Evaluation of Excellence in
Education through Business
Links (EEBL)
Final report to Skills Development
Scotland
25 February 2009
Evaluation of Excellence in Education through Business Links (EEBL)
Final report to Skills Development Scotland
Contents
Executive Summary ................................................................................................................. 1
1: Introduction .......................................................................................................................... 5
2: Programme overview........................................................................................................... 7
3: Planning and preparing placements ................................................................................ 12
4: Placement experience ....................................................................................................... 19
5: Benefits and impact of EEBL ............................................................................................ 26
6: Challenges .......................................................................................................................... 39
7: Conclusions and recommendations ................................................................................ 44
Annex A: Participation by local authority area ................................................................. A-1
Annex B: List of consultees ................................................................................................ B-1
Annex C: Questionnaire used in on-line survey of teachers........................................... C-1
Contact:
Sheila Sim
Tel:
Approved by:
Graham Thom
Date:
0131 225 4007
email:
ssim@sqw.co.uk
25 February 2009
Associate Director
www.sqw.co.uk
Evaluation of Excellence in Education through Business Links (EEBL)
Final report to Skills Development Scotland
Executive Summary
Evaluation aims
1.
The purpose of this short evaluation was to review the EEBL programme in preparation for
the handover of responsibility from Careers Scotland. Its aim was to assess the impact of the
programme on the teachers concerned, as well as the effectiveness of processes and
relationships with host organisations and local authority partners. Careers Scotland was also
interested to identify the effect of an EEBL placement on the pupils concerned.
2.
The evaluators were tasked with covering the following points:

How does EEBL affect the individual perception of education / basic philosophy by
teachers?

How does EEBL develop partnerships, and what do these partnerships look like?

How do employers / host organisations benefit from EEBL (e.g. staff development)?

What works, what doesn’t work, and why?

What triggers interest in a teacher participating in EEBL?

How much influence on participation comes from the individual and how much is
prompted by the local authority?

How effective are individual placements versus national / regional themed
placements?

How does EEBL impact in the classroom, both in terms of attainment and
achievement?

How does EEBL deliver a Curriculum for Excellence?

Recommendations for enhancing the effectiveness of EEBL.
Methodology
3.
Our research methodology has comprised several strands:

desk based review of Careers Scotland monitoring data and internal reports (including
teacher satisfaction surveys, teacher impact assessment forms, etc)

telephone interviews with EEBL co-ordinators and their local authority counterparts
across the five Careers Scotland regions

five paired interviews with individual teachers and their corresponding host
organisations (a total of ten interviews), plus an additional five interviews with
teachers
1
Evaluation of Excellence in Education through Business Links (EEBL)
Final report to Skills Development Scotland

three case study visits

an electronic survey of 894 teachers who have participated in EEBL to date, selected
on the basis of their email address being available. The survey generated a response
rate of just over 23%, which has allowed us to produce a robust set of findings.
Main findings
4.
The vast majority of teachers and host organisations rate their EEBL experience very highly.
Amongst host organisations, 81% report a ‘good’ or ‘excellent’ experience; and teachers
report even higher satisfaction levels. The outcomes that teachers expect from their placement
are generally being achieved: over two thirds of teachers report that their desired outcomes
are met in full.
5.
Take-up of EEBL across local authority areas has varied, and in some areas the programme
has been adversely affected by the lack of funding for supply cover.
6.
Effective planning and preparing before a placement is crucial to success, and this process can
be very time-consuming. The most effective placements are those where aims and objectives
have been clearly defined at the outset by both teachers and host organisations. The brokerage
role played by Careers Scotland has been important in helping participants to articulate their
aims.
7.
The majority of teachers and host organisations report that they intend to maintain their links
after the placement has ended. The willingness of employers to continue, and even broaden,
their links with teachers offers great potential for local authorities to cross-promote other
initiatives, particularly regarding work experience for pupils.
8.
The best EEBL placements are those where teachers are involved in active learning and work
shadowing, rather than attending presentations (i.e. ‘doing’ is better than ‘listening’). Themed
and national placements have no less impact than individually tailored placements. Longer
placements have greater impact on teachers and pupils than shorter placements. Teachers feel
that EEBL is a very valuable contribution to continuing professional development, and many
suggest that every teacher should be encouraged to undertake a placement.
9.
The impact of EEBL on pupils is hard to quantify, but it is clear that the programme has
helped teachers to deliver the four capacities of Curriculum for Excellence.
10.
Although the vast majority of teachers report that they have disseminated the learning and
experience from their EEBL placement, this is not done consistently, and many teachers are
unaware that placement opportunities exist. Better awareness raising and dissemination are
required.
Recommendations
11.
Here we present a number of key learning points from the evaluation, which should be of use
to local authorities if they take on responsibility for delivering EEBL.
2
Evaluation of Excellence in Education through Business Links (EEBL)
Final report to Skills Development Scotland

Awareness of EEBL is generally low amongst teachers. This is partly due to
‘gatekeeping’ issues amongst local authorities and individual headteachers: some
local authority officers do not encourage Careers Scotland to market EEBL to
schools, and some headteachers do not promote EEBL within school. On the other
hand, dissemination by teachers who have taken part in EEBL is high: the vast
majority have recommended EEBL to their peers and their headteachers. The transfer
of responsibility for EEBL to local authorities would remove a layer (Careers
Scotland) from the communication hierarchy, thus in principle making it easier to
market the programme. Recommendation: EEBL should be marketed effectively
to schools, so that all teachers know that placements are available as part of the
CPD offer.

The pre-placement stage of planning and preparation is crucial to the success of
EEBL. In particular, it is vital that teachers and their host organisations are both able
to identify and articulate their respective aims for the placement. In order to achieve
this, face to face meetings prior to the placement should take place if possible; when
this does not happen, participants may have a less successful experience during their
placement. Recommendation: sufficient resource should be given to preplacement planning and preparation.

Themed and national placements are just as valuable as individual placements. This is
potentially good news to local authorities if they take over responsibility for EEBL,
as such placements are less resource-intensive to organise. However, it has other
implications: in particular, the ending of Careers Scotland involvement means that
national placements will no longer continue to be organised, unless whoever takes
over responsibility for EEBL is able to co-ordinate such placements through a
national network. Likewise, themed placements that have been operating across local
authority boundaries (e.g. BBC Learning) may also be lost, or run the risk of
duplication of contact as individual local authorities pursue their own employer leads.
In this environment, if responsibility for EEBL is handed to local authorities it would
make sense for groups of local authorities to employ a joint co-ordinator to work
across boundaries. Recommendation: resource should continue to be given to coordinating placements across local authority boundaries, if necessary by sharing
resources to employ joint co-ordinators.

The points above indicate a need for significant management and co-ordination
resource if EEBL is to operate effectively and at the same scale as in previous years.
It is important that whoever takes over responsibility for EEBL recognises the role
played by Careers Scotland staff and identify how this gap will be filled if
responsibilities are transferred. Recommendation: the new providers should learn
as much as possible about the role of Careers Scotland in managing the
programme up till now, and make arrangements to resource a version of that
role within the new delivery structures.

Placements should be designed to be as hands-on as possible. Teachers benefit most
where they are able to (sometimes literally) get their hands dirty. Work shadowing is
much more useful than listening to presentations, and has more impact. Agreeing
3
Evaluation of Excellence in Education through Business Links (EEBL)
Final report to Skills Development Scotland
exactly what will happen during a placement is part of the planning process.
Recommendation: the new providers should encourage host organisations to
make sure that placements allow as much active learning / work shadowing as
possible.

Placements should have equal benefits to both parties. We are aware of a few
instances where host organisations use teachers to produce materials that benefit the
organisation, and where the benefit to teachers is not as clear-cut. Again, the benefits
to both sides should be clearly articulated at the pre-placement stage.
Recommendation: the new providers should liaise closely with teachers and host
organisations to make sure that placements are mutually beneficial, with aims
and objectives being clearly defined on both sides during the pre-placement
phase.

Longer placements (5 days) have more impact on teachers and pupils than short
placements (2 days). This has obvious resource implications, and it is likely that a
balance will need to be struck. Recommendation: where possible, and providing
clear aims and objectives have been set by both parties, resourcing of 4- and 5day placements should continue alongside shorter placements.

Some stakeholders assume that block placements (taking place over consecutive
days) are more effective than non-consecutive placements (whereby a teacher attends
for half-days over a period of time). This is not necessarily the case: there is some
evidence that teachers and hosts benefit from non-consecutive placements, which can
give more time for reflection. Recommendation: the benefits of non-consecutive
placements should be investigated in more detail, with a view to promoting them
if it becomes clear that they bring benefits.

EEBL contributes directly to all four elements of Curriculum for Excellence and also
to a wider range of outcomes. It has significant potential to develop and consolidate
the links between schools and employers. Recommendation: EEBL should be
regarded as integral to, not separate from, school-employer links; in particular,
it has an important role in generating work experience opportunities for pupils.

Dissemination of learning from EEBL has not been consistent, and could be
improved. Recommendation: all teachers benefiting from EEBL should be
expected to disseminate key learning points to their colleagues at school level,
and Glow should be used to promote EEBL internally and externally.
4
Evaluation of Excellence in Education through Business Links (EEBL)
Final report to Skills Development Scotland
1: Introduction
Background and context
1.1
Various forms of teacher placements have been a part of the Scottish educational landscape
for many years, as a professional and personal development opportunity for teachers.
Excellence in Education through Business Links (EEBL) has been an integral element of the
Scottish Government’s strategy for enterprise in education Determined to Succeed (DtS),
2003, which recommended that ‘teachers, as part of their CPD, must have the opportunity to
participate in training and development in enterprise in education, including enterprise
experiences, at least once every two years’. EEBL offers teachers an experience of the world
of work through placements into businesses and other public and voluntary organisations.
1.2
EEBL placements are available to all primary and secondary teachers who work across all
areas of the curriculum in local authority mainstream and special schools. Placements last for
a minimum of two days, with no upper limit – although in practice five days has generally
been the maximum, as this is the upper limit for local authorities to access funding for supply
cover. Placements can be tailored to suit an individual teacher, or designed at regional or
national level to focus on a specific theme or business sector and offered to teachers with a
shared interest.
1.3
Careers Scotland (now part of Skills Development Scotland) has managed and delivered the
programme for the last three years through its network of local co-ordinators on behalf of the
Scottish Government. This is now changing, however, as responsibility for EEBL is being
discussed with COSLA, with the intention being to hand it over to the 32 individual local
authorities. A transition period is currently in operation, with the full, formal handover due to
take place by 31 August 2009.
Evaluation aims
1.4
The purpose of this short evaluation was to review the EEBL programme in preparation for
the handover of responsibility. Its aim was to assess the impact of the programme on the
teachers concerned, as well as the effectiveness of processes and relationships with host
organisations and local authority partners. Careers Scotland was also interested to identify the
effect of an EEBL placement on the pupils concerned.
1.5
The evaluators were tasked with covering the following points:

How does EEBL affect the individual perception of education / basic philosophy by
teachers?

How does EEBL develop partnerships, and what do these partnerships look like?

How do employers / host organisations benefit from EEBL (e.g. staff development)?

What works, what doesn’t work, and why?
5
Evaluation of Excellence in Education through Business Links (EEBL)
Final report to Skills Development Scotland
1.6

What triggers interest in a teacher participating in EEBL?

How much influence on participation comes from the individual and how much is
prompted by the local authority?

How effective are individual placements versus national / regional themed
placements?

How does EEBL impact in the classroom, both in terms of attainment and
achievement?

How does EEBL deliver a Curriculum for Excellence?

