Learning Directorate
Colin MacLean, Director
T: 0131-244 0859 F: 0131-244 1474
E:LearningDirector@scotland.gsi.gov.uk
Addressed to:
Directors of Education or equivalent
Cc:
Local authority Chief
Executives
College Principals
Ray Harris, Chief
Executive Scotland’s Colleges
Your ref:
Our ref: C2108492
22 February 2011
Dear Colleague
Determined to Succeed: embedding enterprise in education within Curriculum for
Excellence
I am writing to provide you with an update on progress with Determined to Succeed during session 2009-10.
I’d like to thank you and your team for the support you have demonstrated in the implementation of the Determined to Succeed strategy since 2003. Your efforts continue to shape the outcomes for every young person in your local authority, helping to ensure they have the opportunity to develop a knowledge and practical understanding of the world of work – including entrepreneurship – and the skills and positive attitudes required to support sustained economic growth: key to the development of the four capacities of Curriculum for
Excellence.
Determined to Succeed has been an important catalyst for change in the context of education reform. As a result, there are many examples of innovative practice that will be of considerable benefit to Scotland’s educationalists and young people, in the short and medium to longer terms.
Progress
With that in mind, I’m delighted to share with you the national overview 1 of local authority progress ( Annex A ) together with a summary of national progress ( Annex B ), towards the policy commitments 2 . The analysis reveals that enterprise education is viewed as a crucial part of Curriculum for Excellence and highlights some key messages which are highly relevant to planning and implementation. Specifically, the need for:
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Drawing on the collation and analysis of the 32 local authority Determined to Succeed Progress Updates for 2009-10
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As set out in Determined to Succeed: Policy Expectations for Local Authority Delivery 2008-2011
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Continued strategic planning at local authority and school level to ensure sustainability of enterprise education within Curriculum for Excellence beyond March 2011;
Specific consideration of the support required to maintain and develop employer engagement, a crucial element of Curriculum for Excellence; and more broadly, in relation to youth and adult employability; and
Continued availability of enterprise support, CPD and sharing of good practice to enhance learning and teaching in the context of Curriculum for Excellence.
Transition and sustainability
The sustainability of Determined to Succeed rests on maintaining the visibility and importance of enterprise education as an integral part of the delivery of Curriculum for
Excellence post March 2011, and its clear contribution to achieving the four capacities and the overall purpose of Government.
Local authorities have been provided with specific grants for Determined to Succeed, a mounting to £19.2m per year (2008-11). This budget has now been permanently transferred to the local government baseline, with the expectation that Determined to
Succeed will continue to be implemented through Curriculum for Excellence.
We are therefore at an important stage of the policy as we enter the final months of dedicated delivery and discrete funding. Locally, our national team of Senior Advisers continues to work closely with your team to review progress and identify areas for additional support between now and March 2011.
The curriculum guidance now in place needs enterprising approaches to learning and teaching to succeed. In their interim report to the Cabinet Secretary in October 2010, the
Chairs of the Excellence Groups emphasised the need for ambitious, creative teachers; well planned interdisciplinary learning that promotes questioning and curious attitudes; and learning that is supported by strong partnerships. The Excellence Groups are expected to report on their specific areas in March and I fully expect these reports to point to the benefits of enterprising approaches across the curriculum.
The Donaldson Review , ‘Teaching
Scotland’s Future’, sets the wider context in which we will be looking to further support the development of these ambitious, creative teachers.
Next steps
We will produce and share a final report in March 2011 which will analyse the work of local authorities since phase 2 of the policy was introduced (2008) and capture the key components which have ensured successful sustainability of enterprise education within
Curriculum for Excellence, as part of the government’s drive for transformation in education.
In the meantime, if you would like to discuss any issues raised by the letter and annexes, please do not hesitate to contact Isla McCrone who leads the Determined to Succeed Team or your Determined to Succeed Senior Adviser.
