DETERMINED TO SUCCEED
COLLATION AND ANALYSIS
OF LOCAL AUTHORITY
DETERMINED TO SUCCEED
PROGRESS REPORTS
2009-10
DETERMINED TO SUCCEED
COLLATION AND ANALYSIS OF
LOCAL AUTHORITY DETERMINED TO SUCCEED
PROGRESS REPORTS 2009-10
Ruth Bryan and Sue Granville
George Street Research
Scottish Government Social Research
2010
Table of Contents
EXECUTIVE SUMMARY
1
Introduction
Main findings
Conclusions and recommendations
1
2
5
INTRODUCTION
7
Introduction
Aims and objectives
Methodology
7
7
8
2
SUPPORTING THE DEVELOPMENT OF SKILLS FOR LIFE AND SKILLS FOR WORK
9
3
ENGAGING EMPLOYERS
22
4
BROADENING THE REACH OF DETERMINED TO SUCCEED
35
5
EMBEDDING ENTERPRISE IN THE CURRICULUM
42
6
BUILDING CAPACITY
46
7
ENHANCING OUR INTERNATIONAL PROFILE
58
8
CONCLUSIONS AND RECOMMENDATIONS
62
Conclusions
Recommendations
62
62
1
APPENDIX: List of acronyms
ACKNOWLEDGMENTS
Thanks to all in the Determined to Succeed team at the Enterprise and Employability
for Young People Division of the Scottish Government Lifelong Learning Directorate
who provided input and offered advice as required.
The views contained in this report are those of the authors, and do not necessarily
represent the views of the Scottish Government.
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:






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:





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.
1
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.
2
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
3
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.
4
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
5
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

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;

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;

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;

Delivery of relevant CPD will help ensure enterprise in education continues to
be embedded across the curriculum;

Sharing of good practice should continue to be encouraged, both within and
across local authorities;

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.
6
1 INTRODUCTION
Introduction
1.1 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 strategy includes
engaging with employers to set learning in context and make it more relevant to
the world beyond school. The second phase of DtS has been developed within
this context and is built around six inter-related themes:






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.
1.2 Each local authority is responsible for the delivery and reporting of DtS. A
national DtS team is tasked to ensure that the strategy is being delivered at a
local level. All local authorities work closely with a Senior Adviser in the
Scottish Government who provides support to the staff responsible for delivery.
1.3 Local authorities have provided reports detailing the progress made in the
delivery of DtS in academic year 2009-10. These reports provide information
for those looking at the history of DtS, and those who are planning its future and
beyond.
1.4 The Scottish Government Enterprise and Employability for Young People
Division, Determined to Succeed team commissioned George Street Research
to conduct a review of the reports completed by all 32 local authorities which
outline the progress made in the delivery of DtS.
Aims and objectives
1.5 The aim of the research was to produce a composite report containing the
following:






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;
A standalone executive summary.
7
Methodology
1.6 All 32 local authorities provided a progress report. An additional report was
provided by Jordanhill School and included in the analysis.
1.7 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. These themes provide the main chapter headings for this report.
1.8 Each of these main themes included a number of sub-questions. Analysis of
the reports entailed synthesising and summarising the evidence for each of the
sub-questions across all reports. Discussions with Scottish Government during
the inception phase of the research helped to frame and focus the analysis.
1.9 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.
1.10 The level and depth of information provided by each local authority varied and it
should not be assumed that a lack of information equates to a lack of
involvement in DtS.
1.11 The reports provided by the local authorities provided a vast range of case
studies, only a small selection of which have been incorporated into this report.
1.12 The following chapters provide a summary of the information provided by the
local authorities. A small number of case studies and good practice examples
have been used to illustrate key points under each theme.
8
2 SUPPORTING THE DEVELOPMENT OF SKILLS FOR LIFE,
SKILLS FOR WORK
2.1
In order to provide demonstrable progress against the National Performance
Framework, a key tenet underlining DtS is supporting the development of skills
for life and skills for work. This chapter looks at this specific theme of DtS and
the expectations of what will be achieved by each local authority are outlined in
the box below.
Locally, you will:
 Work in partnership so all children and young people have opportunities to build
skills for life and skills for work across all areas of the curriculum, including
through a wide range of provision such as world of work activity, 16+ Learning
Choices and Skills for Work qualifications
 Promote parity of esteem across key stakeholders, including parents, teachers,
young people, careers advisers, employers and others, through a range of ways,
including enterprising leadership and CPD opportunities
Concordat commitment
 Working in partnership with colleges, local employers and others as appropriate
to give more school pupils opportunities to experience vocational learning
Describe the ways in which you are supporting schools to ensure all children
and young people have opportunities to build enterprise and employability
skills across all areas of the curriculum? Describe the impact on learning and
teaching.
Strategic planning and coordination
2.2
Almost all local authority reports refer
to a strategic-level commitment to
building kills for ife and kills for ork
across all areas of the curriculum,
noting that service improvement and
other strategic plans clearly outline
expectations and priorities in this area.
2.3
Strategic documents relating to
Curriculum
for
Excellence
and
frameworks for the 3-18 curriculum
were often cited in this context, as
were more specific plans focusing
specifically on enterprise in education
or DtS Implementation Plans. Close
working between relevant teams
within local authorities (such as DtS
staff being represented on working
groups relating to CfE development) was often mentioned as a means of
9
Good practice example: In one
authority, DtS funding is provided to
the 3-18 sector using a grant funding
approach. Primary schools are also
given a small ‘Enterprise Bank’ from
which they can borrow to ‘pump
prime’ small enterprise initiatives that
the children initiate. This authority
also utilises additional funding from
philanthropic entrepreneurs for
activities in the primary and
secondary sectors in keeping with
the philosophy of DtS / CfE and the
development of skills for life and
skills for work.
developing a coherent and coordinated strategy. A commitment to embedding
DtS and enterprise in education within CfE, for example through the
development of interdisciplinary work which considers wider skills, experiences
and enterprising activities, was also mentioned in this context.
2.4
Central planning and coordination also includes allocation of DtS funding, which
was mentioned as a means of supporting schools in this area by most
authorities. While many reports simply stated that DtS funding is allocated to
schools, some provided more specific examples of how this is implemented,
e.g. funding is often distributed based on applications or bids from schools set
against specific criteria associated with the aims of the policy.
Delivery of support, training and CPD
2.5
Local authorities also provide support to schools via the input of key personnel
such as Quality Improvement Officers (QIOs), local authority (LA) DtS teams
and Enterprise Development Officers (EDOs). This support takes a number of
different forms, but commonly includes:






Individual school meetings to discuss and monitor improvement or
development plans (including specific encouragement to embed all aspects of
enterprise in education into improvement plans, particularly in planning CfE /
cross-curricular developments);
Development of programmes of enterprise learning and teaching for specific
schools or Learning Communities;
Support for schools in developing partnerships, e.g. with employers;
Facilitation / coordination of meetings and seminars, including subject
networks and forums etc;
Identification and dissemination of good practice (a small number of
authorities reported these staff using GLOW groups to share good practice
and update teaching staff; examples were also given of good practice
examples featuring on the Learning and Teaching Scotland (LTS) website);
A small number also reported LA staff encouraging schools to use the Her
Majesty’s Inspectorate of Education (HMIe) Toolkit to evaluate current
provision and identify areas for improvement.
Good practice example: One authority
noted that ‘Enterprising’ methodology is
being encouraged through training in
cooperative learning and cooperative
meetings philosophies. Two key aspects
of cooperative learning methodology are
team building and communication skills.
Staff awareness has been raised and
staff representing all clusters have now
received training. The training will be
rolled out further in 2010-11.
10
2.6
Delivery of CPD was commonly
mentioned by local authorities
as a key means of providing
support to schools and building
capacity to promote skills for life
work. This often involves the
use of specialist education staff
(see above) and can also
include partner organisations
such as Skills Development
Scotland (SDS) and external
training providers.
2.7
While several reports did not give specific details of the CPD offered, others
provided examples, including:






2.8
CPD specifically relating to the development of CfE / using the Experiences
and Outcomes, and / or Building the Curriculum (BtC) 3 and 4;
A strong focus on developing enterprising teaching and learning
methodologies including: cooperative learning, active learning, critical skills
etc:
CPD specifically aiming to empower staff to identify opportunities to build
enterprise activities into the curriculum / use more enterprising or creative
approaches;
CPD encouraging schools / teachers to develop partnerships (e.g. with
employers) and building capacity in this area;
One authority had provided leadership training, delivered in partnership with
Capita, to head teachers;
Others cited more specific examples, such as CPD relating to Feuerstein
Training and Bloom's Taxonomy.
Related to the delivery of CPD, several reports also mentioned the provision of
resources to support schools, such as the 'Enterprising Ideas' series, materials
about enterprise in education produced by the authorities themselves, and / or
resources relating to Curriculum for Excellence – BtC4.
Development of partnerships
2.9
The development of partnerships is the focus of a separate question and more
detail is provided in the following section of this report. However, it is worth
noting that most local authority reports highlighted the importance of partnership
working (at a central / strategic level as well as at the individual school level) in
supporting schools to deliver in this area. Schools' partnerships with local
colleges, SDS, Continuing Education Gateway and local employers all play a
vital role in delivering the qualifications and activities outlined below.
Introduction / expansion of Skills for Work
courses and other qualifications
2.10 Several authorities noted that new
vocational programmes and Skills for Work
courses had been introduced, or that these
programmes had expanded allowing a
greater number of young people to access
them. Collaborative programmes, often
delivered by a strong partnership between
schools / authorities and local colleges and
training providers, are providing a wide
range of opportunities for young people to
develop skills for ife and work, and in many
cases to achieve Skills for Work
qualifications, Scottish Progression Awards
(SPA) and National Progression Awards
11
Good practice example: In one
local authority, an EDO and a
secondary teacher involved in
delivering the Skills for Work
programme developed lesson
material for units within the NPA
Enterprise and Employability
qualification. This led to
involvement with other local
authorities and LTS to develop a
whole programme of lessons
using the latest technologies. All
ten secondary schools in this
authority will deliver this through
Skills for Work next year.
(NPA). For example:





Several authorities reported offering vocational programmes which allow
pupils to access Skills for Work courses (one of these authorities noted that
they were able to do this using in-house facilities in some schools; others
noted that this involved young people undertaking courses at local colleges as
well as work in school);
One authority reported extensive involvement of employers in the planning,
support and delivery of courses geared to local needs which are also informed
by Labour Market Intelligence (LMI). This has led to significant changes in the
skills and enterprise provision for young people in this authority, for example
the introduction of Skills for Work qualifications and NPA programmes, and
the introduction of new courses reflecting local economic circumstances;
Some authorities noted that they were working with local colleges and
businesses to create a more effective winter leavers' programme; one of
these reported offering tailored employability packages for those who need it;
Reports also highlight the value of Award Scheme Development and
Accreditation Network (ASDAN) and the Duke of Edinburgh Awards to
recognise the achievements of young people involved in enterprise activities;
Several local authorities noted that they have invested in facilities to enable
young people to take part in vocational education programmes; for example,
multi-purpose workshops, hairdressing salons and other facilities have been
created. One of these was in a remote rural area, where the development of
the new workshop meant that local young people were able to access relevant
courses without travelling a long distance.
Other activity across schools
2.11 The local authority reports emphasise the progress that most schools are
making in delivering skills for life and skills for work across the curriculum and
highlight the wide variety of activities and initiatives being undertaken. These
include employer led events, setting up social enterprises, organising business
breakfasts, charity fundraising and other similar activities allowing young people
to engage with employers and the local community while developing a range of
skills. Several authorities also mentioned local employers having more input
into the curriculum, ensuring it is relevant to the world of work.
2.12 Many authorities also organise challenges, competitions and / or award
schemes to encourage the delivery of enterprise and employability skills within
schools; for example, an award programme established in one authority
involves the nomination of 'Enterprise Champions' to recognise progressive
achievement in enterprise in education. Several authorities referred to HMIe
reports that show most young people are experiencing opportunities to build
skills across the curriculum and win awards.
2.13 A key element of work being undertaken within schools in this area is the
existence of work experience programmes, and several local authorities
highlighted this (further detail is provided in answer to a later question). While
the focus for most authorities is still on the universal one-week placement in S4,
some also cited examples of extended placements and other specialised
opportunities in S5 and S6, such as work shadowing.
12
Post-16 support
2.14 Several authorities emphasised the importance of supporting young people in
the transition from school into positive destinations, and reported a partnership
approach to supporting such young people. For example, several reports
highlighted the strong partnership between DtS and 16+ Learning Choices
(16+LC) teams, and other agencies such as SDS in developing suitable
programmes to support eligible school leavers. The involvement of More
Choices, More Chances (MCMC) teams was also reported by numerous local
authorities. Multi-agency working was specifically reported in some authorities.
Reported impact of support for skills for life and skills for work on learning and
teaching
Good practice example: Multiagency working was highlighted
by a local authority which had
established a joint working group
to look at multi-agency work to
support all young people into
positive and sustained
destinations. The key partners in
this instance were SDS, Youth
Services, MCMC, Educational
Psychology, DtS national
representatives, EOs and the
local college.