Recommendations for enhancing the effectiveness of EEBL.
In Section 7 we attempt to address these questions, drawing on the evidence that we present in
the next sections of the report, which in turn cover:

an overview of the programme (Section 2)

a discussion of pre-placement planning (Section 3)

teachers’ and employers’ experience of EEBL placements (Section 4)

benefits and impacts of EEBL (Section 5)

challenges (Section 6).
Methodology
1.7
Our research methodology has comprised several strands:

desk based review of Careers Scotland monitoring data and internal reports (including
teacher satisfaction surveys, teacher impact assessment forms, etc)

telephone interviews with EEBL co-ordinators and their local authority counterparts
across the five Careers Scotland regions

five paired interviews with individual teachers and their corresponding host
organisations (a total of ten interviews), plus an additional five interviews with
teachers

three case study visits

an electronic survey of 894 teachers who have participated in EEBL to date, selected
on the basis of their email address being available. The survey generated a response
rate of just over 23%, which has allowed us to produce a robust set of findings. (The
response rate was hampered by problems in Fife local authority, where recipients
were unable to access the survey weblink due to an electronic firewall.)
6
Evaluation of Excellence in Education through Business Links (EEBL)
Final report to Skills Development Scotland
2: Programme overview
Key points
In the two years and nine months covered by this evaluation (April 2006 to December 2008) a
total of 1,432 teachers have participated in EEBL.
Participation rates vary across regions and local authority areas, with take-up against target
lowest in Edinburgh, Midlothian and South Lanarkshire.
There has been a trend away from individual placements towards themed / national
placements. The overall ratio is one third individual: two thirds ‘group’ placements.
2.1
In this section we provide a brief overview of EEBL, summarising the key features of take-up
during the period April 2006 to December 2008.
Participation
2.2
In total, over the period April 2006 to December 2008 (two years and nine months), 1,432
teachers have participated in the EEBL programme. In this time a quarter (358) of all
participants have come from the West region, a fifth (283) of participants have come from the
South East region, while the South West, North East and Highlands & Islands regions have
provided a smaller amount of participants at approximately 18% each (this breakdown is
broadly in line with population, with most schools being concentrated in the central belt of
Scotland).
2.3
Careers Scotland sets a target of 100 placements per year in each of its five regions, and in
turn each local authority is allocated its own target. Achievement against target is shown in
Table 2-1.
2.4
The 2006-07 phase of the programme attracted the largest number of participants, with 42%
of total participation in the programme happening during this time. (It should be noted that
the different time periods illustrated in Figure 2-1 are not directly comparable, as the April to
December 2008 period only covers nine months, unlike the other phases which cover twelve
months.)
2.5
Participation rates across regions and council areas very much reflect population data, with
larger urban areas having higher participation rates in EEBL. However, it is apparent that
performance against target varies considerably across local authorities, with significant
variations from year to year in some areas. Nineteen local authorities reached their target in
each of the two years for which we have full data. Authorities where take-up appears low in
relation to target include Edinburgh, Midlothian and South Lanarkshire.
7
Evaluation of Excellence in Education through Business Links (EEBL)
Final report to Skills Development Scotland
Figure 2-1 Total participation April 06-December 08
180
160
358
Total participants
140
283
278
120
258
255
South West
Highlands &
Islands
100
80
60
40
20
0
West
South East
North East
Region
Apr 06 - Mar 07
Apr 07 - Mar 08
Apr - Dec 08
Source: SQW analysis of Careers Scotland EEBL data
2.6
The local authorities that we spoke to have differing views about the appropriateness of target
setting if they take over responsibility for the programme: some are strongly against them,
whilst others fear that without targets, EEBL will disappear.
Table 2-1 % target placements commenced
Local authority / Careers Scotland
region
2006-07 (12 months)
2007-08 (12 months)
2008-09 (9 months)
131%
25%
8%
88%
33%
0%
Highland Council
109%
143%
52%
Moray Council
114%
100%
40%
Orkney Islands Council
140%
140%
80%
Shetland Islands Council
113%
100%
27%
Aberdeen City Council
59%
100%
14%
Aberdeenshire Council
165%
100%
35%
Angus Council
118%
77%
31%
64%
129%
43%
Fife Council
100%
124%
94%
Perth and Kinross Council
164%
169%
46%
Highlands & Islands
Argyll and Bute Council
Comhairle nan Eilean Siar
North East
Dundee City Council
South East
City of Edinburgh Council
103%
72%
56%
Clackmannanshire Council
125%
100%
0%
East Lothian Council
200%
120%
80%
92%
100%
58%
Falkirk Council
Midlothian Council
Scottish Borders Council
Stirling Council
West Lothian Council
63%
75%
38%
210%
230%
60%
88%
88%
50%
125%
56%
119%
South West
8
Evaluation of Excellence in Education through Business Links (EEBL)
Final report to Skills Development Scotland
Local authority / Careers Scotland
region
2006-07 (12 months)
2007-08 (12 months)
2008-09 (9 months)
Dumfries & Galloway Council
121%
136%
164%
East Ayrshire Council
100%
100%
8%
North Ayrshire Council
100%
117%
17%
North Lanarkshire Council
111%
100%
40%
South Ayrshire Council
117%
133%
17%
86%
73%
52%
East Dunbartonshire Council
250%
180%
40%
East Renfrewshire Council
100%
183%
75%
Glasgow City Council
150%
108%
88%
Inverclyde Council
160%
58%
67%
80%
106%
44%
West Dunbartonshire Council
280%
280%
40%
TOTAL ACROSS ALL AREAS
Source: Careers Scotland
120%
112%
55%
South Lanarkshire Council
West
Renfrewshire Council
2.7
Although the current year 2008-09 is not yet finished, it is clear that there has been significant
difficulty generating take-up this year. Sourcing and paying for supply cover has been
problematic in some local authority areas in 2007-08, due to more general budget issues. The
2007 concordat between the Scottish Government and COSLA gives local authorities more
say over how they spend the funding available to them, and some of our consultees have
suggested that programmes such as EEBL may be disadvantaged as a result of this.
2.8
We also know from our consultations that, regardless of funding issues, there remain wider
difficulties in making teachers aware of EEBL. (We discuss this later in the report.) Similarly,
some EEBL co-ordinators report that employers are also facing problems: in the current
economic climate, we have heard anecdotally that some are hesitant to invite external guests
into their organisation at a time when they may be considering redundancy measures.
Length of placement
2.9
Careers Scotland’s survey of teachers asks respondents to report how many days their
placement lasted. These returns are not completed with consistency, but we have been able to
put together an idea of how long the average placement lasted in years 2006-07 and 2007-08.
As we can see in Table 2-2, this varies across regions. It is also clear that the average
placement length has decreased over time in three of the five regions.
Table 2-2 Average placement length in days
Region
2006/07
2007/08
Highlands & Islands
4
2
North East
5
3
South East
4
4
South West
2
2
West
3
2
Source: Careers Scotland EEBL data, April 2006 to December 2008
9
Evaluation of Excellence in Education through Business Links (EEBL)
Final report to Skills Development Scotland
2.10
In our e-survey of teachers we asked respondents to confirm how long they spent on their
placement (see Figure 2-2). We found that the average length of placement is similar for
primary and secondary teachers. The most common length of placement is two days for both
primary and secondary teachers, with nearly half of all secondary placements and 37% of
primary placements being two days in length. Indeed, if anything the data would suggest a
polarisation to two or five day placements. We return later in the report to the potential impact
of this in terms of soft benefits generated.
2.11
Nearly three quarters (72%) of respondents indicated that their placement was undertaken
over consecutive days, while 28% had attended non-consecutively (i.e. on separate days over
a period of time).
Figure 2-2 Placement length
Secondary
Other
Primary
5 days
4 days
3 days
2 day
1 day
0%
10%
20%
30%
40%
50%
60%
Source: SQW Consulting (base: 206)
NB: Other = more than 5 days
2.12
Given that the minimum duration of an EEBL placement is two days, it is not clear why
twelve respondents indicated that their placement lasted only one day. Given that the majority
of them took place in 2006-07 or 2007-08, it seems unlikely that this was the first day of a
non-consecutive placement; it is perhaps more likely that respondents simply have a flawed
recollection.
Individual, national and themed placements
2.13
There are several ways in which placements can come about:

an individual teacher recognises a need for professional development and asks their
EEBL co-ordinator to help tailor a placement for them

local EEBL co-ordinators identify host organisations who can deliver group
placements on a particular theme
10
Evaluation of Excellence in Education through Business Links (EEBL)
Final report to Skills Development Scotland

the National EEBL Co-ordinator identifies national organisations that can deliver
group placements to teachers from anywhere in the country.
2.14
When EEBL was conceived it was envisaged that individually-generated placements would
form the basis of the programme. In practice, however, there has been a trend away from
individual placements as a result of the difficulty in generating demand amongst teachers. We
have been advised that the national management team strives to maintain a good balance
between individual and themed placements – which implies a belief on the part of Careers
Scotland that individual placements have particular value and should continue to be
encouraged.
2.15
We used our e-survey to gauge the overall ratio of individual placements to national or
themed ones. Feedback from the survey to date shows that the overall ratio is one third
individual (tailored) to two thirds group (national/themed) placements. In Chapter 5 we
discuss the relative merits of the different types of placement and the impact that they have.
11
Evaluation of Excellence in Education through Business Links (EEBL)
Final report to Skills Development Scotland
3: Planning and preparing placements
Key points
The pre-placement planning stage is of vital importance to the success of EEBL. In particular,
it is crucial that teachers and host organisations are absolutely clear about their aims and
objectives.
Pre-placement preparation is very time-consuming.
The great majority of teachers and host organisations feel that pre-placement information and
materials are ‘excellent’ or ‘good’.
Although EEBL co-ordinators try to arrange for teachers and host organisations to meet prior
to the placement, in practice this can be difficult to achieve (for teachers in particular).
However, pre-placement meetings are to be encouraged, as they provide the opportunity for
both sides to reach a clear and common understanding of their objectives.
Introduction
3.1
This chapter outlines the planning and preparation that goes in to placements. This task
involves considerable input from Careers Scotland staff, teachers and employers.
Typical planning process
3.2
In the case of individual requests for placements, a suitable programme is developed for the
teacher in discussion with the EEBL co-ordinator, who then identifies a suitable organisation
to host the placement.
3.3
Increasingly, however, themed and national placements have become more common. A
typical planning and preparation process for a themed placement, involving a host
organisation experienced in offering placements, has been described to us by one EEBL coordinator thus:

host organisation advises EEBL co-ordinator that it would like to offer a placement
the following year

co-ordinator starts the preparation several months in advance, to allow enough time
for planning. The first step is to negotiate the best time for the placement to happen,
bearing in mind that certain times of year are not ideal for teachers

co-ordinator visits the host organisation to talk through the timescale, length of
placement, and what outcomes the organisation hopes to achieve

the organisation sends a brief to the co-ordinator

co-ordinator makes any appropriate changes and sends the brief to the local authority
for approval
12
Evaluation of Excellence in Education through Business Links (EEBL)
Final report to Skills Development Scotland

on approval, co-ordinator posts a letter to Headteachers along with the brief (direct
communication by email is not permissible), inviting teachers to apply. This stage is
crucial, as what happens to the brief at this point is entirely in the hands of the
Headteacher

co-ordinator also sends the same information to other EEBL co-ordinators within the
same region, so that they can also market the placement within their local authorities

co-ordinator receives applications from teachers and forwards them to the host
organisation for approval (where placements are over-subscribed the host will select
the best applicants)