Yours sincerely
COLIN MACLEAN
Director of Learning
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ANNEX A
DETERMINED TO SUCCEED: KEY FINDINGS FROM COLLATION AND ANALYSIS OF
LOCAL AUTHORITY PROGRESS REPORTS 2009-10
1. A summary of the key findings from the collation and analysis of local authority progress reports for 2009-10, undertaken by George Street Research 3 , is provided against each of the six interrelated policy themes. George Street Research’s conclusions and recommendations are also provided.
Supporting the development of skills for life, skills for work
2. Almost all of the local authority reports specifically referred to a strategic-level commitment to supporting the development of skills for life and skills for work. Support is provided through dedicated funding, and by local authority personnel, Determined to Succeed teams and Enterprise Development Officers (EDOs), and delivered in a variety of ways including school meetings, development of programmes, development of partnerships, provision of resources and Continuing Professional Development (CPD).
3. Partnership working in particular is highlighted by many local authorities as being key in strategic planning to support schools to deliver skills for life and skills for work and there are examples cited of multi-agency work. Many local authorities note an increase in the scale and diversity of partners working together to promote enterprise education.
4. Several local authorities have introduced new vocational programmes and Skills for Work courses and / or expanded upon what was already available. In general, there is an increase in enterprise education and Determined to Succeed related activities. Data shows an increase in the total number of young people completing Skills for Work and other qualifications in 2009-
2010.
5. Work experience is used across all authorities in the development of skills for life and skills for work. Although the focus is still on the traditional one-week placement in S4, there is an acknowledgement from some authorities of the need to move to a more flexible approach to meet young people’s needs and some are introducing new models of work experience.
6. Local authorities are aware of parity of esteem issues and are introducing measures to promote this to stakeholders. This is leading to an increase in the number and range of young people able to participate in vocational courses. Some local authorities also note a change in staff attitudes, whereby teaching staff are increasingly viewing enterprise as a key element of
Curriculum for Excellence.
Engaging employers
7. Most authorities either have a formal Employer Engagement Strategy or are in the process of developing one at local authority level. However, local authorities note that most education establishments engage in either formal or informal partnerships with employers. Most local authorities also report an active involvement in development of partnerships with local businesses across a range of different sectors including private, public and voluntary, and with
Skills Development Scotland (SDS), Chambers of Commerce and local colleges.
8. Nationally, there were approximately 17,500 employer partnerships in 2009-10, up from nearly 11,000 in 2008-09. This is an average increase of 54%. Importantly, all local authorities
3 George Street Research Limited is an independent full service market research company which provides research facilities throughout the UK. The company is a member of the British Market Research Association (BMRA) and all personnel work to the Code of Conduct of the Market Research Society.
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reported an increase in the number of employer partnerships this year and the expectation from many is that there will be further increases in the coming session.
9. A wide range of entrepreneurial learning initiatives are offered across local authorities, often linked to Curriculum for Excellence. Entrepreneurial learning has had a positive impact on increasing the awareness and understanding of private and social enterprise among young people and self-employment as a viable career opportunity.
10. Most local authorities use Labour Market Intelligence (LMI) to some degree although for many, usage is limited. Where LMI is used, this is for the development of vocational programmes, identification of areas of expected growth and employment opportunities.
11. Recognition of employer partnerships is universal and this is carried out by both local authorities and schools (e.g. through partnership agreements, newsletters, annual award events, business breakfasts, media coverage, school websites and presentation ceremonies). This has a positive impact on sustaining relationships, as well as increased levels of employer commitment.
12. For young people, key impacts are an increased number of work placements in their area, a capacity to contextualise their learning, an understanding of the qualifications and skills required by employers, an opportunity to see what work opportunities are available to help them enter into positive and sustained destinations, and increased motivation.
Broadening the reach of Determined to Succeed
13. A wide range of activities are being undertaken to broaden the reach of Determined to
Succeed, with authorities at different stages of development. Key work in the early years sector includes support offered by Determined to Succeed personnel e.g. provision of CPD and resources. A variety of events and initiatives being undertaken in the early years sector were described in the reports, which have resulted in positive impacts on staff and pupils.
