of
opportunities for their
own work placements
Benefits to business and the
wider community
> Professional development
opportunities for employees.
> Better understanding of
Curriculum for Excellence.
> Insight into the thinking and
behaviours of young people
in turn helping organisations
shape recruitment and induction
practices.
> Opportunity to influence
curriculum developments
and practice in schools by
highlighting the skills, knowledge
and attributes employers seek
from young people as future
employees.
> Raised profile of the
organisation and future career
opportunities.
> Opportunity to demonstrate
corporate social responsibility.
> Further opportunities for
engagement with education.
Benefits to young people
Young people will benefit from
their teachers’ placement
experience through:
> Contextualised learning and
teaching promoting deeper
learning.
> Increased motivation
through learning and teaching
approaches which provide a real
context.
> Direct input to learning and
teaching from employers.
> Understanding of local labour
markets.
> Awareness of opportunities for
their own work placements.
> Current career information,
advice, guidance and planning
support.
Annex 2 Case studies of effective practice > 17
Annex 2
Case studies of effective practice
1– National Primary
(including Additional
Support Needs)
and Secondary
Collaborative Teacher
Placement
Host Organisation Scottish Screen – Moving Image Education Duration 3 days
Objectives of the Placement
> To consider the principles and purposes of A Curriculum for
Excellence and to apply them to the development of a learning
resource with potential for cross-curricular learning.
> Input into the Scotland on Screen project by working with others
to make a significant amount of film and video material from
the Scottish Screen Archive readily accessible to teachers and
students across Scotland to watch, analyse and use within the
classroom and GLOW network.
Programme for placement
> Archive materials previewed together with information on Moving
Image Education and the latest information available from LTS on
the relevant outcomes from the Curriculum for Excellence.
> Overview of the activities of the Scottish Screen Archive and the
Scotland on Screen project together with a tour of Scottish Screen
Archive.
> Group interactive activities including an introduction outlining
Moving Image Education (MIE) principles and a demonstration by
Scottish Screen of some MIE classroom activities.
> Creation of learning resources and ideas for classroom activities
(MIE and otherwise) based around the pre-viewed film archive
material from the Scotland on Screen project.
Benefits to Teachers
> Development of further skills in Moving Image Education teaching
practice, as well as working creatively with other education
professionals.
> An opportunity to experience working in an informal creative
environment.
> Development of interpretive skills in relation to developing
research skills, particularly focusing on primary sources and
Curriculum for Excellence.
> An opportunity to contribute to an important national programme
with direct input into the GLOW network resource.
18 < Annex 2 Case studies of effective practice
Annex 3 Curriculum for Excellence – the 4 capacities > 19
Annex 2 (cont.)
Case studies of effective practice
2 – Secondary
Individual Teacher
Placement
Host Organisation
Duration of placement Procurator Fiscal Services 2 days
Objectives of the Placement
> Gain a better knowledge and understanding of the role of the
Procurator Fiscal Services and the decision making process. This
included an insight into mechanisms and processes that constitute
activities of the offices and an understanding of the procedures to
support young people as victims or witnesses of crime.
Programme for placement
> Introduction to Procurator Fiscal’s office work by office manager.
> Work shadowing of legal and administrative staff involved in:
• Initial Case Processing, Summary Unit and Deaths Unit;
• Dumfries Sheriff Court; and
• Victim Information and Advice.
> Visit to Police Reports Bureau.
> Review of placement with area business manager.
Benefits to Teachers
> Liaison links between school, teacher and the judiciary system.
> Equips teachers to better understand and support young people
who have been involved as either victims or witnesses to crime
> Improved perspective and context of the judiciary system within
society and the Procurator Fiscal’s offices in particular which will
help contextualise learning supporting Curriculum for Excellence.
3 – Regional Primary
Themed Teacher
Placement
Host Organisation Museum on the Mound, HBOS Edinburgh
Duration 5 days
Objectives of the Placement
> The aim of the placement was to increase the number of
curriculum related activities offered by the Museum to primary
schools. Specifically with the objective to develop a 30 minute
activity to help pupils engage in an imaginative way with displays
related to each of the four areas of the Museum: coins, money
crime in Old Edinburgh, keeping money safe and working in a bank
(early/mid 20th Century).
Programme for placement
> Introduction to the work of the Museum on the Mound.
> Development of relevant activities relating to the four areas.
> Work with other teachers on the placement in producing
imaginative teaching materials with support from Museum staff.
Benefits to Teachers
> Experience the work of the Museum on the Mound including
access to primary source material held within archives and how this
resource can help support Curriculum for Excellence.
> An opportunity to discover how money is handled and processed
by banks today helping to contextualise learning.
> Share ideas with other teachers and Museum staff to help shape
a publicly accessible education service for other teachers.