ideally a pre-placement briefing is held with the host organisation and the teachers. In
practice it can be difficult for teachers to find time for such out-of-school meetings,
so the briefing is often done by telephone and/or email. The briefing includes a
review of the Careers Scotland paperwork, e.g. to stress the importance of teacher
evaluation forms, which have to be submitted in order for local authority funding to
be released.
3.4
The teacher arranges suitable supply cover and resource through their Headteacher or school
CPD co-ordinator, and the placement goes ahead.
3.5
In the words of one EEBL co-ordinator:
“Planning and preparation is everything: in particular, the host
organisation must be very clear about its aim and objectives for the
placement, and the benefit to teachers must be clear.”
3.6
During our consultations with EEBL co-ordinators a common message has emerged: this
process is very time consuming. In this section we discuss some of the key features of the
planning stage.
Quality of pre-placement briefing and materials: teachers’ views
3.7
Careers Scotland asks teachers and host organisations to rate their level of satisfaction with
the briefings and materials provided during the planning and preparation stage, using one of
four indicators: excellent; good; fair; or poor. (Careers Scotland’s questionnaire does not
require respondents to give more detailed feedback than a tick-box response.)
3.8
Overall approval of the pre-placement briefing and the pre-placement materials was high,
with 78% of teachers categorising the pre-placement briefings as excellent or good (Figure 31) and 77% categorising the pre-placement materials as excellent or good (Figure 3-2).
3.9
Satisfaction with the pre-placement briefing and the pre-placement materials was similar
across all regions apart from the Highlands and Islands region, where the majority of
participants claimed that the quality of the pre-placement briefing and materials was ‘good’,
compared to the majority in other regions who thought the quality was ‘excellent’.
13
Evaluation of Excellence in Education through Business Links (EEBL)
Final report to Skills Development Scotland
Figure 3-1 Teachers’ views on quality of pre-placement briefing
70
% of Respondents
60
50
40
30
20
10
0
SW
SE
NE
HIE
W
Region
Excellent
Good
Fair
Poor
Source: SQW analysis of Careers Scotland EEBL data, April 06 to December 08 (base: 715)
Figure 3-2 Teachers’ views on quality of pre-placement materials
70
% of Respondents
60
50
40
30
20
10
0
SW
SE
NE
HIE
W
Region
Excellent
Good
Fair
Poor
Source: SQW analysis of Careers Scotland EEBL data, April 06 to December 08 (base: 715)
3.10
A very small number of teachers in Careers Scotland’s survey rated the pre-placement
experience only as ‘fair’ or even ‘poor’. Not all of these respondents provided feedback to
indicate why they were dissatisfied - indeed, in some cases their overall feedback about the
placement experience was overwhelmingly positive, apparently outweighing any
dissatisfaction over the pre-placement issues. However, a small number of negative comments
were forthcoming:
I think that the placement was a great opportunity but more consideration
about our role whilst on placement was needed
Enjoyed placement but felt that time could have been better used
Objectives could have been clearer [same comment from two respondents]
14
Evaluation of Excellence in Education through Business Links (EEBL)
Final report to Skills Development Scotland
Quality of pre-placement organisation and information: host organisations’
views
3.11
Planning and preparation concern host organisations just as much as teachers, and it is
important that both parties receive appropriate assistance.
3.12
Careers Scotland’s survey of host organisations found that 83% of organisations believed the
quality of the pre-placement organisation to be ‘excellent’ or ‘good’ (Figure 3-3), while 80%
found the standard of pre-placement information to be ‘excellent’ or ‘good’ (Figure 3-4). It is
worth noting that these satisfaction levels are even higher than the corresponding findings
from teachers (see paragraph 3.8). Host organisations in the North East are significantly more
likely to find the pre-placement experience to be ‘good’ (as opposed to excellent). It is not
clear why this should be the case.
Figure 3-3 Employers’ views on quality of pre-placement organisation
70
% of Respondents
60
50
40
30
20
10
0
SW
SE
NE
HIE
W
Region
Excellent
Good
Fair
Poor
Source: SQW analysis of Careers Scotland EEBL data, April 06 to December 08 (base: 210)
Figure 3-4 Employers’ views on quality of pre-placement information
70
% of Respondents
60
50
40
30
20
10
0
SW
SE
NE
HIE
W
Region
Excellent
Good
Fair
Poor
Source: SQW analysis of Careers Scotland EEBL data, April 06 to December 08 (base: 210)
15
Evaluation of Excellence in Education through Business Links (EEBL)
Final report to Skills Development Scotland
3.13
Examples of reflective feedback from host organisations, as recorded in Careers Scotland’s
survey, are highlighted below.
As hosts of the placement there are things we could possibly improve e.g.
sending a briefing pack to teachers in advance.
Might have been useful to have a pre-placement meeting so that the
content of the presentation could be tailored to suit their requirements.
With so many applications it would have been useful to have more of a
recruitment process. Would like to arrange more meetings/opportunities
for teachers to engage with more staff at the centre.
Teacher motivation
3.14
We were interested to explore why teachers choose to take part in an EEBL placement. In
our e-survey of teachers we asked them where the idea came from: did they instigate the
placement themselves, or was the idea suggested to them?
3.15
Primary and secondary teacher responses were very similar; 36% and 37% respectively said
that the placement was their own idea, while 29% and 30% said that the idea came from
Careers Scotland. Of those teachers who responded ‘other’ to this question, the most common
explanation was that they had enrolled on the EEBL placement as part of the Scottish
Qualifications for Headship Programme. This suggests the important role for those
overseeing EEBL in promoting the opportunities directly to teachers and through more
general CPD channels.
“I was frustrated that there was no public gallery in this area or somewhere the pupils could
go to experience the public gallery environment. In this rural area, there is not much to do in
terms of creative/ arts activities. I grew up in the local area and strongly felt not being able to
experience art in a gallery, somewhere local. I wanted to address this problem and see what
could be done to provide pupils with the experience of developing their understanding of art
and specifically the perspective that galleries can bring. In the past we had made visits to
galleries out-with the region and the pupils were not able to fully take in the experience
because it was all new and very different environment for them. It became apparent to me that
they needed to be educated and introduced to the galleries in a different way which tied in
with their classroom activities. In essence, I did the placement for creative interaction and to
broaden horizons. Working in a school can only give you certain view of art and the creative
industries. I wanted to expand my horizons as well as introducing the pupils to new art forms
through galleries.”
Teacher, Lossiemouth High School
Teachers’ aims
3.16
One of the important issues that has been highlighted in our consultations is the importance of
teachers – and host organisations – having a very clear idea of why they want to do a
placement and what they hope to achieve from it. This is part of the overall planning and
preparation process.
3.17
Our consultations suggest that teachers find it difficult to identify and articulate their aims.
From some EEBL co-ordinators we have heard that teachers struggle to express exactly what
16
Evaluation of Excellence in Education through Business Links (EEBL)
Final report to Skills Development Scotland
it is that they want to achieve from their placement and require a lot of advice and assistance
from Careers Scotland in order to complete a satisfactory application form. (Indeed, the
feedback from our e-survey of teachers confirms that some had clearer ideas than others about
why they wanted to do a placement.) The fact that EEBL co-ordinators have been able to
spend time helping teachers to sharpen their objectives and to articulate them effectively in
their application form has been a strength of the programme – but this process can be highly
resource-intensive.
3.18
Below we provide an overview of teachers’ aims, summarising some of the main themes
arising from the e-survey feedback about why teachers want to do an EEBL placement.


To see and understand at first hand the job opportunities available to young people
and understand what skills are needed, e.g:

To gather information that would help pupils to gain employment with local
engineering companies

[to gain] an insight into business and the skills/attributes businesses are
looking for in prospective employees. This in turn would help influence my
teaching methods to ensure I was giving pupils the best possible chance of
being employed in the private sector

I wanted to gain knowledge of the workplace and how young people could get
jobs when they leave school, what skills are required, etc
To improve knowledge of a particular subject area (e.g. architecture, space) in order
to deliver better lessons, e.g:


To be able to talk authoritatively about real-life issues, e.g:



I was teaching a P6 class, one of their topics was Space - an area of personal
development need. I was therefore keen to develop my own knowledge, and
learn new ways to make the subject relevant and interesting for the children I
teach
I wanted to be able to discuss with my students the current issues involving
IT, and I didn't want it to just be what I had read about in a book - I wanted
to be able to talk from a real-life perspective
To understand what services are available to young people outside school, e.g:

I wanted to get an understanding of the different providers/facilities in West
Lothian and to find out exactly where these things were to let pupils know

Increased knowledge & understanding of the appropriateness
agencies/supports. Personal contact with workers, agency reps
of
To update professional knowledge and experience, e.g:
17
Evaluation of Excellence in Education through Business Links (EEBL)
Final report to Skills Development Scotland



Having a background in engineering before teacher training I was interested
to see how engineering had moved on and to see if I could pick up some
pointers etc for classroom use

It was a long time since I'd had computer experience in the workplace and I
wished to address that
Interest in helping their school to gain a particular status (e.g. Eco-School or Forest
School) by improving knowledge and understanding of particular issues, e.g:

I undertook Forest Schools level 3 leadership training as a way to gain first
hand experience of outdoor experiences which I could them use in school

How to get Fair Trade status for the school

I'm running an eco-project at school and wanted to further my green
credentials
To gain new management or leadership skills (notably in the context of the Scottish
Qualification for Headship)

To look at different aspects of management within an industrial setting i.e.
quality assurance, succession management