2.15 A range of impacts was reported of the
activities and support outlined above.
These commonly included:

An increase in enterprise education /
DtS-related activities, increased
vocational education provision and
therefore greater choice for young
people. In many areas, vocational
provision is fully integrated into the
option choice process, schools have
seen increased uptake of vocational
programmes and greater numbers
are
achieving
vocational
qualifications;
 Positive impacts on teaching staff
(e.g. greater confidence in delivering enterprise education following CPD
sessions; staff are more focused on embedding enterprise within CfE);
Impacts in relation to CfE (e.g. young people are developing all four
capacities, schools have been able to
Good practice example: As
develop the CfE Experiences and Outcomes
reported by this local
through DtS, staff are more comfortable with
authority, “in schools, there
enterprise approaches and better placed for
are greater enterprise
successful implementation of CfE, an
opportunities for pupils with
increase in cross-curricular working);
lessons enhanced by active
Positive impacts for children who have taken
part in enterprise education (e.g. improved
and co-operative learning
confidence levels, motivation, engagement in
approaches, cross curricular
learning, improved communication skills,
projects and rich task
greater awareness of the world of work /
activities. Feedback from
careers etc);
pupils indicates that through
There are impacts of the establishment and /
involvement in these
or development of partnerships (e.g. these
approaches, their learning is
enhance opportunities for young people to
more meaningful to them”.
experience and learn about the world of
13

work, making learning more relevant / contextualising learning; local
employers have a greater understanding of work taking place in schools and
are keen to engage with schools further; there is increased interest in
employer partnerships within schools);
Some authorities reported an increase in the number of positive destinations
and reduction of young people in the MCMC group.
What partnerships have you developed to improve opportunities for children
and young people, e.g. with colleges, employers, local authority education
colleagues, voluntary sector organisations, etc? Describe the impact this is
having on learning and teaching.
2.16 Most local authorities have been operating in partnership with a variety of
organisations over a number of years, but several also noted an increase in the
scale and diversity of partners coming together to promote enterprise education
and reported the establishment of new partnerships. The most common types
of partnerships include those with:






Local authority colleagues, both within education and in other departments,
e.g. Work Experience Coordinators, Community Learning and Development,
Economic Development, Outdoor Education, Arts in Education, Educational
Psychology, 16+LC, MCMC etc. Several reports mentioned the creation of
strategic / working groups to provide overarching policy direction and
coordination, as part of this partnership working;
Organisations such as SDS, Chambers of Commerce etc (these
organisations play a key role in brokering relationships between businesses
and education providers);
Good practice example: One
Local colleges, universities and other
training providers (colleges featured
authority highlighted the success
strongly in the list of partners, with many
of joint CPD for school and
providing access to Skills for Work
college staff. Evaluations of this
courses and relevant facilities for young
CPD showed that it led to a better
people to undertake vocational courses);
understanding of the learning
Employers (public and private sector):
outcomes and of the
this includes a wide variety of employers,
complementary nature of roles
including small businesses and large
during course delivery.
local
and
national
businesses.
Employers play a key role in the delivery
of a range of events and activities, enterprising learning and teaching within
schools, career education (e.g. CV writing and interview skills) and work
based vocational learning. Offering work placements as part of local
authorities' work experience programmes is also a crucial contribution of
employer partnerships to young peoples' experiences and development of
skills;
Third sector / voluntary organisations, community employment organisations,
outdoor education centres etc;
Individual schools, across all sectors, have also developed a range of
partnerships. As one authority noted, “schools, particularly those in the
secondary sector, are becoming much more entrepreneurial about forging
links with business, services and the Third Sector to ensure that the
curriculum is more engaging, relevant and involves more partnership working
14
linking the school with the community it serves".
Reported impacts of partnership working on learning and teaching
2.17 Many of the reported impacts of partnership working were very similar to those
mentioned in the previous question. For example, they focused on the
curricular flexibility offered through partnerships with local colleges, enabling
schools to meet young people’s needs more effectively (e.g. by allowing them
to access vocational courses) and the increasing number of pupils taking up
this opportunity. In one authority, the number of young people undertaking
Skills for Work courses had almost tripled between 2007/08 and 2009/10.
2.18 Providing a 'real life' context was also frequently mentioned. For example, one
authority argued that “partnerships with employers and other providers have
helped support schools in making relevant links to the world of work within all
subject areas. The introduction of real-life and practical experiences into the
school environment provides a broad range of opportunities for all young people
helping them to become excited about their learning". Young people also have
a greater understanding of different careers, and a wider view of job
opportunities, after coming into contact with different employers.
2.19 Some authorities also suggested that more 'joined-up' working between local
authority departments and teams leads to smoother transitions and more
positive destinations for young people.
How many Skills for Work qualifications and other qualifications, e.g. ASDAN,
City & Guilds, National Progression Awards, etc. were delivered in school, in
college, with training providers; in what areas; and how many young people
(show change year on year)?
2.20 Data provided on the numbers of qualifications, in what subjects and to whom
varied in format and detail across the local authority reports. For example,
some tend to use percentages while others use raw figures; given the variation
in size of local authorities, it is therefore
Good practice example: Effective
not possible to compare figures. In
partnership working in one authority
addition, data was not always complete,
making it difficult to provide a full
between the education department,
analysis.
However, some broad
schools, employers and the local
patterns were identified and these are
college has led to a significant
outlined in the following sections.
increase in the range and overall
2.21 A wide range of Skills for Work and
other skills related qualifications are
offered across each of the local
authorities.
The most commonly
mentioned courses and accredited
schemes include:



Early Education and Childcare;
Construction;
Rural Skills;
15
capacity for accredited vocational
learning for S4-S6. DtS funding has
been used to facilitate delivery of
courses and to offer supplementary
funding to assist schools in
developing school based facilities
and staff expertise. Uptake of
vocational courses delivered in
partnership rose by 26% in 2009/10.