14. Most authorities mentioned funding CPD for staff who are involved in working with young people in non-school settings, including residential establishments. The use of flexible, multiagency approaches was highlighted, including work experience placements where appropriate, customised programmes involving partnerships with colleges and employers, and outdoor education. Reported impacts of this kind of work included increased engagement and motivation among young people.
15. In relation to supporting transitions for young people, authorities reported a positive and increasing level of strategic coordination of approaches, closer cross-sector links and a more
'joined up' approach. Enterprise activities featured strongly in programmes to support young people through transition phases at all stages.
Embedding enterprise in the curriculum
16. Enterprise in education is viewed as a crucial part of Curriculum for Excellence across local authorities, and is reflected in relevant strategy papers and guidance documents. Guidance provided to schools puts a strong focus on the central role of enterprising activities to the implementation of Curriculum for Excellence, and schools are increasingly being required to embed enterprising approaches across the curriculum. Other actions taken to embed enterprise across the curriculum include: establishment of short-life working groups, consistent communication through CPD and staff meetings, close collaborative working between relevant staff, and support provided by Quality Improvement Officers (QIOs) in developing School
Improvement Plans and in the Quality Assurance process.
17. The report published by Her Majesty’s Inspectorate of Education (HMIe) relating to embedding enterprise has been widely distributed to all local authorities, who in turn have used a variety of dissemination methods. The report's recommendations are being implemented using a
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range of structures and approaches, including integration into strategic guidance, through school improvement planning, support from local authority staff, and promotion / development time to use the self-evaluation toolkit.
Building capacity
18. The proportion of staff undertaking formal CPD in relation to partnership working and the role of employers varied widely across authorities, although it was also reported that professional learning is taking place in a variety of informal ways. Most authorities reported positive impacts of CPD activity, including an increased awareness and understanding of the benefits of partnership working, a rise in the number of businesses engaging with schools, and greater confidence among school staff in approaching employers. This in turn leads to increased motivation among young people as a result of engagement in stimulating and relevant learning experiences.
19. Almost all authorities reported raising awareness of entrepreneurship and social enterprise among staff, through CPD and informal support from enterprise coordinators, including specific CPD relating to social enterprise. The Social Enterprise Academy has been actively involved in developing this area of work in a number of authorities. A wide range of social enterprise activities was described, including involvement in Fairtrade and credit unions, global enterprise activities and participation in the Social Enterprise Challenge. This has led to an increased capacity among staff in the delivery of entrepreneurial education, and positive impacts on young people (e.g. increased motivation, improved understanding of social responsibility and increased interest in self-employment).
20. Excellence in Education through Business Links (EEBL) teacher placements have taken place in almost all local authorities, with no consistent pattern of increasing or decreasing numbers of placements across authorities since last year. Evaluation reports suggest that there have been positive impacts of EEBL, including changes in classroom practice, enhancement of lessons and the development of strong employer links. Most authorities provided positive comments about their commitment to EEBL placements, although concerns were raised by several authorities relating to future funding and staffing issues. Approaches to future models of
EEBL placements include inter-authority delivery and integration within CPD programmes.
21. All authorities highlighted a wide range of CPD activities involving other learning partners including local authority colleagues, other public services, colleges / training providers, employers, Chambers of Commerce and SDS. Impacts of such CPD activities include an increased awareness and appreciation of the importance of partnership working, and improved links between teachers and other partners.
22. Local authorities noted that evidence from teacher evaluations of CPD, QIO quality assurance visits and HMIe school inspection reports all suggest a range of positive impacts of enterprise-related CPD experiences. These include learning and teaching which includes a focus on enterprise, making learning more relevant to the world of work, embedding enterprise across the curriculum and improved links to Curriculum for Excellence. Positive impacts on young people, including increased engagement / enjoyment, confidence and achievement were also identified.