To compare the way people are managed, evaluated and developed as
individuals.
3.19
All of these aims reflect the various ‘benefits to teachers and education’, as set out in the
EEBL Policy and Practices Framework.
3.20
In Section 4 we explore whether teachers’ aims and expectations are being met.
18
Evaluation of Excellence in Education through Business Links (EEBL)
Final report to Skills Development Scotland
4: Placement experience
Key points
The vast majority of teachers and host organisations rate their EEBL experience very highly.
Teachers on themed or national placements have broader expectations than those on
individual placements, particularly about achieving additional motivation, developing new
lesson plans and teaching resources and making new contacts. Those on individual
placements are more likely to have expectations about gaining insight into how organisations
work and learning about management and leadership.
Primary teachers have higher expectations than secondary teachers about gaining new
confidence as a teacher and producing new lesson plans or teaching resources.
The outcomes that teachers expect from their placement are generally being achieved: over
two thirds of teachers believe that their desired outcomes are met in full.
4.1
In this section we provide an overview of teachers’ and host organisations’ general
satisfaction with their placement experience. We then look at the extent to which teachers’
aims and expectations have been met.
Teacher review
4.2
In total, 715 teachers in the period April 2006 to December 2008 completed a placement
quality review. The review is carried out by Careers Scotland after placements have been
completed to assess teachers’ views on the quality of their placement.
Placement programme content
4.3
Respondents were asked to rate the content of their placement. Very few respondents
categorised the programme as fair or poor. Of the 715 teachers surveyed between April 2006
and December 2008 only three teachers viewed the placement content as ‘poor’ in contrast to
the 439 people who thought it ‘excellent’. The key message from these responses regarding
the quality of the placement is that the substance of the placement fulfils the requirements of
those who take part to a very high degree, resulting in high satisfaction ratings from the
majority of participants in EEBL.
4.4
A high proportion of teachers in all regions excluding the North East rated the EEBL
programme as ‘excellent’ ranging from 66% in the West to 58% in the South East. In the
North East, 29% rated the programme as excellent. However, this may not be a reflection of
the content of the programme in the North East as a high number of respondents in that region
(36%) did not answer this question, thus perhaps skewing the results.
19
Evaluation of Excellence in Education through Business Links (EEBL)
Final report to Skills Development Scotland
Figure 4-1 Teachers’ views on placement content
70
% of respondents
60
50
40
30
20
10
0
SW
SE
NE
HIE
W
Region
Excellent
Good
Fair
Poor
Source: SQW analysis of Careers Scotland EEBL data, April 06 to December 08 (base: 715)
Host review
4.5
In total, 210 host organisations completed a placement quality review covering the period
April 2006 to December 2008. This captured host organisations’ views on a number of
aspects of the placement programme such as pre-placement organisation, their views on the
teacher experience and their intentions regarding maintaining future links with teachers.
4.6
The vast majority of host organisations were happy with the overall teacher placement
experience, with 81% of all host organisations reporting that the placement was either
‘excellent’ or ‘good’. Encouragingly, no host organisation believed that the teacher placement
experience was ‘poor’ and of the 210 organisations only two reported their experience of the
placement as ‘fair’.
Figure 4-2 Hosts’ experience of teacher placements
70
% of Respondents
60
50
40
30
20
10
0
SW
SE
NE
HIE
W
Region
Excellent
Good
Fair
Poor
Source: SQW analysis of Careers Scotland EEBL data, April 06 to December 08 (base: 210)
20
Evaluation of Excellence in Education through Business Links (EEBL)
Final report to Skills Development Scotland
4.7
Across the regions the perceptions of host organisations regarding the teacher placement
experience differed, with large majorities in both the North East (67%) and West (61%)
believing the experience to be excellent, while in the South West the largest proportion of
respondents (48%) believed the experience to be ‘good’.
This was of great benefit to the training dept. Rod's skills as a teacher
allowed us to have our training packages/methods reviewed. This,
coupled with Rod's involvement with the specials [constables], provided a
very worthwhile experience. There are no areas of the placement
programme that require improvement.
The organisation will liaise with Maureen to further support the teaching
of waste education at her school. Her enthusiasm gave the education team
a lift.
Educational, inspiring, an eye-opener, really made me understand the
requirements of teachers and the connection of the Scottish Curriculum to
active learning and engagement of young people.
Margaret's participation made such a difference, the experience she was
able to bring helped focus the provision we had put together. Margaret
has agreed to bring her class along on the 21st of March to pilot the
workshop. We aim to get evaluation and feedback from both Margaret and
her pupils. Margaret also helped with putting together proprietary and
follow up resources linked to objects from the Museums collections that
can be loaned out to schools. Again she has taken this material in draft
form and is piloting it with her pupils in class. Once her project is
complete Margaret has agreed to revisit us and evaluate these resources.
I really think that this experience was very well organised and the two
projects I have been involved in were both productive and instructive...
The single thing that would help … to make the placements even better is
TIME. Five days is not long enough for the person to become used to the
house and - I would say - to feel confident in what they can do / achieve.
Otherwise - excellent!
We would like to use teacher placement to help us improve the way in
which we communicate with teachers and also support the development of
our new schools programming as part of our redevelopment project 20082011.
Are anticipated outcomes being achieved?
What outcomes did teachers expect to achieve
4.8
In Section 3 we looked at teachers’ aims for their placement, which they defined during the
pre-placement planning phase (i.e. why did they want to do the placement). In this section we
explore the particular outcomes they expected to achieve (i.e. what did they want to get out of
it), and whether these expectations were fulfilled in practice.
4.9
Figure 4-3 indicates that teachers’ aims and expectations are similar across primary and
secondary sectors. The most commonly cited expectations relate to: gaining new insight into
how organisations work; gaining additional motivation as a teacher; and making useful new
contacts. Primary teachers were more likely to express expectations about gaining new
21
Evaluation of Excellence in Education through Business Links (EEBL)
Final report to Skills Development Scotland
confidence as a teacher, producing new lesson plans and new teaching resources. More
primary teachers expected to be able to organise class visits to the organisation after their
placement, whereas more secondary teachers expected to be able to organise work experience
for pupils (Figure 4-3).
Figure 4-3 Did you expect to achieve any of the following? (proportion saying yes)
100%
Primary
Secondary
80%
60%
40%
20%
Learn more about
management/leadership
Pupils invited to do work
experience at the
organisation
Class able to visit the
organisation after my
placement
New school-business
link established for the
longer term
Make useful new
contacts
Produce new teaching
resources
Produce new lesson
plan/s
Freshen approach to
teaching
Gain new confidence as
a teacher
Gain additional
motivation as a teacher
Gain new insights into
how an organisation
works
0%
Source: SQW Consulting (base: 206)
4.10
As shown in Figure 4-4, expectations were more broadly held amongst those teachers who
were on a national or themed placement (i.e. as part of a larger group of teachers): on average
63% of teachers taking part in a group placement reported that they expected results in each
category shown in Figure 4-3 and Figure 4-4, compared to 58% of teachers who were on an
individually tailored placement. This might reflect a more specific and self determined need
amongst those on individual placements .
4.11
Expectations were particularly high amongst those on national/themed placements with
regard to achieving additional motivation as a teacher, developing new lesson plans and
teaching resources, making new contacts and being able to organise class visits. Those on
individual placements were more likely to have expectations about gaining new insights into
how an organisation works and learning about management and leadership (Figure 4-4).
22
Evaluation of Excellence in Education through Business Links (EEBL)
Final report to Skills Development Scotland
Figure 4-4 Did you expect to achieve any of the following? (proportion saying yes)
100%
Only participant
Part of a larger group
80%
60%
40%
20%
Learn more about
management/leadership
Pupils subsequently
invited to do work
experience at the
organisation
Class able to visit the
organisation after my
placement
New school-business
link established for the
longer term
Make useful new
contacts
Produce new teaching
resources
Produce new lesson
plan/s
Freshen my approach to
teaching
Gain new confidence as
a teacher
Gain additional
motivation as a teacher
Gain new insights into
how an organisation
works
0%
Source: SQW Consulting (base: 135)
4.12
There was little difference in expectations depending on whose decision the placement had
been. Expectations were highest among those who had made the decision to do the placement
themselves but those on placements for other reasons also had high expectations.
4.13
Finally, teachers’ expectations of the placement were analysed according to the length of the
placement. There were significant differences in expectations surrounding gaining new
confidence, with 40% of two-day participants expecting to achieve new confidence as a
teacher compared to over 60% of those teachers on a three or four day placement. This pattern
is also strong in teachers’ expectations surrounding the production of new lesson plans and
teaching materials, with expectations rising as the length of the placement increases (Figure
4-5). Teachers on shorter placements generally had fewer objectives, perhaps reflecting
realism about what could be achieved in the time available.
Figure 4-5 Did you expect to achieve any of the following? (proportion saying yes)
100%
80%
60%
40%
20%
0%
1day
2 days
3 days
4 days
5 days
Other
Gain additional motivation as a teacher
Gain new confidence as a teacher
Freshen my approach to teaching
Produce new lesson plan/s
Produce new teaching resources
Source: SQW e-survey of teachers (base: 208)
23
Evaluation of Excellence in Education through Business Links (EEBL)
Final report to Skills Development Scotland
Were expectations met?
4.14
Careers Scotland data across all five regions shows that satisfaction with placements is high
amongst teachers (Figure 4-6): just over two thirds of respondents (68%) believe that their
desired outcomes from the placement were met in full. A further 23% of respondents felt their
desired outcomes were met ‘somewhat’, while only a very small minority reported that they
were not met at all.
Figure 4-6 Were teachers’ desired outcomes met?
80
70
% of Respondents
60
50
40
30
20
10
0
SW
SE
NE
HIE
W
Region
Yes totally
Yes somewhat
No, not really
Source: SQW analysis of Careers Scotland EEBL data, April 06 to December 08 (base: 715)
4.15
We have compared Careers Scotland’s data with the findings from our own survey, and there
is a strong correlation in terms of aims being met. In our own survey, a very high proportion
of respondents reported that they had achieved their aims of going on the placement (73% and
79% of primary and secondary teachers respectively) – rather higher than indicated by
Careers Scotland’s data. A further 24% and 21% felt that their aims had been achieved in part
(similar to Careers Scotland data).
4.16
Our survey differs from that of Careers Scotland in that we also asked teachers to define what
outcomes they expected to achieve from the placement, using a list of prompts. The highest
proportion of teachers reported that their expectations had been met in terms of gaining
additional motivation as a teacher, gaining new insights into how an organisation works and
making useful contacts (answering 4 or 5 on a scale of 1 to 5, where 1 is 'expectations not met
at all', and 5 is 'expectations met in full'). These are important issues that underpin the
rationale for the programme.
24
Evaluation of Excellence in Education through Business Links (EEBL)
Final report to Skills Development Scotland
Figure 4-7 Proportion of respondents who answered 4 or 5 to the question “how far were your
expectations met, on a scale of 1 to 5 (where 1 is 'not at all', and 5 is 'met in full')”
100%
Primary
Secondary
80%
60%
40%
20%
Learn more about
management/leadership
Pupils subsequently
invited to do work
experience at the
organisation
Class able to visit the
organisation after my
placement
New school-business
link establihsed for the
longer term
Make useful new
contacts
Produce new teaching
resources
Produce new lesson
plan/s
freshen my approach to
teaching
Gain new confidence as
a teacher
Gain additional
motivation as a teacher
Gain new insights into
how an organisation
works
0%
Source: SQW Consulting (base: 208)
4.17
On average, our survey shows that secondary teachers’ expectations were met to a higher
degree than those of primary teachers, with an average of 58% of secondary teachers
responding that their expectations in each category were met, compared to 52% of primary
teachers.
Placement structure
4.18
Teacher surveys (our own and that of Careers Scotland) have not specifically sought to
investigate the benefits of consecutive and non-consecutive placement periods. However,
from the small amount of qualitative feedback available, the non-consecutive approach has its
merits:
I think I should have split up the days over 2 weeks to allow me time to
reflect on what was being done [teacher]
4.19
As we noted earlier, teachers on non-consecutive placements were slightly more likely to
have come away with tangible outputs such as new teaching materials.
4.20
One host organisation commented on the structure of the placement thus:
It might be useful to spread placements over a period of time, e.g. one day
per week rather than doing them in a block of three days at a time. This
could be very convenient for the teacher and the host site.
4.21
We do not have sufficient evidence on which to make a robust conclusion about the relative
merits of consecutive and non-consecutive placement periods, but clearly the latter approach
should not be dismissed out of hand.
25
Evaluation of Excellence in Education through Business Links (EEBL)
Final report to Skills Development Scotland
5: Benefits and impact of EEBL
Key points
Nearly half of all teachers feel that their placement reinforced the relevance of their taught
subject, and nearly half feel that a key benefit of EEBL is in allowing them to share ideas and
thoughts with others.
More than one third of teachers report that the placement helped them with some or all of the
four capacities in Curriculum for Excellence.
The vast majority of teachers (with only two exceptions) have disseminated their learning and
experience following their EEBL placement. Almost one third of teachers recommend EEBL
to their headteacher, and 56% encourage their peers to apply for a placement.
Teachers feel that EEBL is a very valuable contribution to CPD, and many suggest that every
teacher should be encouraged to undertake a placement.
The primary impacts on pupils are in helping them to make links and connections and to see
the relevance of their school work to employment, and in broadening their horizons (e.g.
increasing their social and environmental awareness).
Teachers on themed or national placements report slightly higher impacts on pupils than
teachers on individual placements.
5.1
The main purpose of this evaluation is to assess the impact of EEBL on the participating
teachers – and, if possible, on their pupils. In this section we consider the tangible and
intangible benefits of placements, and explore what the overall impact of the programme has
been.
Tangible outputs arising from placements
5.2
In our e-survey of teachers we asked them to identify any tangible outputs, such as new lesson
plans or teaching materials, arising from their placement. Of the 130 teachers who reported
tangible outputs, exactly half (65) described the creation of new teaching materials or
resources for teachers – while the other half gave details of non-tangible outputs such as
future links, new ideas, information, etc.
5.3
The characteristics of the 65 placements resulting in tangible outputs are:

one third primary and two thirds secondary teachers (approximately in line with the
overall take-up of EEBL amongst primary and secondary)

one third non-consecutive structure and two thirds consecutive days (a slightly higher
proportion of non-consecutive placements than at overall programme level)
26
Evaluation of Excellence in Education through Business Links (EEBL)
Final report to Skills Development Scotland

equally split between short (2 days or less), medium (3 days) and long (4 days or
more) placements.
5.4
Initially it may seem disappointing that only 31% of all respondents came away from their
placement with new teaching resources or other tangible outputs – but as the EEBL Policy
and Practices Framework puts no particular emphasis on this, it could in fact be regarded as a
positive outcome.
5.5
Examples of tangible outputs cited by respondents include:
Variety of healthy eating recipes introduced to the curriculum. We have
also registered with the 'Cooking Bus' and plan to arrange a visit to the
school next year
Excellent resources made from using photos from the archive and used in
lessons - good comparisons from old places to new in their local area
Teaching pack on sectarianism
Global Citizenship booklet for secondary schools
5.6
A large proportion of responses to this question related to new ideas, new contacts,
subsequent class visits, new links and improved information and advice to pupils.
The tangible outputs from my placement were:






Developing class materials for pupils on the topic of money
Taking the class out to visit the museum for a whole day and explore the
history of money
Created a teachers pack of material on the topic
Attended conferences and other events with the Scottish Government and
Careers Scotland to showcase my experience of EEBL. One of the
conferences was at Radisson Hotel
Attended a workshop in Glasgow on enterprise and took a few pupils with me
Produced a short film for Learning Teaching Scotland on financial
education/ the placement, which includes interviews with myself, Museum
representatives
and
pupils:
http://www.ltscotland.org.uk/video/f/royalmileprimaryschool.asp?strReferrin
gChannel=eie. –
Teacher, Royal Mile Primary School
Application of subject within the world of work
5.7
In its own survey of teachers, Careers Scotland asks teachers to explain the ways in which
their placement has increased the practical application of their subject within the world of
work, selecting from the following responses: raised awareness of technical skills needed;
reinforced the relevance of my subject area to the world of work; helped me understand the
soft skills required; improved my understanding of the labour market.
5.8
Many believed the placement reinforced the relevance of their taught subject (46%). Raising
their awareness of the technical skills needed is also important (cited by 30%, Figure 5-1).
One fifth of respondents felt that the placement had helped them in their understanding of the
27
Evaluation of Excellence in Education through Business Links (EEBL)
Final report to Skills Development Scotland
soft skills required within the world of work – perhaps a disappointing outcome, given that
national employer surveys (Futureskills1, etc) so often highlight the need for soft / core skills
and of these being the key shortcoming of young recruits.
Figure 5-1 Application of subject within the world of work
Raised awareness of technical skills needed
Helped in understanding the soft skills required
Reinforced the relevance of my subject
Improved my understanding of the Labour Market
0
5
10
15
20
25
30
35
40
45
50
% of Respondents
Source: SQW analysis of Careers Scotland EEBL data – base (212)
Aspect of area of specialism that gained most from the placement
5.9
Careers Scotland also asks teachers to comment on which aspect of their area of specialism
benefited most from the placement. Again, the questionnaire invites teachers to select from
four options: improved context; helped me with some or all of the four capacities in
Curriculum for Excellence; enhanced my technical knowledge; allowed me to share thoughts
and ideas with others.
5.10
Nearly half of respondents report that the area of specialism that gained most from the
placement was that it allowed them to share ideas and thoughts with others (47%). Over a
third (35%) felt that their ability to deliver the capacities within Curriculum for Excellence
had gained from the placement. Teachers also reported that the placement had giving them an
improved context of their area of specialism (28%) as well as enhancing their technical
knowledge (25%).
5.11
Given the objectives behind EEBL and Curriculum for Excellence, these are perhaps lower
positive responses than might have been hoped. One explanation may be that teachers have
not been able to make the linkages that should exist and may need support in defining these
when planning and reflecting on placements. EEBL has the potential to make a real
contribution to all areas of Curriculum for Excellence, and it is important that these linkages
are emphasised, whoever takes over responsibility for the programme.
For example, “Futureskills Scotland - Research Series - Scottish School Leavers and Their Understanding of the
World of Work (2005) - http://www.scotland.gov.uk/Resource/Doc/919/0065462.pdf
1
28
Evaluation of Excellence in Education through Business Links (EEBL)
Final report to Skills Development Scotland
Figure 5-2 Area of specialism that gained most from the placement
Improved context
Capacities within Curriculum for Excellence
Enhanced my technical knowledge
Allowed me to share ideas/thoughts with others
0
5
10
15
20
25
30
35
40
45
50
% of Respondents
Source: SQW analysis of Careers Scotland EEBL data – base (212)
Dissemination of experience
5.12
In our e-survey we invited teachers to indicate, from a list of prompts, whether they had had
any opportunities to disseminate their learning and experiences after their placement (Figure
5-3). The vast majority of teachers – with only two exceptions – reported that some form of
dissemination had taken place. This is a very positive finding.
5.13
The main route for disseminating learning for secondary teachers was through informal
discussion with other teachers (41%) followed by more formal dissemination through
feedback to senior colleagues (24%). For primary teachers, sharing of learning was done
through informal discussion (28%), feedback to senior colleagues (26%) and through ‘other
means’ (31%) - generally a combination of the above options.
Figure 5-3 Have there been any opportunities to disseminate the learning that you gained from your
placement?
45%
Primary
Secondary
40%
35%
30%
25%
20%
15%
10%
5%
0%
Informal sharing of
Formal/structured
information with
sharing of
other teachers in my
information with
school
other teachers (e.g.
staff meetings)
Sharing of new
resources/materials
with other teachers
Feedback given to
headteacher and/or
other senior
collegues
Other
Source: SQW Consulting – e-survey of teachers (base: 191)
29
Evaluation of Excellence in Education through Business Links (EEBL)
Final report to Skills Development Scotland
5.14
Of those who indicated ‘other’ dissemination opportunities, approximately one third reported
that they pursued all or most of the options listed. Two reported that no dissemination had
taken place.
5.15
Other specific comments included:

report into school newsletter which goes home to parents as well as staff. Also article
in local newspaper

sharing information with staff (informally) within my Learning Community and with
other coaches across the city

feedback to our host at the centre outlining the potential of the location to help
improve topics within the curriculum

