EXECUTIVE SUMMARY
Introduction
Determined to Succeed (DtS) is a strategy to develop the enterprise and
employability skills of young people, ‘better preparing them for work and life in a
globalised society through embedding enterprise in education across and within the
curriculum and ethos in every school in Scotland’. The second phase of DtS is built
around six inter-related themes:
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Supporting the development of skills for life, skills for work;
Engaging employers;
Broadening the reach of DtS;
Embedding enterprise in the curriculum;
Building capacity;
Enhancing our international profile.
Each local authority is responsible for the delivery and reporting of DtS, and all 32
authorities have provided reports detailing the progress made in the delivery of DtS in
2009-10. The Scottish Government Enterprise and Employability for Young People
Division, Determined to Succeed team commissioned George Street Research to
conduct a review of these reports that outline the progress made in the delivery of
DtS.
Aims and objectives
The aim of the research was to produce a composite report containing the following:
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A full explanation of the findings and a breakdown of the questions in the
progress reports;
(If appropriate) the use of graphs, charts, diagrams or verbatim quotes to
demonstrate key findings;
Case studies of the practices used by each local authority;
Conclusions and recommendations;
Examples of best practice with regard to all aspects of delivery including
systems and processes.
Methodology
All 32 local authorities provided a progress report. An additional report was provided
by Jordanhill School and included in the analysis. The responses were collated in
electronic form using a bespoke analysis matrix and the information provided under
each of the six main DtS themes was summarised.
It should be noted that several of the questions required numerical responses, and in
some instances the data provided were found to vary in format / detail, making it
difficult to compare data across local authorities or reach robust conclusions. The
research findings should be read with this in mind. The level and depth of information
provided by each local authority varied and it should not be assumed that a lack of
information about any specific initiatives equates to a lack of involvement in DtS.
The following paragraphs outline the main findings of the analysis.
Main findings
Supporting the development of skills for life and skills for work
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, DtS
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).
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.
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 DtS related activities. Data shows an
increase in the total number of young people completing Skills for Work and other
qualifications in 2009-2010.
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.
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 (CfE).
Engaging employers
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.
Importantly, all local authorities 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.
Nationally there were approximately 17,500 employer partnerships in 2009-2010, up
from nearly 11,000 in 2008-09 %. This is an average increase of 54%.
A wide range of entrepreneurial learning initiatives are offered across local
authorities, often linked to CfE. 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.
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.
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.
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 DtS
A wide range of activities are being undertaken to broaden the reach of DtS, with
authorities at different stages of development. Key work in the early years sector
includes support offered by DtS 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.
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, multi-agency 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.
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
Enterprise in education is viewed as a crucial part of CfE 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 CfE, 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.
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 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
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.
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).
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.
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.
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 CfE.
Positive impacts on young people, including increased engagement / enjoyment,
confidence and achievement were also identified.
Enhancing our international profile
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.
Conclusions and recommendations
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.
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.
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 DtS-related activities in CfE implementation plans and other strategic guidance
and documents produced by local authorities. Many schools are increasingly placing
enterprise within the context of CfE and building cross-curricular links through such
activities.
A wide range of positive impacts was identified as a result of the work undertaken as
part of DtS. 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.
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 decisionmaking 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.
The overall tone of the reports is very positive and authorities are committed to the
development of the DtS agenda.
Recommendations
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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 DtS activities can be maintained;
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The input of dedicated DtS / 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;
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There is an ongoing brokerage role for DtS 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;
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Delivery of relevant CPD will help ensure enterprise in education continues to
be embedded across the curriculum;
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Sharing of good practice should continue to be encouraged, both within and
across local authorities;
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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.