Enhancing our international profile
23. All local authorities report activity in this area, the main approaches including links with schools and charities abroad, hosting visitors from abroad, and teacher and pupil exchange programmes. Links with other schools and organisations exist in a wide range of countries and schools are involved in a wide range of relevant initiatives. Local authorities are applying enterprise in education across the curriculum, and global citizenship and links between schools, business and the community have been strengthened.
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Conclusions
24. The local authority reports indicate that considerable progress has been made in relation to delivery of Determined to Succeed. While the level of activity varies between themes and across local authorities, analysis suggests that there is an overall trend of increasing levels of engagement with relevant partners, development of activity across education sectors, and progress in offering a wide range of Skills for Work and other courses to better meet the needs of young people across Scotland.
25. By building effective partnerships with colleges, employers (including third sector) and other partners, as well as utilising relevant LMI data, local authorities are developing a greater capacity to offer a wider range of vocational programmes and Skills for Work qualifications relevant to the local community.
26. The reports also demonstrate an increasing focus on enterprise in education as a key element of Curriculum for Excellence, and this is reflected in the importance placed on
Determined to Succeed-related activities in Curriculum for Excellence implementation plans and other strategic guidance and documents produced by local authorities. Many schools are increasingly placing enterprise within the context of Curriculum for Excellence and building crosscurricular links through such activities.
27. A wide range of positive impacts was identified as a result of the work undertaken as part of Determined to Succeed. This includes impacts on teachers and employers, such as a greater understanding of each other's sectors and an appreciation of the benefits of partnership working, leading to work in the classroom being more relevant to the world of work. Impacts for young people include the development of skills for life and work, as well as other benefits such as improvements in motivation, engagement, confidence and self-esteem.
28. Many local authorities recognise that there are still areas for development, and several indicated areas for improvement in the next year. Some authorities raised concerns about their ability to source appropriate work experience and EEBL placements as a result of the economic downturn. This suggests that decision-making based on values and priorities will need to be undertaken in order to address funding and staffing issues and to ensure that young people have appropriate and timely opportunities for work experience and if programmes such as EEBL placements are to continue.
29. The overall tone of the reports is very positive and authorities are committed to the development of the Determined to Succeed agenda.
Recommendations
30. With the end of ring-fenced funding in 2011, local authorities will need to give careful thought as to how the momentum that has been established in schools in delivering Determined to Succeed activities can be maintained.
31. The input of dedicated Determined to Succeed / enterprise staff is clearly appreciated by schools and important to the development of enterprise in education approaches. Ensuring the availability of this support would be beneficial, but would have to be considered within the wider economic perspective.
32. There is an ongoing brokerage role for Determined to Succeed staff, local authority staff and schools to ensure that opportunities are identified and capacity increased, in ongoing development of employer relationships and other partnerships at the school and local authority level. It is also important that recognition is provided for these partnerships.
33. Delivery of relevant CPD will help ensure enterprise in education continues to be embedded across the curriculum.
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34. Sharing of good practice should continue to be encouraged, both within and across local authorities.
35. As was the case with the previous year's progress reports, there was an issue with the consistency of the quantitative data provided by local authorities in response to some of the questions. Reporting is likely to change, with more responsibility placed on local authorities in terms of managing their own gathering and use of intelligence. Consistent and systematic provision of data should be considered for future reports at local level to assist in benchmarking and considering progress.
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ANNEX B
DETERMINED TO SUCCEED: SUMMARY OF NATIONAL PROGRESS 2009-10
1. Curriculum for Excellence makes clear the importance of young people developing skills for learning, life and work throughout their education and the central role of partnership working in helping them develop the four capacities. In this context, it is important to note the part played by Determined to Succeed since 2003. The sustainability of enterprise in education rests on mainstreaming and full integration within Curriculum for Excellence by 2011.
2. A summary of progress during academic year 2009-10 of the national commitments set out in ‘Determined to Succeed – Policy Expectations for Local Authority Delivery 2008-2011’ is provided against each of the six inter-related policy themes.