I invited MD of factory to shadow me for a day.
5.16
A small number of respondents reported that dissemination had taken place with pupils.
Perhaps more interestingly, three teachers reported that parents were amongst the
beneficiaries of dissemination (“sharing with teachers and parents during an information
meeting”; “report in school newsletter which goes home to parents”; “presentation at parentteacher forum”).
5.17
Also on the theme of dissemination, we looked at Careers Scotland’s data on whether teachers
recommended EEBL placements to others or talked to colleagues about the benefits of
placements. As we can see in Figure 5-4, over half the of respondents (56%) reported
encouraging other teachers to apply for or request placements by ‘word of mouth’, which is
an encouraging indication of satisfaction with the programme. Almost one third (31%) of
respondents also recommended EEBL to their head teacher.
5.18
Also of note is the fact that 11% of teachers subsequently gave presentations to their school or
colleagues on their placement. Our survey and consultations suggest that there may be merit
in trying to increase this figure: a number of teachers have specifically reported that it ‘would
have been useful’ if they could have listened to such a presentation prior to undertaking their
own placement.
Figure 5-4 Encouraging others to go on EEBL placements
Presentations to school
or colleagues
Case study on the school
website/newsletter
Word of mouth
Recommended to Head
Teacher
0
10
20
30
40
50
60
% of Respondents
Source: SQW analysis of Careers Scotland EEBL data – base (212)
30
Evaluation of Excellence in Education through Business Links (EEBL)
Final report to Skills Development Scotland
Contribution of EEBL to continuing professional development (CPD)
5.19
We asked teachers to say how they thought EEBL placement compared to other forms of
CPD. The vast majority (190 of 200 respondents) said that placements were a useful addition
to other forms of CPD. Only four respondents thought that placements were less useful than
other forms of CPD. When asked to expand upon their answer, feedback was generally very
positive. The following quotes provide a flavour of teachers’ views on this subject:
Could be a more 'normal' experience - at my school, only 2 of 18 teachers
have done an EEBL placement. in 17 yrs, this was my FIRST one.
Shouldn't be mandatory, but SMT should maybe get HGIOS ticks for
teachers going on placement? EEBL Placements often are too shortnotice, or badly-timed (i.e. I won't apply for one when I'm doing report
cards, Parents Nights, or in Holidays). Some of them sound very boring
(but loads sound great - I am trying to sell them to other teachers, and
indeed my SMT who would get a lot from the best EEBL Placements, I
think)
Make it compulsory part of staff development. And when that member of
staff has returned they must go about devising some way of improving
their curriculum from the knowledge gained. This could be in the form of a
one off visit by the business that that member of staff organises or it could
be something more embedded, such as a new topic taught.
Every teacher should be encouraged/obliged to participate in at least one
placement every few years. This would help remind teachers to encourage
children to think positively about gaining meaningful employment. This is
especially important for children who come from families who are longterm unemployed.
There should be more opportunities for teachers to broaden their horizons
I think these placement enhance our teaching practice and should
continue to be fully funded so that supply cover never becomes an issue
Both placements I have undertaken have been invaluable to my CPD. I
have encouraged members of my department to take these forward as it is
essential teachers are aware of what happens in the "real world"
The most valuable professional development I have ever taken part in. It
would be a great loss if it was to end
Links with host organisations
5.20
Maintaining links with host organisations is one of the benefits we might expect to see arising
from EEBL placements. Careers Scotland data (see Figure 5-5) shows that this is the intention
of the majority of teachers. On average, 81% of teachers reported that they would maintain
links with their host organisation after their placement had finished. Only 8% did not think
this would happen.
31
Evaluation of Excellence in Education through Business Links (EEBL)
Final report to Skills Development Scotland
Figure 5-5 Teachers’ intentions to maintain links with host organisation
100
90
% of Respondents
80
70
60
50
40
30
20
10
0
SW
SE
NE
HIE
W
Region
Yes
No
Source: SQW analysis of Careers Scotland EEBL data, April 06 to December 08 (base: 715)
5.21
Careers Scotland have also asked host organisations to report back on whether they envisage
that links with the visiting teacher (and associated school) will be maintained. Encouragingly,
76% of all host organisations surveyed by Careers Scotland intend to maintain contacts with
teachers – indicating that employers intend to maintain links almost as much as teachers do
(81%).
5.22
A more detailed analysis across the five regions illustrates a disparity in intentions, with
100% of host organisations in the North East intending to maintain links, compared to only
25% in the Highlands and Islands. Given that many teachers in Highland region are likely to
undertake a placement outwith their normal travel-to-work area (for example, we know that
several have done national placements in Edinburgh), it seems logical to assume that they
may be less likely to maintain contact with their host after the placement ends.
Figure 5-6 Host organisations intending to maintain links with teachers
100
90
% of Respondents
80
70
60
50
40
30
20
10
0
SW
SE
NE
HIE
W
Region
Yes
No
Source: SQW analysis of Careers Scotland EEBL data, April 06 to December 08 (base: 210)
32
Evaluation of Excellence in Education through Business Links (EEBL)
Final report to Skills Development Scotland
5.23
Of course, the intention of schools and employers to maintain the links that have arisen from
teacher placements may not necessarily come to fruition. There are indications from our
telephone consultations with teachers and hosts, as well as from the existing data, that it can
be difficult on both sides to find the time and opportunity to build upon placement activity no
matter how much this might be desired.
5.24
Careers Scotland data give us an indication of the translation of ‘intention’ into ‘reality’, and
what form any further links have actually taken in practice (Figure 5-7). One fifth of teachers
report that they have further engaged the host organisation by involving them in school
activities. A smaller number report that a member of the host organisation has subsequently
visited the school (13%) and that other colleagues had requested placements from the host
organisation (11%).
Figure 5-7 Further engagement with host organisations
Involved the organisation in school activities
A member of the organisation visited my school
Other colleagues have requested placements
Work experience placements arranged
0
5
10
15
20
25
% of Respondents
Source: SQW analysis of Careers Scotland EEBL data – base (212)
5.25
Comments from host organisations include:
X’s EEBL placement has been an excellent example of how such links can
be used to forge ongoing partnership working between schools and
industry/business. EEBL placement has proved to be an effective way for
teachers to learn and understand more about MFiF and hence be in a
position to share this with young people.
Have undertaken local partnership agreement with Hecklegirth Primary
and have a programme of events arranged for forthcoming year.
We intend to pilot the resources that will be produced as a result of the
placement. We would like to continue to have teachers on a regular basis
to ensure our resources remain relevant to the curriculum.
Both teachers are going to trial some of the materials they contributed to
within their schools. Fiona's students are contributing to a Power Point
presentation which will be used as educational material next year.
Important to keep up to date with new information within the education
system passed onto teachers, also to have their input on new & exciting
ways to promote the Safari Park through schools by assisting to develop
new materials.
33
Evaluation of Excellence in Education through Business Links (EEBL)
Final report to Skills Development Scotland
Impact on pupils
5.26
Careers Scotland asks teachers to report back on what impact the placement has had on their
pupils, using four indicators: pupils have a greater understanding of how the subject fits in
context with the wider world; pupils feel that my EEBL placement added weight to aspects of
my teaching; pupils found my relating of the experience interesting and informative; or too
early to say.
5.27
Our analysis of the findings from Careers Scotland’s survey (seen in Figure 5-8) reveals that
the greatest effect on pupils as reported by teachers is that they found the experience
interesting and informative (33%) and that it gave a greater understanding of the subject in
context (30%). These responses are perhaps below what might have been expected given the
positive feedback on other issues reported above. Timing may play a part, as indeed might
the relatively indirect routes to impact. However, this reinforces the concern raised above
about the limited changes to learning plans or links to Curriculum for Excellence and suggests
that in future such linkages need to be more clearly articulated.
Figure 5-8 Effect of placement on pupils taught
Greater understanding of subject in context
EEBL placement added weight to teaching
Found experience interesting and informative
Too early to say
0
5
10
15
20
25
30
35
% of Respondents
Source: SQW analysis of Careers Scotland EEBL data – base (212)
5.28
We sought to explore the impact of EEBL in more detail in our e-survey of teachers. In
particular, we asked teachers about the impact that they felt the placement had had on their
pupils. Both primary and secondary teachers reported predominantly positive impacts on
pupils, with 73% of primary teachers and 78% of secondary teachers stating that there was
‘some’ or ‘a lot’ of impact on pupils (Figure 5-9). That said, many more reported ‘some’
impact, suggesting a fairly moderate effect.
5.29
The qualitative feedback from our survey indicates that the impact of EEBL on pupils, as
perceived by teachers, falls into two main categories: increased ability of pupils to make links
and connections and to understand the relevance of what they are studying; and broadening
pupils’ horizons. Other impacts include gaining access to new equipment, and increasing
pupil representation (‘pupil voice’). Some examples are highlighted below.

Making links and connections:
The knowledge learned has enabled me to make more interesting and
relevant teaching resources, and pupils clearly see a better link between
their lives and those of people in the past.
34
Evaluation of Excellence in Education through Business Links (EEBL)
Final report to Skills Development Scotland
Using my materials as evidence, students were able to stay focused. I was
able to obtain different explanations of how Skara Brae came to be. This
allowed students to think about using evidence and come to conclusions.
Pupils can directly relate classwork to employment in Engineering and
they also have a greater understanding of what will be expected/involved
if they work for an engineering company.
The class were invited to attend workshops on light technology. They were
able to make links between the cutting edge science they saw, and the
basic science they had been learning. The wide range of resources, the
hands-on opportunities, & the enthusiasm of the organisers broadened
their horizons significantly, and added purpose to Primary School
Science.
Pupils are interested due to relevance to them as it was a local company
and some know people that work there. Prompted more discussion than
normally would have.
Placement led to project on stone circles near the school - pupils gained
better understanding and appreciation of local history.

Broadening horizons:
Pupils are taken outdoors much more. Children are showing more interest
in their local environment.
My class have been involved in raising money to buy apple trees for our
school grounds to make them nicer. They raised more money than
expected so have bought trees for neighbouring community facilities as
well. John Hancox (Children's Orchard) has been out to speak to the
children about planting and looking after trees and is hoping to involve us
in further events.
New material on sectarianism were produced and piloted. Amendments to
be made. Link with local catholic school made. Both schools jointly
worked with Citizens Theatre on 'Divided City' drama workshops

Access to new equipment:
Children had a chance to use photography equipment that the school
could never have afforded and also had expert tuition from the visiting
artist. The photographs produced from the visit were used to produce a
book and one image used as a Christmas card for a social enterprise
project.