20 < Annex 3 Curriculum for Excellence – the 4 capacities
Annex 3 Curriculum for Excellence – the 4 capacities > 21
Annex 3
Curriculum for Excellence – the 4 capacities
successful learners who
> are skilled in generic
processes and activities such as
core skills
> appreciate the relevance of
what they are learning
> can use experiences in
enterprise to reflect on other
learning and make connections
> are self-motivating and
accept setbacks as learning
experiences
> can generate and act upon
original ideas
> understand transitions
throughout life and the
importance of making
connections between past,
present and future experiences
confident individuals who
> have a ‘can do’, ‘be all you
can be’ attitude
> are self-aware and can
reflect on their own particular
strengths, development needs,
interests and aspirations
> are skilled in planning,
influencing, negotiating and
teamwork
> are creative, flexible and
resourceful in managing change
> have experienced challenging,
entrepreneurial projects
> have developed a
constructively critical attitude
towards commerce and
business
> take imaginative and informed
approaches to problem solving
involving calculated risks
Confident individuals
who have a ‘can do’,
‘be all you can be’
attitude
responsible citizens who
> have knowledge and
understanding of the nature of
work and social and economic
enterprise
> understand the roles, rights
and responsibilities of individuals
as employees, managers,
employers, entrepreneurs,
investors, customers and global
citizens
> are willing to take
responsibility for and accept
the consequences of their own
actions
> understand the positive
and negative contributions of
technology and business to
society
> have knowledge and
understanding of personal
finance, as well as national and
global economies
effective contributors who
> have an understanding
and appreciation of the
world of work, the value of
different occupations and
entrepreneurship, and their
contributions to the economy
and to society
> have knowledge and
understanding of wealth
creation and wealth distribution
both nationally and globally
> are willing to take the initiative
and lead
> actively engage in school
and community life in a positive
manner to the benefit of the
school and the wider community
> understand the roles and
contributions to society of
voluntary organisations
> have experience of engaging
positively with a wide range of
people in society
22 | Annex 4 The Individual Placement Process
Annex 5 The Themed and National Placement Process | 23
Annex 4
The Individual Placement Process
Annex 5
The Themed and National Placement Process
Teacher
Teacher
Business
Agrees EEBL as appropriate CPD via PRD process
Business
Agrees EEBL as appropriate CPD via PRD process
Approaches EEBL: Co-ordinator to enquire about a
possible placement
or
Proposes possible placement with known partner
and pursues with EEBLCo-ordinator
Initial contact between business and EEBL
Co-ordinator to discuss placement possibilities
or
Discussion between business and teacher about
possible placement; follow up with EEBL Co-ordinator
TEACHER OR SQH APPLICATION FORM*
Approaches EEBL: Co-ordinator to enquire about a
possible placement
or
Proposes possible placement with known partner
and pursues with EEBLCo-ordinator
Initial contact between business and EEBL
Co-ordinator to discuss placement possibilities
or
Discussion between business and teacher about
possible placement; follow up with EEBL Co-ordinator
TEACHER OR SQH APPLICATION FORM*
Agreement to offer a placement/placements
Agreement to offer a placement/placements
EEBL Co-ordinator sends completed teacher application form to potential
host business, giving details of time, length and objectives of placement
EEBL Co-ordinator sends completed teacher application form to potential
host business, giving details of time, length and objectives of placement
Teacher contacts business to arrange pre-placement meeting, possibly (preferably)
involving EEBL Co-ordinator
Teacher contacts business to arrange pre-placement meeting, possibly (preferably)
involving EEBL Co-ordinator
Appointment of a contact person/mentor for placement
TEACHER PLACEMENT LOG
Option to complete during the
placement procces as a record for
personal use – includes preplacement meeting checklist
Pre-placement meeting to discuss objectives – decision whether or not to proceed
(if do not proceed alternative placement will be sought)
Teacher and business agree programme to suit objectives
Feedback to school and inform EEBL Co-ordinator
if not at meeting
PLACEMENT DETAILS
FORM
Inform all staff involved giving details of teacher
and objectives of placement
Appointment of a contact person/mentor for placement
TEACHER PLACEMENT LOG
Option to complete during the
placement procces as a record for
personal use – includes preplacement meeting checklist
Pre-placement meeting to discuss objectives – decision whether or not to proceed
(if do not proceed alternative placement will be sought)
Teacher and business agree programme to suit objectives
Feedback to school and inform EEBL Co-ordinator
if not at meeting
PLACEMENT DETAILS
FORM
Inform all staff involved giving details of teacher
and objectives of placement
Placement
Placement
Review meeting midway. Re-negotiate programme if necessary
Review meeting midway. Re-negotiate programme if necessary
Final Review
Final Review
Complete evaluation and submit to EEBL Co-ordinator
Complete evaluation and submit to EEBL Co-ordinator
Complete evaluation and submit to EEBL Co-ordinator
Complete evaluation and submit to EEBL Co-ordinator
TEACHER EVALUATION FORM
BUSINESS EVALUATION FORM
TEACHER EVALUATION FORM
BUSINESS EVALUATION FORM
EEBL Co-ordinator shares evaluations with those involved as appropriate,
including local authority to release funding
Review and disseminate experience in school
Follow up work
Review and revise placement programme as appropriate
*NOTE: ALL BLUE CAPS INDICATE TEXT WITH HOTLINK TO THE RELEVANT PAPERWORK ELSEWHERE ON THE WEBSITE
EEBL Co-ordinator shares evaluations with those involved as appropriate,
including local authority to release funding
Review and disseminate experience in school
Follow up work
Review and revise placement programme as appropriate
*NOTE: ALL BLUE CAPS INDICATE TEXT WITH HOTLINK TO THE RELEVANT PAPERWORK ELSEWHERE ON THE WEBSITE
www.LTScotland.org.uk/enterpriseineducation