Supporting the development of skills for life, skills for work
3. Since inception, Determined to Succeed has promoted enterprising learning and teaching
– that is, the delivery of all areas of the curriculum in the context of the world of work – supporting young people to develop enterprising, entrepreneurial and employability skills and the confidence to help them become successful in life and work.
4. Nationally, we committed to:
Place an increased emphasis on skills for life and skills for work;
Embed enterprising approaches to learning across the curriculum; and
Promote parity of esteem for Skills for Work and other ‘vocational’ qualifications across the range of key national stakeholders, including employers, through enterprising leadership and CPD.
5. In 2009-10 we have:
Continued to deliver the engagement strategy developed with Learning Directorate colleagues to support local authorities. This has a focus on skill development across the curriculum and how this is embedded in Curriculum for Excellence.
Delivered a national programme of events to provide support and networking opportunities to all partners involved in the implementation of Building the Curriculum
4 (BtC4). Delegates attending the national events were encouraged to develop their own local events and we supported Western Isles and Aberdeen City Councils in running a number of these.
Established a Liaison Group to co-ordinate and support joint local approaches to implementation of BtC4. It is hoped this group will provide a sustainable model of support for local authorities beyond 2011.
Worked with the Scottish Qualifications Authority (SQA) to embed enterprise in all revised subject qualifications.
Further developed our partnership with Learning and Teaching Scotland (LTS) to ensure that parity of esteem and an attention to skill development is central to their work.
This includes identifying emerging practice in the teaching and assessment of skills exemplification.
Worked closely with Communications colleagues to embed our messages within all
Curriculum for Excellence communications to ensure parents, employers and other stakeholders understand more clearly the role of enterprise in education.
Further developed the Enterprising Practitioners’ Network. This network, drawn from schools and authorities across Scotland, is an active and influential group of practitioners. We have drawn on their expertise and emerging thinking to help shape our development of a skills approach across all 32 local authorities. Sharing the work
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of this group has been further enhanced by the development of on line communities facilitated by the use of Glow.
Produced revised Work Experience Guidance following a review of current provision in 2008. This new guidance focuses on ensuring the embedding of work experience is seen as an ‘entitlement’ for all young people and is an integral part of a flexible curriculum for those within the Senior Phase of Curriculum for Excellence
Worked with colleagues in LTS to develop ‘World of Work On-line’ and to gather emerging practice scenarios for Work Experience exemplification
Our Work Experience Strategy Group are currently working on plans to launch the new Work Experience Guidance and exploring how we continue to sustain this valuable resource.
Embedded the three enterprise education categories in the Scottish Education
Awards: Enterprise and Employability Across Learning (primary and early years);
Enterprise and Employability Across Learning (secondary); and Entrepreneurial
Learning. Employers will continue to be recognised in all three categories through the presentation of a framed certificate.
Celebrated Scotland’s Enterprising Young People in November with a range of national events. We have further developed the Enterprise Month Toolkit to support schools continue these celebrations, which includes a substantial number of case studies. This is now a sustainable resource within the LTS website.
Engaging employers
6. Engaging employers is central to Determined to Succeed and wider Curriculum for
Excellence ambitions. Teachers and employers working together are bringing the curriculum to life for our young people: contextualising learning so they can see how they might use it beyond the classroom. It’s also important that they get to experience the excitement of setting up and running their own business and the opportunity to understand the business model that underpins private, public and social enterprise. Employers also need to be able to see that their contribution is important and there are benefits to be had from engaging with schools and young people.
7. Nationally, we committed to:
Broaden and strengthen employer engagement;
Engage with the main business organisations and representative bodies of key industry sectors;
Further develop entrepreneurial learning by increasing our focus on private and social enterprises and encouraging wider engagement from employers to increase understanding and raise awareness among teachers and young people, particularly as a viable career option;
Share practice with the college sector;
Consider how to simplify the engagement process through creating more effective brokerage for employers; and
Consider a wider form of recognition for employers.