Pupil voice:
I learnt how a private organisation valued and encouraged staff for the
most bringing out the best in them. Following my placement I made subtle
changes to team work by thinking more about time, place and structure,
and prompts. This was mainly in relation to management/leadership of
staff but also impacted on pupils i.e. pupil consultation/pupil voice / pupils
committees such as the Pupil Council and Eco Committees.
35
Evaluation of Excellence in Education through Business Links (EEBL)
Final report to Skills Development Scotland
Figure 5-9 Do you think there has been any impact on the pupils that you teach as a result of your
placement?
60%
Primary
Secondary
50%
40%
30%
20%
10%
0%
No impact
Very little impact on
pupils
Some impact on pupils
A lot of impact on pupils
Source: SQW Consulting (base: 2010
5.30
Of particular significance, however, is an analysis of how impact on pupils is affected by the
length of placement. Teachers who had been on longer placements felt that there was a
greater impact on pupils than those teachers on shorter placements (Figure 5-10). The
proportion of teachers who believe that their placement has had a lot of impact on the pupils
they teach increases with the length of the placement.
Figure 5-10 Do you think there has been any impact on the pupils that you teach as a result of your
placement?
60%
Short placement (3 days or less)
Long placement (4 days or more)
50%
40%
30%
20%
10%
0%
No impact on pupils
Very little impact on pupils
Some impact on pupils
A lot of impact on pupils
Source: SQW Consulting (base: 201)
5.31
There was very little difference on pupil impact depending on whether teachers had been on
an individual or national/themed placement. Teachers whose placements were as part of a
group reported slightly higher impacts on pupils than teachers on individual placements, with
79% of those on group placements reporting some or a lot of impact compared to 72% of
teachers on individual placements.
36
Evaluation of Excellence in Education through Business Links (EEBL)
Final report to Skills Development Scotland
Figure 5-11 Do you think there has been any impact on the pupils that you teach as a result of your
placement?
60%
Individual
Group
50%
40%
30%
20%
10%
0%
No impact on pupils
Very little impact on pupils
Some impact on pupils
(please describe)
A lot of impact on pupils
(please describe)
Source: SQW Consulting (base: 198)
5.32
Impact on pupils was also analysed by the kind of placement that teachers went on; one over
consecutive days or non-consecutive over a longer period of time (for example, a half day
once a week for a number of weeks). A greater proportion of teachers who had been on a nonconsecutive placement reported that impacts on pupils would be more positive (88%) than
those on a block placement (73%) (Figure 5-12). From the small amount of survey feedback
we received on this theme, it is possible that this may be due to the ‘increased opportunity for
reflection’ that some teachers gained from their placement.
Figure 5-12 Do you think there has been any impact on the pupils that you teach as a result of your
placement?2
70%
Consecutive days
Over a period of time
60%
50%
40%
30%
20%
10%
0%
No impact on pupils
Very little impact on pupils
Some impact on pupils
A lot of impact on pupils
Source: SQW Consulting (base: 188)
2
188 responses
37
Evaluation of Excellence in Education through Business Links (EEBL)
Final report to Skills Development Scotland
“[The teacher placement] was a good idea because we learned so much from her on etching.
The teacher told us about the print rooms, the tours and materials/ objects there. Afterwards
we got to see the Gallery through the web-conference link, and we sent many different
paintings and etches on mythology. It helped the teacher to develop new ideas in class, for
example we have started a project on “surrealism”. We now have more knowledge of careers
in art and know more techniques and skills. It has helped us be more imaginative and made
us realise the opportunities there are.”
(Fourth year pupils, Lossiemouth High School)
Summary of teachers’ views
5.33
The final question in our survey of teachers was “do you have any other comments to make
about your experience of undertaking an EEBL teacher placement?” Of the 208 responses
received, 99 (almost half) provided a response. Of these 99, 86 gave overwhelmingly positive
feedback.
5.34
The following quotes are typical of this positive feedback:
The help and advice I gained from EEBL was exceptional. I gained great
feedback from EEBL staff and my work was then passed on for other
EEBL events.
I have been on three EEBL placements and they've all been fab. I would
like to go on more but my PT is not in favour so I do not think I will get the
opportunity, which is very sad. As well as CPD, I think the opportunity to
network with other teachers is invaluable - as is the opportunity to get out
into the "real world". As a relatively new entrant into the teaching
profession (I worked extensively in industry before), I perhaps appreciate
(and miss) the "real world" more than most.
I found it a fantastic experience, I was able to experience how Sensation
worked and feel that I was able to make a practical impact on the
workshops my school would be involved in.
It was a brilliant opportunity that I would recommend to teachers and
businesses.
Careers Scotland link person - really helpful. Placement - great
opportunity professionally and personally.
I found the placement stimulating and enjoyable and would recommend
such activities to other colleagues.
More than a year later, I am still full of enthusiasm for my placement at
the RGBE - it really was one of the best experiences of my life - I feel so
privileged to have had the opportunity to meet and work with world
experts in their field and that they shared their time and expertise so
willingly. I encouraged two colleagues to undertake the same placement
this year and they are as full of praise as I am - we are all so grateful for
this opportunity of a lifetime and will never forget it. Thank you thank you
thank you!
38
Evaluation of Excellence in Education through Business Links (EEBL)
Final report to Skills Development Scotland
6: Challenges
Key points
There appears to be a very low level of awareness of EEBL amongst teachers. Local
authorities vary in their approach to ‘gatekeeping’: some encourage Careers Scotland to
market EEBL directly to schools, while others do not. Headteachers also vary in their
willingness to advertise EEBL placements to teachers.
Take-up of EEBL has been adversely affected by the lack of funding for supply cover.
Teachers often lack clarity about their aims and objectives, and need assistance from EEBL
co-ordinators in articulating what they hope to gain from the placement.
The pre-placement process is important to the programme’s success, but in practice it is
difficult for teachers and host organisations to find time to meet each other prior to the
placement.
Although the great majority of teachers are happy with their EEBL placement, some are
disappointed that they spend ‘too much time listening and not enough doing’.
6.1
The findings from our survey of teachers and our initial consultations with schools, local
authorities and EEBL co-ordinators confirm that there is a wealth of positive outcomes to
report from EEBL. However, it is worth exploring some of the areas where feedback has not
been universally positive. Whoever takes over responsibility for EEBL will need to be aware
of some of the challenges that have arisen, in order to deliver the programme effectively.
6.2
In this section we discuss some of the areas that warrant further attention. We have also
included a variety of quotes from our e-survey of teachers in response to the question: “how
do you think EEBL could be improved?”
Marketing and awareness raising
6.3
Our survey and our consultations both provide evidence that many teachers have simply not
heard about EEBL and do not know that the opportunity for placements exists. A range of
quotes from our teacher survey illustrates the problem:
Make sure staff know about it - get those who have been on one to
promote it
More promotion of the placements within schools as teachers can be busy
and not have the time to check the websites on a regular basis
More advertisement and active encouragement of uptake within schools.
Many of my colleagues haven't heard of EEBL and are not aware of what
it does and how they can contribute.
39
Evaluation of Excellence in Education through Business Links (EEBL)
Final report to Skills Development Scotland
Teachers should have the opportunity to hear about EEBL placements
current and past. More often than not the information is not shared any
further than the school, more focus should be on c.p.d and encouraging
business links to last.
A higher profile in schools - maybe a Careers Scotland rep raising its
profile at a staff event/meeting.
6.4
Our consultations suggest that several EEBL co-ordinators are frustrated that their efforts to
promote EEBL to teachers are not as successful as they would like. There appear to be
marked differences between local authorities: in some areas, local authority officers are happy
for Careers Scotland staff to market the programme directly to teachers (e.g. by attending inschool events, giving presentations, etc), whilst in other areas information is only allowed to
be circulated by local authority staff.
6.5
The channel of communication between Careers Scotland and schools generally prevents
EEBL co-ordinators from communicating directly with teachers when marketing EEBL.
Where direct approaches are possible, for example at INSET days, the feedback is reported to
have been positive. In other cases, information about EEBL has to be directed to the
headteacher of the school, who may or may not choose to circulate the information. There is
little that can be done if the headteacher does not encourage teachers to consider doing a
placement.
6.6
Potentially, one of the advantages of transferring responsibility for EEBL from Careers
Scotland to local authorities (should the takeover of responsibility for EEBL be agreed with
local authorities) is that this hierarchy of information-sharing will be reduced. Those local
authorities that are supporters of teacher placements may benefit from the simplified
communications infrastructure. The risk is that where local authorities are less keen, who will
promote EEBL?
Clarity of purpose
6.7
As our consultations have underlined, it is vital that teachers and host organisations develop a
very clear understanding during the planning stage of what they hope to achieve from a
placement. Clarity of purpose is crucial to overall satisfaction and subsequent impact.
6.8
Two quotes from our survey of teachers illustrate this issue well:
The placement I went on was valuable but what was expected of us seemed
to change over the week. I'm all for development and rolling with the
punches but perhaps EEBL could detail whether or not there is a specific
expectation of the placement or if the outcome is open to change.
EEBL was fantastic and very informative, however I felt that there was a
large discrepancy between what Careers Scotland wanted for me out of
the placement and the company, in which I was placed. This led to some
initial awkwardness as they 'bashed' it out. This perhaps should have all
been clearly agreed prior to offering placements.
6.9
These quotes give an indication that teachers’ role in defining their aims can sometimes be
rather passive. Indeed, consultations with EEBL co-ordinators confirm that some teachers
appear to expect Careers Scotland to define their purpose for them, rather than taking
40
Evaluation of Excellence in Education through Business Links (EEBL)
Final report to Skills Development Scotland
ownership of the placement and being clear in their own minds about what they want from the
experience.
6.10
In this respect, it might be argued that individually tailored placements have the advantage
over themed or national placements, as they originate directly from teachers themselves, who
might thereby be expected to have greater clarity of objectives. In practice, however (as we
saw in the previous section), there was no evidence that individually tailored placements had
greater impact than other kinds.
6.11
As we noted earlier in this report, some EEBL co-ordinators have reported spending a
significant amount of time helping teachers to develop and clearly articulate their aims for an
EEBL placement. This will be an important issue to bear in mind if the programme transfers
to local authorities. Moreover, exemplifying the relevance to Curriculum for Excellence may
better help link placements to direct curriculum issues.
Preparation and planning
6.12
In section 3 we considered the planning and preparation process involved in EEBL. Overall
the feedback from teachers and host organisations is positive, with more than three quarters
approving the process highly.
6.13
Nevertheless, our survey and consultations suggest that there is probably room for
improvement, as illustrated by the following quotes from our teacher survey:
There could be more opportunity to prepare for the placement before
starting, as there is little time during the placement. Also, maybe a follow
up half day could be useful?
Perhaps a meeting with the organisation before hand to discuss aims and
objectives.
More information given beforehand as I didn't really have any idea what
we were going to do/learn until we got there.
6.14
We know from our consultations with EEBL co-ordinators that they make every effort to
ensure that teachers have the opportunity to take part in some form of pre-placement briefing
session. However, there are many reasons why teachers may be unable to take advantage of
this: not least because it can be so difficult to take additional time out of teaching hours.
Despite the best efforts of Careers Scotland co-ordinators, therefore, there will always be
teachers who do not receive a thorough briefing.
6.15
This highlights one of the major challenges for EEBL: it expects that teachers will be able to
be released from teaching hours not just to undertake a placement but to prepare for the
placement. In practice this can be extremely difficult to achieve.
Communication and co-ordination
6.16
From our consultations with Careers Scotland staff we recognise that the majority of EEBL
co-ordinators are passionate about what they do and are highly committed to making the
programme work. In the great majority of placements, communication and co-ordination is
exemplary.
41
Evaluation of Excellence in Education through Business Links (EEBL)
Final report to Skills Development Scotland
6.17
However, our survey of teachers indicates that there are a small number of instances where
communication and co-ordination do not happen as effectively as they might, as illustrated by
the following examples:
The process of actually getting to the placement from the initial
application was lengthy and in my view inefficient and disorganised. The
personnel dealing with each application were lax in their approach. In
fact, it took 3 years from my initial application (had to complete a further
form because they seemed 'to have lost it') to actually getting the
placement. Actually getting to do the placement was entirely due to my
own persistence and not at all from the staff employed by the project to do
so. My estimation was that the officers employed to follow this
programme through did their job badly.
I sent one teacher on a course last year and she travelled to Loch Lomond
to the venue only to be told it had been cancelled - poor communication.
If a person is unable to attend the pre-placement meeting the necessary
information should be forwarded on or the meeting rescheduled to ensure
a full understanding of what will happen on the placement.
6.18
In some cases it may be the fault of the host organisation, rather than the EEBL co-ordinator,
that communication breaks down. Regardless of where the problem lies, it underlines the
importance of good communication in delivering a programme such as this.
Content of placement
6.19
As we know, the great majority of teachers are happy with their placement, but there are
instances where people have been disappointed.
6.20
From our consultations we are aware that it is crucial for teachers to do more than simply
listen to presentations during their placement. Teachers and EEBL co-ordinators stress the
importance of work shadowing or getting involved in some way in the day to day workings of
a business. This does not always happen:
The placement I attended was not "hands on". We were given
presentations by managers of different departments. If I was given the
opportunity to do this again I would choose a more "hands on" placement.
6.21
Also important is achieving the right balance between learning about an organisation and
using this knowledge to develop resources for the organisation. We were struck by the
number of cases where teachers’ time appeared to be used to develop materials, e.g. for
children who visited the host organisation. In such cases it is possible the teacher is restricted
in how much they learn about the workings of the business. The appropriate balance will vary
between different types of placement, and sometimes teachers feel it has not been achieved:
Maybe one day on site and one day to develop resources or actually
organise trips would be better
6.22
Similarly, some teachers feel that the host organisation has been overly concerned with
promoting itself rather than making the placement relevant to education:
42
Evaluation of Excellence in Education through Business Links (EEBL)
Final report to Skills Development Scotland
Ensure it is relevant to teaching and benefiting pupils for the future rather
than a PR exercise for the businesses involved
6.23
The policy and practice framework for EEBL makes clear that the opportunity to promote
itself is a legitimate benefit of EEBL, but in the context of recruiting young people (one of the
benefits to businesses described in the framework is “raising the profile of and career
opportunities within the business”). If there are instances where businesses are simply
promoting themselves to teachers as potential consumers of their product or services, this
must be actively discouraged (but we believe that only a very small number of such instances
have occurred).
Barriers to using EEBL experience in the classroom
6.24
Finally, a key barrier to the success of EEBL lies not in how the programme itself is managed
and delivered, but in teachers’ ability to make use of what they have learned from their
placement once they return to the classroom. Careers Scotland’s teacher impact assessment
shows that this can be a problem (Figure 6-1) and we have highlighted related issues in
section 5 above. Nearly one fifth of teachers feel that not having ‘enough time’ is a barrier to
using their EEBL experience in the classroom. A significant minority also feel that EEBL’s
contribution to their personal or professional development is greater than its relevance to the
curriculum – in other words, that the benefit was primarily to themselves rather than to their
teaching.
Figure 6-1 Barriers to using EEBL in the classroom
Not enough time
Curriculum is organised too far in advance
Difficult to gain support from colleagues
Helpful to CPD - not directly relevant to curriculum
0
2
4
6
8
10
12
14
16
18
% of Respondents
Source: SQW analysis of Careers Scotland EEBL data – base (212)
Funding
6.25
When EEBL was established in 2006 it was funded by the (then) Scottish Executive in two
ways: block funding to Careers Scotland to cover management and delivery costs; and
funding to local authorities under the National Priorities Action Fund (NPAF) to cover or
contribute towards teacher supply cover. A maximum of five days teacher supply cover per
placement could be funded through NPAF.
6.26
With the advent of the concordat between the Scottish Government and COSLA in 2007,
however, local authorities gained greater discretion over how their funding was used. Our
consultations with EEBL co-ordinators and teachers highlight a consistent message: take-up
of EEBL has been adversely affected over the last year by the lack of funding for supply
cover. As concerns continue about local government finance next year this must also be a
worry for the future scale of EEBL activity.
43
Evaluation of Excellence in Education through Business Links (EEBL)
Final report to Skills Development Scotland
7: Conclusions and recommendations
Conclusions
7.1
In this section we address the key questions specified in the evaluation brief.
How does EEBL affect the individual perception of education / basic
philosophy by teachers?
7.2
In Section 5 we explored some of the findings from Careers Scotland’s own survey of
teachers. Of particular note is the large proportion of teachers who felt they had benefited
particularly from the opportunity to exchange ideas and thoughts with others (Figure 5-2).
The sharing of ideas is an important element in the development of their philosophy of
education.
7.3
In our electronic survey of teachers we invited respondents to comment specifically on the
contribution of EEBL to continuing professional development. The feedback strongly
indicates that not only is EEBL an important addition to other forms of CPD, but those who
have experienced it believe that it should be regarded as a more ‘normal’ part of school
routine. Many teachers question why so few of their peers have undertaken a placement, and
suggest that everyone should be encouraged to do it at least once.
7.4
A senior member of staff from a local authority mentioned during our consultations that many
teachers become tired of the profession after a number of years, and that EEBL can provide
an opportunity to refresh their approach and give them a ‘new lease of life’. Anecdotally he is
aware of teachers who have been on the point of leaving the profession, but have changed
their minds as a result of doing a placement. The anecdote speaks powerfully of the potential
of EEBL to retain and revitalise the workforce. This aligns with our survey findings of
teachers undertaking placements to refresh their approach to teaching.
How does EEBL develop partnerships, and what do these partnerships look
like?
7.5
As with many such initiatives, the success of EEBL depends largely upon effective
partnerships. In addition to the partnership between Careers Scotland and the Scottish
Government at strategic level, the programme requires strong operational partnerships at local
level between EEBL co-ordinators, local authority officers (Determined to Succeed and/or
workforce development teams) and schools.
7.6
In some instances local authority Determined to Succeed and CPD teams have acted as
positive gatekeepers for EEBL, allowing and helping Careers Scotland to promote EEBL to
schools (in other cases the opposite appears to have happened, and EEBL has not been proactively marketed). Where such partnerships have developed then they appear to be mutually
beneficial, enabling Careers Scotland, DtS staff and teachers to meet their objectives. Indeed,
it is where such relationships are less developed that take-up is reported to be most difficult.
44
Evaluation of Excellence in Education through Business Links (EEBL)
Final report to Skills Development Scotland
7.7
A further set of enduring partnerships seems to have formed between teachers and their host
organisations. Both sides generally report a willingness to maintain contact beyond the
placement. Although this then takes place less widely than planned, we have little doubt that
the subsequent employer engagement is beneficial.
How do employers / host organisations benefit from EEBL (e.g. staff
development)?
7.8
Generally speaking, the feedback from Careers Scotland’s survey of employers reflects the
findings from our consultations: the great majority of host organisations have had a positive
experience and regard EEBL highly.
7.9
Much of the most useful feedback has come from organisations whose remit includes working
directly with children – notably museums, galleries and other tourist attractions. As can be
seen from the employers’ comments in Section 4 of this report3, such host organisations have
benefited from the chance to understand the relevance of their provision to the school
curriculum and to make appropriate changes. Placements involving this kind of host
organisation are particularly likely to be followed up by class visits, which allow the
organisations to test new materials or approaches that have been developed as a result of
EEBL.
7.10
Other benefits cited by employers include gaining pedagogical insight into how to improve
in-house training materials for staff, and being able to present to teachers why they offer a
potentially attractive workplace to school leavers.
What works, what doesn’t work, and why?
7.11
Based on our survey and consultations, it seems clear that the requisite factors for a successful
placement are:

absolute clarity of aims and objectives on the part of teacher and host organisation

sound pre-placement phase (i.e. thorough briefing and discussion between host and
teacher prior to placement) in order to achieve this clarity

hands-on, active learning / shadowing during placement (not just listening to
presentations).
7.12
Themed and national placements have just as much impact as individual placements, and the
non-consecutive approach can be just as effective as block placements. Longer placements
appear to deliver more benefits, but at a higher cost.
7.13
There are two levels of ‘gatekeeping’ for EEBL: at local authority level, and at school level.
Some local authority officers encourage Careers Scotland to market EEBL directly to schools,
while others do not; likewise, not all headteachers pro-actively advertise EEBL opportunities
within their school. Clearly, EEBL works best where each part of the chain actively promotes
take-up.
3
Although we have anonymised the quotes from host organisations, there is a preponderance of feedback from
museums, galleries and other tourist attractions
45
Evaluation of Excellence in Education through Business Links (EEBL)
Final report to Skills Development Scotland
What triggers interest in a teacher participating in EEBL?
7.14
Over one third of teachers say that their placement was their own idea, while a slightly lower
proportion were prompted by Careers Scotland into thinking about it. A large minority of
teachers undertake an EEBL placement as part of the Scottish Qualification for Headship
programme.
7.15
Motivation to take part in EEBL often arises out of an issue for the wider school, notably a
school’s wish to gain a particular status such as eco-school or forest school. Other motivations
include updating professional knowledge and gaining a better understanding of the labour
market, in order to provide pupils with relevant information.
How much influence on participation comes from the individual and how much
is prompted by the local authority?
7.16
There is a general problem with awareness of EEBL: very few teachers seem to know about
it. Gatekeeping issues are at play here: not all local authorities have allowed Careers Scotland
to promote EEBL to schools, and not all headteachers choose to circulate EEBL opportunities
internally.
7.17
The influence on participation comes from a mix of influences: some interest is selfgenerated, some is prompted. Certainly, local authorities and headteachers who regard EEBL
positively have encouraged teachers to apply for placements. More than one third of teachers
say that the idea to do a placement was their own, but it has not been possible to identify the
circumstances in which placements are more likely to be instigated by individual teachers.
How effective are individual placements versus national / regional themed
placements?
7.18
There is a presumption on the part of some EEBL co-ordinators and other stakeholders that
one-off tailored placements initiated by individual teachers are ‘better’ than themed or
national placements initiated by Careers Scotland. Our survey shows that, if anything, the
opposite may be true: teachers on themed or national placements were more likely to report
impacts on pupils than those on individual placements. The difference is not significant, but it
is clear that both themed and national placements have an important role to play.
7.19
The sharing of ideas and knowledge is one of the key benefits that teachers report from
EEBL, and it is clear that group placements facilitate this more easily than individual ones.
Themed and national placements are useful in allowing teachers from different schools, and
even different local authorities, to exchange thoughts during the course of a placement: the
potential impact of this opportunity should not be under-estimated.
7.20
Our consultations also found evidence that the provision of a ‘menu’ of themed placements at
key points in the school year is well received by many local authorities. In providing a menu
of placement opportunities, some of the barriers to EEBL can be broken down:

it is easier to market EEBL to a wide audience

the offer of a specific placement may help to stimulate interest
46
Evaluation of Excellence in Education through Business Links (EEBL)
Final report to Skills Development Scotland
7.21

ready-made placements mean teachers spend less time researching which employer
might be able to host them

teachers can choose the most suitably timed placement to fit with school calendar.
In our consultations it became clear that some themed and national placements were oversubscribed, while others just managed to recruit the requisite number of teachers. Indeed, we
were told of one placement opportunity that was full in one year, received positive feedback
but then could not recruit teachers the following year. This may reflect resource issues as
much as the quality of the offer. The closer placements can be linked to direct labour market
opportunities or areas of the curriculum the higher take up would be expected to be.
How does EEBL impact in the classroom, both in terms of attainment and
achievement?
7.22
As we knew from the very start of the evaluation, this question cannot be easily answered.
We would argue that it is unreasonable to expect pupils’ attainment levels to increase simply
as a result of one of their teachers undertaking a two-day placement. However, EEBL can
have an impact on pupils. As we described in Section 5 of this report, teachers themselves
have some insight into the impact of their placement in the classroom, and this has to be taken
as a proxy for the views of young people. The two most common impacts that emerged from
our survey of teachers were:


pupils’ increased ability to see links and connections

in terms of subject specialism (seeing the link between cutting-edge science
in the workplace and basic science learned in class)

between school and employment (greater understanding of how a particular
subject relates to a certain career, e.g. science in school and engineering as a
job)
broadening pupils’ horizons

spending more time outdoors and being more aware of environmental issues

understanding social issues such as sectarianism.
How does EEBL deliver a Curriculum for Excellence?
7.23
Since its inception, the aspiration for the development of the Curriculum for Excellence has
been to enable all children and young people to become successful learners, confident
individuals, responsible citizens and effective contributors to society and at work.
7.24
The Policy and Practices Framework for EEBL (produced by the Determined to Succeed
Division of the Scottish Government in 2006) summarises the characteristics that should be
developed in children and young people as a result of the Curriculum for Excellence: we
reproduce these in Table 7-1, below. Based on the evidence generated by our evaluation, we
have highlighted in bold the characteristics where a positive impact can be seen as a direct
result of EEBL.
47
Evaluation of Excellence in Education through Business Links (EEBL)
Final report to Skills Development Scotland
Table 7-1 Contribution of EEBL to Curriculum for Excellence (EEBL contribution in bold)
SUCCESSFUL LEARNERS WHO:
CONFIDENT INDIVIDUALS WHO:
are skilled in generic processes and activities such as
core skills
have a ‘can do’, ‘be all you can be’ attitude
appreciate the relevance of what they are learning
are self-aware and can reflect on their own particular
strengths, development needs, interests and aspirations
can use experiences in enterprise to reflect on other
learning and make connections
are skilled in planning, influencing, negotiating and
teamwork
are self-motivating and accept setbacks as learning
experiences
are creative, flexible and resourceful in managing
change
can generate and act upon original ideas
have experienced challenging, entrepreneurial
projects
understand transitions throughout life and the
importance of making connections between past,
present and future experiences
have developed a constructively critical attitude towards
commerce and business
take imaginative and informed approaches to problem
solving involving calculated risks
RESPONSIBLE CITIZENS WHO:
EFFECTIVE CONTRIBUTORS WHO:
have knowledge and understanding of the nature of
work and social and economic enterprise
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
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
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
take imaginative and informed approaches to understand
the roles and contributions to society of voluntary
organisations
have experience of engaging positively with a wide
range of people in society.
7.25
As can be seen, we believe that EEBL has contributed in some way to all four values that
underpin the Curriculum for Excellence.
Recommendations
7.26
Here we present a number of key learning points from the evaluation, which should be of use
to local authorities if they take on responsibility for delivering EEBL.