8. In 2009/10 we have:
Launched a revised employer engagement website
(www.employersandyoungpeople.org) and developed a refreshed employer brochure to better reflect the needs of employers wishing to engage with young people. The branding of both resources has been aligned to Curriculum for Excellence and messaging is more generic. The business benefits are clearer and the process of obtaining information and engaging simplified.
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Continued to facilitate introductions to local authority contacts from employers interested in getting involved with young people, to ensure an effective handover and outcome are reached for all parties involved.
Continued our productive relationships with Scotland’s key business organisations:
Scottish Chambers of Commerce; CBI Scotland; Institute of Directors; Scottish
Council for Development and Industry; Federation of Small Businesses;
Entrepreneurial Exchange; Alliance of Sector Skills Councils; and more recently, the
Chartered Institute of Personnel and Development. This has involved collective meetings twice a year to consult and keep them abreast of progress with DtS,
Curriculum for Excellence developments and the impact of recession on young people. Their respective input has been extremely valuable in informing and shaping our thinking and we are very grateful for their ongoing support.
Developed connections with a range of industry sector bodies, aligned to the
Government’s Key Economic Sectors, to promote opportunities for their members to engage with young people
Once ag ain sponsored the Institute of Directors’ Director Award for Developing Young
People and the Scottish Council for Development and Industry’s Award for
Outstanding Partnership Working with a School(s). These awards recognise the contribution business make to supporting the development of skills in young people as they prepare for work and life beyond the classroom. It also sends out an important message to other employers that this is something they should be part of.
Continued to have a presence at key employer events to raise awareness of the benefits of engaging with young people; explain what Curriculum for Excellence means for them; and encourage them to become actively involved.
Continued to work with a range of entrepreneurial organisations to discuss the development of further entrepreneurial CPD opportunities and resources to support practitioners. This included a national event in May 2010 focussing on entrepreneurial learning and the resources available across Scotland to support this pedagogy. The event was attended by practitioners in all 32 local authorities and was further enhanced with a follow up session to share local plans for entrepreneurial learning.
Further developed the range of case studies available on both the Learning and
Teaching Scotland and the Employer Engagement website to provide further exemplification for teachers and employers of the positive impact partnership working brings to learning. These resources represent a broad mix across industry sectors and curriculum areas and have been aligned to the Experiences and Outcomes. This work has also included supporting the Science and Engineering Action plan.
Identified gaps in entrepreneurial learning particularly in relation to knowledge of social enterprise and co-operatives. We have continued to work with Third Sector colleagues and the Social Enterprise Academy in running the Social Enterprise
School Awards where many schools participated in the setting up and running of a social enterprise.
Continued to provide the Understanding Social Enterprise Course, delivered by the
Social Enterprise Academy. Based in a Social Enterprise Company these courses help teachers to see firsthand the contribution social enterprise makes to our economy.
Introduced a pilot entrepreneurial programme as part of the package of measures introduced by Government in support of Summer Leavers. This programme, delivered by Young Enterprise Scotland and PSYBT, aims to fill a gap in the market for young people interested in self employment but without a business idea. It provides immersion and theory; practical experience; market testing and start-up support and is underpinned by an SCQF level 7 qualification.
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Worked with Scotland’s Colleges, through two secondees from the further education sector, to share knowledge and practice on employer engagement to enhance learning and teaching.
Worked with colleagues in Government to explore simplification of the engagement process for employers, within the context of the Skills Strategy. This has involved consultation with a range of partners and agencies as well as delivering a series of events for local authority leads across Determined to Succeed/Curriculum for
Excellence, More Choices, More Chances and Employability policy areas.
Broadening the reach of Determined to Succeed
9. Prior to 2008 Determined to Succeed focused on young people in mainstream school from Primary 1 to Secondary 6. In phase two it was important to align our approach to
Curriculum for Excellence and to broaden the reach of enterprise education to those practitioners and young people, 3 to 18, in other learning environments.
10. Nationally we committed to:
Gather and share effective practice in early years and college approaches and activity;
Influence and encourage ITE institutions, colleges and other training providers to ensure early years professionals experience and understand enterprise in education as a core aspect of their initial training; and more broadly (and where appropriate), to influence learning and teaching among lecturers, in the context of Curriculum for
Excellence ;
Engage with the Scottish Prison Service, residential schools and other key partners to gather, share and extend effective practice in non-school provision, in line with a wider offender learning report and in the context of Curriculum for Excellence ; and
Engage with SDS and other key bodies to influence learning and teaching among training providers delivering national training programmes to encourage enterprising approaches, in the context of Curriculum for Excellence .
11. In 2009 -10 we have:
Developed a range of case studies of effective practice for practitioners focusing on early years; non mainstream provision; and how the college sector is approaching training for early years staff. The resources encourage practitioners to take an enterprising approach to learning and teaching and help to explain how the four key strands of DtS fit across the curriculum.
Created a Strategic and Operational Plan to strengthen enterprise in education in the college sector
Supported the Secure Accommodation Network (SAN) to deliver a conference for all secure and residential accommodation staff in Scotland. Focusing on Curriculum for
Excellence implementation, skills and enterprising approaches to learning and teaching, practitioners from across the sector attended and shared their experiences.
Further work is in the pipeline.
Worked with the Support Training Action Group (STAG) and the Scottish Training
Federation (STF) to develop (and deliver during 2011) a number of events around
Scotland focusing on Curriculum for Excellence and enterprising approaches to learning and teaching to support the delivery of national training programmes.
Continued to work with LTS to support the production of good practice video footage to provide exemplification for teaching staff.
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Embedding enterprise in the curriculum
12. Young people in Scotland must have the best possible experience of enterprise in education since it helps them develop self-confidence, self-reliance and the ambition to achieve their goals, and equips them with the enterprise and employability skills needed for work and life.
Making appropriate connections to the world of work within all subject areas by actively engaging employers and the wider community will ensure all our young people have the opportunity to become successful learners, confident individuals, responsible citizens and effective contributors.
13. Nationally we committed to:
Ensure the breadth of enterprise in education is reflected in the implementation of
Curriculum for Excellence outcomes and experiences;
Support local authorities to support schools implement the recommendations from
HMIe’s ‘ Improving Enterprise in Education’ report; and
Build capacity among teachers through focused initial teacher education and CPD.
14. In 2009 -10 we have:
Worked closely with the Initial Teacher Education institutions, ensuring students understand the breadth of enterprise education. This included a conference, specifically aimed at Initial Teacher Education (ITE) Staff and students. The conference included a range of workshops led by LTS staff and others using case studies to demonstrate enterprising approaches to literacy, numeracy, the technologies and a number of other areas.
Contributed to the National Review of Initial Teacher Education to highlight the importance of enterprise in education in the formative and following years of professional development for teachers.
Continued to work with local authorities to ensure the key messages from HMIe’s
‘Improving Enterprise in Education’ report remain to the fore.
Continued to promote the HMIe interactive self-evaluation tool, which encourages an enterprising approach to self-evaluation. The tool is well received by local authorities, schools and teachers. Western Isles Council developed a further version with a clear focus on delivery of Curriculum for Excellence using enterprising approaches to teaching and learning and a Gaelic version.
Building capacity
15. Developing enterprising educational staff is central to the aims of Determined to Succeed .
We need people who are creative and innovative and who have a clear understanding of the world beyond school to lead this change in culture in our schools. Providing relevant and exciting opportunities to engage in CPD will ensure that all staff, at all stages in their careers, can develop their knowledge, enhance their confidence and be motivated in their delivery of enterprising and entrepreneurial learning and teaching.
16. Nationally we committed to:
Work with local authority and Careers Scotland colleagues to develop a more sustainable model for delivery of Excellence in Education through Business Links
(EEBL) beyond academic session 2008/09;
Develop principles and guidance for local authorities regarding enterprise-related
CPD, fostering increased recognition of the role employers play and ensuring cross sectoral and cross-curricular coverage;
Influence and encourage a more structured approach to the teaching of enterprise within the ITE programme;
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Develop an understanding and application of LMI to inform learning and teaching; and
Support the development of enterprising leadership skills for key
Succeed personnel at local authority and school level.