Awareness of EEBL is generally low amongst teachers. This is partly due to
‘gatekeeping’ issues amongst local authorities and individual headteachers: some
local authority officers do not encourage Careers Scotland to market EEBL to
schools, and some headteachers do not promote EEBL within school. On the other
hand, dissemination by teachers who have taken part in EEBL is high: the vast
majority have recommended EEBL to their peers and their headteachers. The transfer
of responsibility for EEBL to local authorities would remove a layer (Careers
Scotland) from the communication hierarchy, thus in principle making it easier to
market the programme. Recommendation: EEBL should be marketed effectively
to schools, so that all teachers know that placements are available as part of the
CPD offer.
48
Evaluation of Excellence in Education through Business Links (EEBL)
Final report to Skills Development Scotland

The pre-placement stage of planning and preparation is crucial to the success of
EEBL. In particular, it is vital that teachers and their host organisations are both able
to identify and articulate their respective aims for the placement. In order to achieve
this, face to face meetings prior to the placement should take place if possible; when
this does not happen, participants may have a less successful experience during their
placement. Recommendation: sufficient resource should be given to preplacement planning and preparation.

Themed and national placements are just as valuable as individual placements. This is
potentially good news to local authorities if they take over responsibility for EEBL,
as such placements are less resource-intensive to organise. However, it has other
implications: in particular, the ending of Careers Scotland involvement means that
national placements will no longer continue to be organised, unless whoever takes
over responsibility for EEBL is able to co-ordinate such placements through a
national network. Likewise, themed placements that have been operating across local
authority boundaries (e.g. BBC Learning) may also be lost, or run the risk of
duplication of contact as individual local authorities pursue their own employer leads.
In this environment, if responsibility for EEBL is handed to local authorities it would
make sense for groups of local authorities to employ a joint co-ordinator to work
across boundaries. Recommendation: resource should continue to be given to coordinating placements across local authority boundaries, if necessary by sharing
resources to employ joint co-ordinators.

The points above indicate a need for significant management and co-ordination
resource if EEBL is to operate effectively and at the same scale as in previous years.
It is important that whoever takes over responsibility for EEBL recognises the role
played by Careers Scotland staff and identify how this gap will be filled if
responsibilities are transferred. Recommendation: the new providers should learn
as much as possible about the role of Careers Scotland in managing the
programme up till now, and make arrangements to resource a version of that
role within the new delivery structures.

Placements should be designed to be as hands-on as possible. Teachers benefit most
where they are able to (sometimes literally) get their hands dirty. Work shadowing is
much more useful than listening to presentations, and has more impact. Agreeing
exactly what will happen during a placement is part of the planning process.
Recommendation: the new providers should encourage host organisations to
make sure that placements allow as much active learning / work shadowing as
possible.

Placements should have equal benefits to both parties. We are aware of a few
instances where host organisations use teachers to produce materials that benefit the
organisation, and where the benefit to teachers is not as clear-cut. Again, the benefits
to both sides should be clearly articulated at the pre-placement stage.
Recommendation: the new providers should liaise closely with teachers and host
organisations to make sure that placements are mutually beneficial, with aims
49
Evaluation of Excellence in Education through Business Links (EEBL)
Final report to Skills Development Scotland
and objectives being clearly defined on both sides during the pre-placement
phase.

Longer placements (5 days) have more impact on teachers and pupils than short
placements (2 days). This has obvious resource implications, and it is likely that a
balance will need to be struck. Recommendation: where possible, and providing
clear aims and objectives have been set by both parties, resourcing of 4- and 5day placements should continue alongside shorter placements.

Some stakeholders assume that block placements (taking place over consecutive
days) are more effective than non-consecutive placements (whereby a teacher attends
for half-days over a period of time). This is not necessarily the case: there is some
evidence that teachers and hosts benefit from non-consecutive placements, which can
give more time for reflection. Recommendation: the benefits of non-consecutive
placements should be investigated in more detail, with a view to promoting them
if it becomes clear that they bring benefits.

EEBL contributes directly to all four elements of Curriculum for Excellence and also
to a wider range of outcomes. It has significant potential to develop and consolidate
the links between schools and employers. Recommendation: EEBL should be
regarded as integral to, not separate from, school-employer links; in particular,
it has an important role in generating work experience opportunities for pupils.

Dissemination of learning from EEBL has not been consistent, and could be
improved. Recommendation: all teachers benefiting from EEBL should be
expected to disseminate key learning points to their colleagues at school level,
and Glow should be used to promote EEBL internally and externally.
50
Evaluation of Excellence in Education through Business Links (EEBL)
Final report to Skills Development Scotland
Annex A: Participation by local authority area
Participation by council area
Figure A-1 West
70
Total Participants
60
139
50
40
30
60
41
47
20
40
31
10
0
East
Dunbartonshire
East Renfrewshire
Glasgow City
Inverclyde
Renfrewshire
West
Dunbartonshire
Council Area
April 06 - March 07
April 07 - March 08
April 08 - Dec 08
Source: SQW analysis of Careers Scotland EEBL data
Figure A-2 South East
35
74
Total Participants
30
25
50
20
48
40
15
30
10
18
14
9
5
ot
hi
an
g
W
es
tL
Sc
ot
ti
sh
id
lo
M
St
irl
in
Bo
rd
er
s
n
th
ia
irk
Fa
lk
n
Ea
st
Lo
th
ia
sh
ire
ck
m
an
na
n
C
la
C
ity
of
Ed
in
bu
rg
h
0
Council Area
April 06 - March 07
April 07 - March 08
April 08 - Dec 08
Source: SQW analysis of Careers Scotland EEBL data
A-1
Evaluation of Excellence in Education through Business Links (EEBL)
Final report to Skills Development Scotland
Figure A-3 North East
45
105
40
Total Participants
35
30
25
46
55
20
15
26
27
19
10
5
0
Aberdeen City Aberdeenshire
Angus
Dundee City
Fife
Perth &
Kinross
Council Area
April 06 - March 07
April 07 - March 08
April 08 - Dec 08
Source: SQW analysis of Careers Scotland EEBL data
Figure A-4 South West
35
69
Total Participants
30
25
59
48
20
31
26
15
25
10
5
0
Dumfries &
Galloway
East Ayrshire North Ayrshire
North
Lanarkshire
South Aryshire
South
Lanarkshire
Council Area
April 06 - March 07
April 07 - March 08
April 08 - Dec 08
Source: SQW analysis of Careers Scotland EEBL data
A-2
Evaluation of Excellence in Education through Business Links (EEBL)
Final report to Skills Development Scotland
Figure A-5 Highlands & Islands
70
134
Total Participants
60
50
40
30
20
21
17
37
28
18
10
0
Argyll & Bute
Eilean Siar
Highland
Moray
Orkney Islands
Shetland
Council Area
April 06 - March 07
April 07 - March 08
April 08 - Dec 08
Source: SQW analysis of Careers Scotland EEBL data
A-3
Evaluation of Excellence in Education through Business Links (EEBL)
Final report to Skills Development Scotland
Annex B: List of consultees
Teachers
Alison Roberts, Gavinburn Primary School
Angela Buchanan, Calderhead High School
Bennie Rafferty, Selkirk High School
Brian Chalmers, Lossiemouth High School
Carol McGurk, Whitburn Academy
Debbie Raymont, Moray primary schools
Fiona Shearer, Lossiemouth High School
Gillian McNulty, Dalkeith High School
Hannan al-Bassam, Royal Mile Primary School
Marion Campbell, Merkinch Primary School
Rachel Fagan, Selkirk High School
Sharon Robertson, Crieff High School
Sheena Forsyth, Dingwall Academy
Susan Crooks, Selkirk High School
Headteachers and Deputy Headteachers
Brenda Gifford, Lossiemouth High School
Paul Samson, Selkirk High School
Careers Scotland (SDS) Staff
Katy Gordon (Careers Scotland Manager, National Operations Team)
Ron Mooney (EEBL Programme Co-ordinator)
Anne Lawrie (Local Co-ordinator - South East)
Laura Ferguson (Local Co-ordinator - South East)
Irene Clarkson (Local Co-ordinator - South West)
Margaret Houston (Team Leader - West)
Marilyn Brown (Local Co-ordinator - West)
B-1
Evaluation of Excellence in Education through Business Links (EEBL)
Final report to Skills Development Scotland
Claire Reekie (Local Co-ordinator - North East)
Ian Carse (Head of Careers Services - Highlands & Islands)
Rob Tyson (Local Co-ordinator - Highlands & Islands)
Local authority Officers
Caroline Hill (City of Edinburgh Council)
George Mackenzie (Moray Council)
Janyce Graham (Staff Development Officer, Renfrewshire Council)
Robert Lamb (Inverclyde Council)
Tony Bragg (Falkirk Council)
Other
Jean MacMillan (Scottish Government)
David Cameron (Head of Children’s Services, Stirling Council)
Colette Filippi (Independent Consultant)
Michael Roy (Critical Mass Consulting Ltd)
Host Organisations
Alison Motion, Royal Highland Education Trust
Iona Finlayson, Scottish Natural Heritage
Joanna Mawdsley, National Galleries Scotland
Katy Boal, Inverness Museum and Art Gallery
Vicky Connor, Hilton Edinburgh Grosvenor Hotel
B-2
Evaluation of Excellence in Education through Business Links (EEBL)
Final report to Skills Development Scotland
Annex C: Questionnaire used in on-line survey
of teachers
We have been given your name by Careers Scotland, who have commissioned us to evaluate
Excellence in Education through Business Links (EEBL), the teacher placement programme.
We would be very grateful if you would take a few minutes to answer some questions about
your experience of EEBL.
C.1
Please tell us which local authority you work for
C.2
Are you a primary or secondary teacher?
C.3
Can you remember what year you did your placement? (Note: if you have done more than
one placement, please answer these questions with reference to the most recent one that you
did.)
C.4
C.5
C.6

2006-07

2007-08

2008-09
How long was your placement (tick one)?

1 day

2 days

3 days

4 days

5 days

Other (please state how long)
How was it structured (tick one)?

Consecutive days

Piecemeal over a period of time (e.g. half day one week, half day another week)
Whose idea was it for you to do a placement (tick one)?

It was my own idea (i.e. I actively sought the opportunity to do a placement)

The idea came from the school

The idea came from Careers Scotland

Other (please describe)
C-1
Evaluation of Excellence in Education through Business Links (EEBL)
Final report to Skills Development Scotland
C.7
What triggered your interest in doing a placement? (open question)
C.8
What kind of placement was it (tick one)?

I was the only participant; the placement was tailored to my individual needs

I was one of several teachers who took part; the placement was generic to our needs
C.9
What was your reason for doing the placement, i.e. what did you want to achieve from it?
C.10
Did you achieve your aims (tick one)?

yes

no

in part
C.11
Did any tangible outputs arise directly from your placement (e.g. new resources or materials
to use in class)?
C.12
Which of the following benefits did you expect to achieve from your placement, and were
these expectations met (tick all that apply)?

Gain new insight into how an organisation works

Gain additional motivation as a teacher

Gain new confidence as a teacher

Gain awareness of career opportunities for pupils

Freshen my approach to teaching

Produce new lesson plan/s

Produce new teaching resources

Make useful new contact/s

New school-business link established for the longer term

Class able to visit the organisation after my placement

Pupils subsequently invited to do work experience at the organisation

Other (please describe)
C.13
For those that you did expect to achieve, how far was your expectation met, on a scale of 1 to
5 (where 1 is 'not at all', and 5 is 'met in full').
C.14
Do you think there has been any impact on the pupils that you teach as a result of your
placement (tick one)?

No impact on pupils
C-2
Evaluation of Excellence in Education through Business Links (EEBL)
Final report to Skills Development Scotland

Very little impact on pupils

Some impact on pupils (please describe)

A lot of impact on pupils (please describe)
C.15
Please explain your answer.
C.16
Have there been any opportunities to disseminate the learning that you gained from your
placement? (tick all that apply)
C.17
C.18
C.19

Informal sharing of information with other teachers in my school

Formal / structured sharing of information with other teachers (e.g. at staff meeting)

Sharing of new resources / materials with other teachers

Feedback given to headteacher and/or other senior colleagues

Other (please describe)
Was your headteacher generally supportive of you undertaking your placement?

Yes

No (if not, why not)
Do you think that teachers will be more, or less, likely to undertake this kind of placement
once responsibility for EEBL transfers away from Careers Scotland and into local authorities?
(tick one)

more likely (please explain your answer)

less likely (please explain your answer)

no difference
How do you think EEBL placements compare to other kinds of staff development / CPD
activities? (tick all that apply)

Placements are a useful addition to other forms of CPD

Placements are not as useful as other forms of CPD

Other (please describe)
C.20
How do you think EEBL could be improved? [open question]
C.21
Please use this space to give us any other comments about your experience of undertaking an
EEBL teacher placement ….
C-3