Determined to
17. In 2009/10 we have:
Worked with local authority teams to challenge and support their commitment to the
Excellence in Education through Business Links (EEBL) teacher placement programme, ensuring plans are in place for sustainability of this important CPD opportunity.
Developed on-line resources to provide exemplification for teachers and others for partnerships with employers; enterprise in education in the college sector; and to ensure on going support and sharing of practice of local delivery models for EEBL.
Built on our work with the General Teaching Council (GTC) on Professional
Recognition to deliver a celebratory event, attended by the Minister for Skills and
Lifelong Learning, recognising teachers who have been successful in gaining this award for their work in Enterprise. Our interactions with GTC also included a collaborative piece of work to support the marketing of our on-line materials and the importance of partnership working. This was published in their magazine which is circulated to all teachers in Scotland.
Further developed the Enterp rising Practitioners’ Network which continues to grow and thrive. Three events were delivered in partnership with LTS who also support the development of an on-line community through Glow.
Supported further professional learning through investment in Enterprise Learning
Communities (ELC), which bring together teachers, pupils, college lecturers, employers and other community members to develop a deep understanding of partnership working and to develop their practice in a supportive and challenging group. A third of local authorities are being supported to develop their ELCs by
Learning Unlimited.
Raised awareness of the importance of how accurate and timely Labour Market
Information (LMI) can help young people make appropriate career choices and help partners prioritise resources. The Alliance of Sector Skills Council has been a great source of LMI and we are grateful for their support. Working with Determined to
Succeed and More Choices, More Chances colleagues has provided opportunities for this issue to be discussed at important forums to help better develop understanding of the implications of LMI at local level.
Continued to support the development of leadership skills in our colleagues at local level and in the college sector through the design, procurement and delivery (Social
Enterprise Academy) of an
ILM accredited course; ‘Leading the Enterprise
Challenge’, with an emphasis on partnership delivery. 73 individuals have taken part and a full evaluation will be completed in January 2011.
Supported delivery at a local level through regular meetings with each local authority to support the development of a comprehensive action plan; review progress; and support and challenge the delivery of Determined to Succeed. Further support has been provided through two national business meetings, which provided opportunities for all local authorities to come together for strategic discussion, networking and sharing practice
Worked in partnership with the Enterprise Development Officers in LTS to support enterprise in education at the Scottish Learning Festival.
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Enhancing our International profile
18. Young people growing up in Scotland today can look forward to spending their working lives as citizens of an increasingly complex and interconnected world. So we need to help all our young people to be outward looking, confident about themselves and their nation and to have a modern, enterprising, world view. Enterprise in education has a key role to play here and phase two of Determined to Succeed provided an opportunity to profile our international reputation.
19. Nationally we committed to:
Capitalise on Scotland’s world-wide reputation for excellence in enterprise in education, further raising our country’s profile in the EU and beyond.
20. In 2009 -10 we have:
Delivered a three day International Conference which showcased Scotland’s approach to enterprise in education. Completed a conference report which included delegate evaluations and feedback throughout the event: confirming that we successfully demonstrated our comprehensive 3 to 18 approach and its impact on better preparing our young people for life and work in the 21st century; and positioned
Scotland – in its Year of Homecoming – as a place delegates had formed a bond with and would like to return in the future (50% of evaluation respondents).
Continued to support international delegations interested in Determined to Succeed.
We have shared our experience with policy makers and practitioners from Norway,
Estonia, Holland, Belgium, Netherlands, England, Wales, and others.
Contributed to conferences in Brussels and Estonia where there is a keen interest in
Determined to Succeed. Many countries are looking at how they might develop a similar model to Scotland and are particularly interested in our 3 to 18 approach to enterprise education and Curriculum for Excellence.
Identified and captured case studies of interesting practice in international education through enterprise education to provide exemplification and support for educationalists and other partners. These case studies are available on the LTS website.
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