Hair and Beauty;
Food safety / food handling;
First Aid;
Duke of Edinburgh;
ASDAN;
Skillforce;
Princes Trust Xlerate with XL;
Youth Achievement Awards;
Millennium Volunteering.
2.22 Most Skills for Work and other skills related qualifications are facilitated through
partnerships with colleges. Where schools are not accessing courses from
colleges they are providing a range of courses in-house which are in part
delivered by college staff. As has already been noted, a number of local
authorities reported an increasing number of schools being able to offer courses
in-house due to the building or modernising of facilities.
2.23 There appears to be a growth over time in the number of young people
accessing such courses. Of the 25 local authorities who provided a figure, the
average percentage increase in the total number of learners completing Skills
for Work and other skills related qualifications in 2009/10 compared to 2008/09
was 37%. However, this includes a wide variation in data between authorities,
with increases ranging from less than 1% to 130%. Several reports mentioned
that courses were oversubscribed, necessitating the implementation of rigorous
selection criteria. This often involves one-to-one interviews to ensure young
people's needs are being met.
What percentage of 4th, 5th and 6th Year cohorts participated in a work
experience placement? How many of these were through an accredited
programme?
2.24 Although a small number of authorities
reported introducing new models of work
experience, the focus is evidently still on the
traditional one-week placement in S4. Thirtyone of the 32 authorities provided data about
S4 placements; of these, around half (15
authorities) reported being able to place over
80% of S4 pupils, and 12 of these gave a
figure of 90% or more. However, figures were
lower in some authorities; for example, seven
authorities reported that less than 60% of S4
pupils undertook a placement. The lowest
percentage across all authorities was 33%.
Good practice example:
One authority has piloted a
new, more flexible work
experience scheme in which
young people spent one day
a week for six weeks on
placement. Employers
reported that they were better
able to offer young people a
meaningful experience using
this model.
2.25 Average figures relating to work experience placements are presented in the
following chart. As can be seen here, the focus is on S4 placements, with
smaller percentages of S5 and S6 pupils undertaking placements.
16
Chart 2.1: Average percentage of pupils conducting work experience by year
group
Information on S4 work experience was provided by 31 local authorities
Information on S5 work experience was provided by 26 local authorities
Information on S6 work experience was provided by 26 local authorities
2.26 Twenty-seven authorities provided information relating to the increase in the
total number of learners participating in a work placement. Seven of these
reported an increase of 10% or more, while a further 11 reported smaller
increases. Seven authorities reported a decrease, although some provided
caveats to this (e.g. relating to differing numbers in the cohorts being compared,
or specific instances where schools did not run work experience this year).
2.27 S5 and S6 work experience placements also feature but the data available
suggested that the proportions of young people involved are much smaller.
Several authorities reported that S5 and S6 placements can be arranged on a
more ad hoc basis; some senior pupils undertake placements as part of
community
and
citizenship
programmes linked to PSE, or
Good practice example: In one
are able to access work
authority, young people can negotiate
shadowing
opportunities.
their timetable in S5 and S6 in order to
However, these appear to be
take up a placement over a short
much less common than the
period (usually a half day per week
traditional S4 placement. They
over a number of weeks) to enhance
are perhaps more common in
their career or university applications.
special schools: one authority
noted that the majority of S5 and
Senior pupils are encouraged to
S6 placements are linked to
arrange their own placements in
Additional Support Needs (ASN)
conjunction with the Enterprise in
schools or units, and another
Education Officers. Formal tracking of
authority reported that 95% of S5
this aspect is being developed.
pupils in a special school
undertook a work placement.
Accredited work placement rates
2.28 Approaches to accreditation of work experience appear to vary widely across
17
local authorities. For example, 23 of the 32 authorities provided data relating to
accreditation of S4 placements; among these, the proportion of accredited
placements ranged from 0% to 100%. No explanation was given for the varying
rates of accreditation. As can be seen in Chart 2.2, just under half of S4
placements (47%) are accredited, compared to 15% of S5 and 23% of S6
placements. However, it should be noted that fewer authorities provided data
relating to accreditation than the percentage of pupils undertaking a placement.
Chart 2.2: Average percentage of placements that are accredited by year group
Information on accreditation of S4 placements was provided by 23 local authorities
Information on accreditation of S5 placements was provided by 18 local authorities
Information on accreditation of S6 placements was provided by 17 local authorities
Did you evaluate the quality of work placements? If yes, what outcomes did
you identify?
2.29 All of the local authorities conduct some form of evaluation of work placements,
mostly at the individual school level. Evaluation methods include:






Staff visits during placements, as well as other LA checks on placements (e.g.
Health and Safety);
Young people provide feedback through surveys at the end of placements,
debriefing meetings with guidance staff, and the use of work experience
diaries / log books. Sometimes young people share their experiences with
peers through presentations and one example was given of young people
writing reflective essays about their experiences in English;
Feedback is often obtained from employers to gauge the success of a
placement (e.g. through a standard feedback form sent to all employers, or by
asking employers to provide a report on each young people);
Some schools collect parental feedback, although this was less frequently
mentioned;
Some authorities have set up working groups or other committees to review
work experience programmes at the local authority level;
Where work experience is organised by Gateway or a similar organisation,
work experience coordinators from each school / authority hold meetings with
the provider to evaluate provision.
2.30 Generally, feedback suggests that work experience is a positive activity for
young people. Reported outcomes of work placements include:

Some reports suggest young people develop in all four CfE capacities;
18









Young people develop transferable skills;
For some young people, accreditation is an outcome of work experience;
Some young people secure part time jobs / apprenticeships as a result of their
placement;
Young people are more motivated and engaged in learning;
Young people learn more about the world of work and / or a specific type of
job;
Young people have increased confidence;
Young people have improved communication skills;
Employers are generally very satisfied with young people’s performance;
Some reports suggested that self-found placements are often the most
successful.
2.31 A small number of authorities noted that they have been experiencing
difficulties accessing work experience placements in the economic downturn.
Others commented that there is still work to be done to move away from the
standard one-week placement in S4 and to offer a more flexible approach in
order to better meet young people’s needs.
Have you promoted parity of esteem across key stakeholders? If yes, what
outcomes have you achieved
as a result?
Good practice example: One local authority
reported a wide range of actions taken to
promote parity of esteem. This included:
 A section on Skills for Work qualifications in
all pupil reports, using the same format as
those written for Standard Grade /
Intermediate qualifications, so that young
people and parents can see that Skills for
Work qualifications have parity of esteem
with others on offer;
 Close liaison with SDS (e.g. SDS staff have
been involved in discussions with each
school / have been informed about each
course they wish to offer, and how this fits
with local labour market needs);
 Employer celebration events in a number of
secondaries have included presentations
about alternative qualifications;
 This authority is currently producing a DVD
of the different Skills for Work qualifications
on offer with the three local colleges – this
will be a useful marketing tool, but will also
be used to promote the qualifications with
employers, councillors and other education
staff.
19
2.32 The reports reveal that local
authorities are aware of
parity of esteem issues and
are introducing measures to
promote it to stakeholders.
While a small number of
reports simply stated that
they do promote parity of
esteem
(e.g.
providing
general
comments
confirming that this is
reflected in their strategy
documents), most were able
to provide specific examples
of how this is being done.
2.33 The majority of approaches
to promote parity of esteem
involve using a range of
communication methods to
highlight the benefits of skills
provision.
Commonly
mentioned methods include:

Events
/
information
evenings involving local
college staff (e.g. at school
parents' evenings, careers





fairs etc);
DtS staff presentations to inform parents and other key stakeholders,
including head teachers and teachers, about the range of options available
and the benefits for young people;
A range of other methods of engaging with parents was reported (e.g.
newsletters and other promotional material such as a vocational DVD,
handbook and leaflets);
EDOs play a key role in coordinating / facilitating activities in this area, e.g.
business meetings, sharing good practice, networking and in promoting
stakeholders’ active involvement in planning and support for DtS related
activities;
CPD for school staff and other stakeholders, and joint workshops with
employers;
Dedicated websites and dissemination materials.
2.34 Importantly, authorities are increasingly aiming to make skills an integral part of
the curriculum and have made progress in this respect. Parity of esteem is
often reflected in school and authority development plans or other strategy
documents, as well as through the work of DtS teams.
2.35 In the secondary sector, in particular, evidence suggests that there is parity of
esteem in the information provided to parents, staff and young people which
describes curriculum pathways. Several authorities reported that vocational
courses appear as a column choice in the options form, meaning that all types
of course are given equal importance and young people are able to choose
from a range of different pathways.
2.36 The most commonly reported impact of the promotion of parity of esteem is an
increase in the number and range of young people able to participate in
vocational courses. For example, several reports noted that Skills for Work
courses are now part of the core curriculum, with schools taking measures to
give vocational courses equal weighting with other subject options.
Consequently, parents and young people perceive no disparity between
vocational and academic courses and several authorities reported an increase
in uptake. Some reports also note that young people of all abilities are starting
to choose Skills for Work courses to complement more academic ones.
2.37 Some reports also emphasise that efforts to promote parity of esteem have
changed staff attitudes, for example teaching staff are increasingly viewing
enterprise as a key part of CfE. As one authority stated, “the DtS themes have
become part of the fabric of the CfE for each school and this has been further
reinforced by all of the inset which has been delivered on Enterprise Education
and BC4".
Summary:
Building enterprise and employability across the curriculum
 Almost all local authorities reported that they have a strategic-level commitment
to building skills for life and skills for work into the curriculum, generally linked to
Curriculum for Excellence and frameworks for the 3-18 curriculum.
 Support to schools has been provided through dedicated funding, and by local
20
authority personnel, DtS teams and Enterprise Development Officers in a variety
of ways including school meetings, development of programmes, development of
partnerships, provision of resources and CPD.
Partnership working
 Partnership working in particular is highlighted by many local authorities as being
key in supporting 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. There are also increased numbers of schools developing partnerships
with businesses.
 There are a number of impacts of partnership working on learning and teaching.
Key impacts include more curricular flexibility, meeting young people’s needs
more effectively, increased numbers of young people being involved in Skills for
Work courses, and more joined up working between different organisations.
Skills for Work qualifications
 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.
 A wide range of Skills for Work and other skills related qualifications are delivered
across each local authority. The 25 local authorities who provided data on the
numbers of young people accessing courses show an increase in the total
number of young people completing Skills for Work and other skills related
qualifications in 2009-2010.
Work experience
 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.
 Approaches to accreditation of work experience vary widely across local
authorities, although not all authorities provided data in relation to this.
 Almost all local authorities conduct some form of evaluation of work placements,
mostly at individual school level. Information provided shows that work
experience is a positive activity for young people.
Parity of esteem
 Local authorities are aware of parity of esteem issues and are introducing
measures to promote this to stakeholders. Most provided examples of how this is
being done, using a range of approaches. Parity of esteem is often reflected in
school and authority development places or other strategy documents, as well as
through the work of DtS teams.
 The most commonly reported impact of the promotion of parity of esteem is 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
CfE.
21
3 ENGAGING EMPLOYERS
3.1
A key element of Determined to Succeed is the engagement of employers to
help deliver key aims. The box below outlines DtS expectations from local
authorities in relation to engaging employers.
Locally, you will:
 Broaden and strengthen employer engagement
 Build strong links with Business Gateway, Economic Development Departments
and Skills Development Scotland to target key growth sectors
 Help increase business start-ups and the social economy turnover by further
developing entrepreneurial learning through increasing focus on private and
social enterprises
 Ensure there is active employer representation within relevant local partnerships
 Build on relationships with colleges to improve the transitions for young people
through improved employer engagement
 Consider local and broader labour market intelligence (LMI) within local
implementation of strategy
 Celebrate and recognise the contribution of employers
Does the local authority have an Employer Engagement Strategy?
impact has it had?
What
3.2
Twelve of the local authorities report that they have an Employer Engagement
Strategy in place, with most others in the process of developing a Strategy or
planning on development of a Strategy in the near future.
3.3
One local authority noted that the business community in their area is
predominantly small units so this effectively limits their capacity to become
involved. Another local authority noted that they do not have a separate
strategy but that “employer engagement is built into all Skills for Work courses
and Enterprise development”.
3.4
Regardless of whether an Employer Engagement Strategy exists, within most
local authorities there are staff and partners working towards higher levels of
employer engagement and many schools have associated employers who work
with them. There is also an acknowledgement from most that the Strategy
needs to include employers across a range of sectors, including private, public
and voluntary as well as local colleges, SDS and local Chambers of Commerce.
Local authorities and schools are involved in the development of employer
partnerships.
3.5 While the need for an Employer Engagement Strategy is acknowledged by
most local authorities, the extent to which this is supported across all schools
and young people varies. For example, one local authority noted, “as the local
authority Employer Engagement Strategy is in its early stages of reviewing, it
does not take into account Pre 16. A strategic group has met to discuss
22
improved remits across the Department to take account of changes needed to
ensure a 3-25 coverage of an Employer Engagement Strategy”.
Reported impact of Employer Engagement Strategies
3.6
Local authorities outlined a number of ways in which the Employer Engagement
Strategy has had a positive impact on those involved.
3.7
Overall, many local authorities noted
that their Employer Engagement
Strategy has allowed for a more
targeted approach to communication
and liaison between employers and
schools and that it has helped to bring
schools and businesses together.
Many noted that this has led to an
improved
quality
of
employer
engagement
and an
increased
awareness on the part of both schools
and businesses of the mutual benefits
of employer engagement. One local
authority specifically referred to the
fostering
of
respect
between
employers and young people.
3.8
This has also helped to broaden, strengthen and develop the range of
employers and organisations engaging with schools as well as the range of
employer activities available to young people. Some of the local authorities
also noted that there has been an increase to the sustainability of partnership
engagement.
3.9
In terms of benefits to schools specifically, there were comments that this has
provided help on how to set up good working partnerships and sustain this over
time. In general, there was a
Good practice example: Through links
view that this has led to
with the local Chamber of Commerce,
improved
partnership
with
teachers have undertaken placements in
employers
and
increased
local businesses. This has been
employer engagement.
One
local authority noted that
beneficial to staff wishing to undertake
schools
acknowledge
the
this form of CPD, which is no longer
importance
of
enterprise,
available through Careers Scotland.
employer engagement and
vocational education.
Good practice example: One school
has taken the opportunity to audit its
curriculum against local employers and
skills that are required by these
employers. There was an initial
conference at which local employers
from a specific sector gathered
together with senior managers of the
school to identify how they could
become involved across the school
with different departments. This helps
to ensure that skills learnt by pupils
match those required by employers.
3.10 A number of specific benefits for young people were also highlighted by local
authorities and these included:




An increased number of placements available to young people;
Developed and extended knowledge and understanding of the world of work;
Development of skills and attitudes to enhance future employability;
Exposure to a wide range of different types of work;
23


Increased pupil confidence, motivation and achievement;
An understanding of what skills are needed by employers and that the skills
developed in school are transferable to the workplace.
3.11 One local authority noted, “engaging with employers provides a direct link to
Curriculum for Excellence and experiential learning. The impact on CfE has
been particularly noticeable through the many social enterprise partnerships
with schools, specifically with links to citizenship and personal and social
responsibility. The real and relevant opportunities which widen the experience
and knowledge of pupils have created an inspirational, enhanced
understanding of the world of work. The opportunities for hands on and visual
experiences have provided a richness which could not be achieved without the
involvement and expertise of the business community”.
3.12 One local authority noted that they have seen a reduction of young people
numbers in the MCMC group.
How are employers (private, public and voluntary sector) actively involved in
Local Planning Partnerships?
3.13 Most local authorities have actively involved employers in Local Planning
Partnerships (LPPs), although six authorities noted that employers are not
currently involved in LPPs or that their current
involvement is limited. One local authority Good practice example:
noted they are fostering links with a One local authority holds
neighbouring local authority to develop active regular planning meetings to
joint working.
evaluate leadership and
3.14 Those local authorities who are actively entrepreneurial learning to
involving businesses tend to include those ensure they respond to
from key business sectors relevant to their school needs and develop
region. Organisations involved tend to be from programmes or fill any gaps
the private, public and voluntary sectors as arising.
well as having representation from other
organisations such as Chambers of Commerce, SDS, local colleges and
training agencies. One local authority
Good practice example: One
noted, “opportunities are taken to
local authority has adopted an
ensure partners are supported and
integrated and holistic approach
encouraged to engage with schools”.
that actively involves employers
through the Local Community
Planning Forum that links into
Determined to Succeed and
individual schools. This means
that schools, employers and
other organisations are working
closely together to ensure that
opportunities offered to pupils
match employer requirements.
3.15 There
appears
to
be
an
acknowledgement of the benefits that
employer engagement can bring to
local authorities with many noting a
wide range of employer involvement.
The types of planning groups in which
employer organisations are directly
involved include:


24
MCMC;
16+ Learning Choices;






Enterprise Strategic Forum;
Employability Strategy Group;
Youth Employability Groups;
Local Community Planning Forum;
Community Planning Economic and Development;
Employer Engagement Advisory Group.
How have you developed entrepreneurial learning?
3.16 Most local authorities offer some form of entrepreneurial learning, although the
way this is delivered varies, with a wide range of different initiatives being
offered. Examples of some of the ways in which entrepreneurial learning is
delivered include:







Opportunities to learn in a range of work related contacts;
Running businesses;
Entrepreneurial challenges to young people;
Employers delivering talks to young people;
Meetings with local entrepreneurs;
Games-based learning strategies;
Cooperative learning strategies.
3.17 It is encouraging to find that Curriculum for Excellence is taken into account in
the development of entrepreneurial learning. This is often delivered in relation
to financial education as this sits well within CfE; for example, it helps to
improve literacy and numeracy. One local authority noted that the principles of
entrepreneurial learning are embedded in learning and teaching, with young
people being encouraged to share ideas; and with a greater focus on financial
education within CfE.
3.18 There is a wide range of ways in which
Good practice example: One
entrepreneurial
learning
has
been
developed
across
Scottish
local secondary school has piloted an
authorities. Some authorities noted that Enterprise and Employability
th
entrepreneurial learning covers all, or course for 4 year pupils. This
almost all, of the curriculum (as one report focuses on entrepreneurial
noted, “it is an embedded feature in all learning and requires pupils to set
primary, secondary and special schools up their own simulated business
as well as most nursery”). In one local based on research and their work
authority, all young people have placement.
opportunities to learn in a range of work
related contexts, such as entrepreneurial groups and opportunities for
experiential entrepreneurial learning in partnerships with employers and the
wider community.
3.19 Other local authorities focus on specific school years rather than adopting a
more holistic approach. For example, one local authority offers a course for
S4/S5 focusing on business and entrepreneurship; another offered
entrepreneurial learning for transition at P7 and another simply noted that
entrepreneurial learning is not universal across all school years.
25
3.20 Many local authorities have also delivered some form of training to staff in
schools to help with development of entrepreneurial learning and these have
included:






CPD sessions for staff / funding for CPD sessions;
Entrepreneur mentors;
Online training;
Secondary school staff being bought together;
Workshops to primary and secondary staff;
EEBL placements for 2nd year probationary teachers.
3.21 Other ways in which entrepreneurial learning has been encouraged include
links with other networks and conferences to showcase employment
opportunities.
3.22 A number of local authorities have helped to integrate entrepreneurial learning
through a range of different programmes and these include:




Young Enterprise Company Programme;
Social Enterprise Awards;
Young Enterprise Programmes;
Social Enterprise Challenge.
Good practice example: One authority reported a wide range of ways in which they
have developed entrepreneurial learning, as follows: “Our EIE framework documents
were designed to include entrepreneurial learning at key stages in school – one in early
years, one in upper primary and throughout the secondary experience. The majority of
our schools have these built into their annual planning and are well embedded as part of
the curriculum. Many schools use entrepreneurial activities to support their charitable
fund-raising, with pupils taking full responsibility from inception of idea to completion.
Young Enterprise Scotland is active in some of our secondaries and others are showing
interest in becoming involved… Local entrepreneurs are encouraged to visit schools to
share their experiences with pupils. Business education departments use
entrepreneurial projects to bring relevance and a real context to their curriculum.
Entrepreneurial challenges are often set as part of primary / secondary cluster activities.
Our Extended Outreach team which works with pupils at risk of disengaging use
entrepreneurial activities extensively to keep pupils motivated and as a vehicle for
delivering the wider curriculum. A local College hosts Enterprise fayres for us every year
and these are always over-subscribed”.
What impact has this had on increasing the
awareness and understanding of private
and social enterprise amongst young
people and self-employment as a viable
career opportunity?
3.23 The impact of entrepreneurial learning on
increasing
the
awareness
and
26
Good practice example: Schools’
involvement with global citizenship
projects and fundraising for
charities has opened up knowledge
and understanding of alternative
labour markets.
understanding of private and social enterprise among young people and selfemployment as a viable career opportunity appears to be very positive. Many
local authorities noted that entrepreneurial learning leads to an understanding
of social enterprise and private enterprise, so that young people are better
informed about the world of work and can obtain a better understanding of ways
they can work and contribute to society. Key to this for some is the capacity to
work within a real life context which
helps to bring about a greater Good practice example: Pupils in
understanding of the type of work one primary school took on the
involved.
challenge of ‘Fundraising Fiver’
where they were each given £5 and
3.24 A wide range of benefits was cited for
young people, teaching staff and the challenge of using this to raise
parents. Key is the opportunity this money for various events. The
offers to develop individual and children embraced this task and
collective entrepreneurial abilities and presented a wide variety of
skills, together with the skills needed to enterprising ideas e.g. buying
run a business.
This included chickens to sell the eggs, organising
opportunities
to
develop
an a soup and sandwich lunch, making
understanding of business functions and dog biscuits and selling them etc.
roles and skills in planning, negotiating, They were involved in calculating
decision making, risk management,
net, profit, loss and expenditure and
problem solving, communication and
leadership. On a more personal level, from the total raised they created a
some authorities noted other benefits to personalisation and choice area
young people including increased self- within the school.
awareness, confidence, self esteem and motivation, as well as gaining an
understanding of team working and working in collaboration with others.
3.25 One local authority noted a positive
impact
on
young
people’s
behaviour and attendance; others
noted that young people showed
higher levels of engagement, an
ability to take the initiative and
greater financial awareness. As
one authority noted, “pupils are
gaining a better understanding of
the variety of ways in which they
can work and contribute to society.
They are thinking and learning
about careers at every stage in
their schooling and are better
informed about private enterprise
and self-employment as possible
routes to employment”.
Good practice example: A Dragons
Den challenge was rolled out to all
establishments across all sectors.
Pupils were trying to bring about a
positive change in their community.
The initiative is assisting schools to
embed clear guidelines within
financial education and social
education. Learning is taking place
in real life contexts. It is developing
key skills in pupils, who are being
innovative and creative. The ideas
are sustainable, real, the pupils have
a role to play and responsibilities
within the business.
3.26 Local authorities also noted that entrepreneurial learning offered teaching staff
opportunities to develop an understanding of business functions and roles and
that they too were more aware of self-employment opportunities for young
people. Some local authorities noted that entrepreneurial learning creates CPD
27
opportunities for teachers and that they in turn are more confident to deliver this
in schools and show higher levels
of engagement.
Good practice example: Initiatives
are often set within the context of
Critical Skills challenges linked to
experiences and outcomes, supporting
active learning as part of CfE.
3.27 One local authority also noted that
this helps to raise parental
awareness of private and social
enterprise and self-employment as
a viable career opportunity.
Have you used labour market intelligence? What impact has this had?
3.28 Most local authorities use Labour Market Intelligence (LMI) to some degree,
although for many usage is limited. One local authority noted they need to
further develop usage of LMI as usage is currently only ad hoc; another that
LMI information is available to partners and delivered to secondary head
teachers; another that they use LMI but that this is focused only on certain
sectors. The following quotation from a local authority demonstrates the
importance of using LMI:
“It is recognised that the deteriorating national economic situation
requires us to develop greater understanding of the labour market to
enable us to plan as effectively as possible to achieve positive and
sustainable destinations for young people on leaving school. It is
essential also that schools are supported to be aware of the link between
the labour market and the emerging needs of the local economy, and to
be able to incorporate that information into local planning”.
3.29 Key ways in which LMI is used include the development of vocational
programmes that are offered to schools, identification of areas of expected
growth and employment opportunities. Furthermore, this also encourages
representatives from a range of partner organisations to meet in order to track,
monitor, support and improve leaver destinations.
Reported impact of use of labour market intelligence
3.30 The key impact of LMI for many local authorities is that it provides a picture of
the local economy and a more realistic view of local employment opportunities,
so that local authorities can identify key sectors to work with. In this way, young
people can develop relevant skills and make informed choices about career
opportunities.
Good practice example:
One local authority has run a
series of events which have
allowed young people to think
about career opportunities
which they previously did not
know existed.
3.31 Some local authorities noted that LMI also
helps to strengthen links between
participating organisations and can inform
Employer Engagement Events. One local
authority noted they share LMI at a
strategic level and that this influences and
informs policy decisions; another uses
LMI to inform their improvement plan
28
targets.
3.32 The curriculum and courses can be made relevant to current and future job
markets, so that vocational programmes can be introduced to suit available jobs
and fit with local needs. For example, one local authority noted they use LMI to
inform provision for 16+ Learning Choices and MCMC provision, another that it
has been used to identify a need for courses relating to the construction
industry for S3 and S4 pupils.
3.33 There were also some comments that LMI helps to increase awareness for both
teachers and pupils. For teachers, it can demonstrate the range of subjects
that may offer vocational opportunities to young people; for young people, LMI
can also demonstrate the wide range of career opportunities and increase their
confidence in applying for jobs.
3.34 A small number of local authorities also noted that LMI helps to give partner
organisations an appreciation of current education initiatives.
How many employer partnerships exist (show change year on year)?
3.35 Twenty-three local authorities were able to provide information on the number
of employer partnerships that existed in 2008-2009 and 2009-2010. A further
four local authorities provided information on the number of partnerships in
2009-2010. The number of partnerships ranged from less than 100 to over
2,000, although some of the numbers provided only include those partnerships
where formal links exist, while others include all partnership working.
3.36 Positively, all local authorities reported an increase in the number of
partnerships this year and the expectation from many is that there will be further
increases in the coming session. This shows that local authorities recognise
the importance of employer partnerships and the benefits they bring.
3.37 As shown in Chart 3.1, the number of partnerships in 2008-09 was nearly
11,000 and this has risen to over 17,500 partnerships in 2009-2010. This is an
average increase of 54%.
Chart 3.1: Total number of employer partnerships
Information on partnerships in 2008-09 was provided by 23 local authorities
Information on partnerships in 2009-2010 was provided by 27 local authorities
3.38 As can be seen in Chart 3.2, the greatest proportion of partnerships between
employers and schools is with employers operating in the private sector. There
29
are fewer partnerships between schools and employers within the public and
third sectors, particularly in secondary schools.
Chart 3.2: School partnerships by sector and partner type
The number of local authorities providing data on each sector and partner type ranged from 19 to 25
3.39 Most of the local authorities who were unable to provide definitive numbers of
employer partnerships noted that links are still in the process of being set up.
For example, one local authority noted:
“In [our area] there continues to be an increase in the number and
diversity of ‘active’ education-employer partnerships in existence. There
have also been visible positive developments in the scale, complexity
and undertakings of a number of ‘already-committed’ partners and the
resultant impact this has generated. It is difficult to accurately quantify
the exact number of employer partnerships in existence. This is largely
due to a shift away from the creation and documentation of formal
signed partnership agreements, as many schools and employers were
finding that such documents were becoming out of date even before they
had begun. The focus is now much more on the development of
effective, progressive and sustainable partnerships, where schools /
clusters take ownership through regular planning meetings between the
school staff involved and employer in question to plan involvement which
is linked to the school development plan and drawing up an active action
plan as a result of these discussions”.
3.40 The extent to which all schools within a local authority have employer
partnerships varies, with some authorities noting that all schools have
partnerships, while others note that this is limited to secondary schools only, or
that not all primary schools have partnerships set up. In some instances,
partnerships have not been formally ratified.
30
Have you recognised and celebrated employer partnerships at local authority
level? What impact has this work had?
3.41 Recognition and celebration of
employer partnerships appears to be
universal, and there are a number of
key ways in which employer
partnerships have been celebrated
at a local level, both by the authority
and their schools.
3.42 At a local authority level, approaches
adopted to recognise and celebrate
employer partnerships include:









Good practice example: Schools are
encouraged to include employer partners
in school events / shows as a way of
recognising their contributions. There is
central recognition of employers at
annual showcase events, rewarding
employers with an award. Schools are
also encouraged to formally recognise
the business support by writing letters of
thanks and including business partners
in day to day curricular activities.
Partnership agreements;
Council newsletters;
Annual award events;
Media coverage in the local press and radio;
Attendance at meetings such as Employer Engagement Events, Recognition
Events, Enterprise in Education Awards, Business Breakfast Event;
Certificates e.g. Employer Engagement Certificate;
Letter of thanks to employer organisations;
Presentation ceremonies;
DtS newsletter.
3.43 At a school level, there is a wide range of
approaches to recognise and celebrate employer
partnerships. Most common are:








Good practice example:
One local authority noted
that the sending of a letter
of thanks helps to improve
literacy levels.
Events set up for employers and the local
community;
Presentations to employers;
Letter of thanks to employer organisations from schools / young people /
teachers;
Displays of work / presentations of work;
Business brunches;
School newsletters;
School websites;
School-led community events.
Reported impact of work to celebrate employer partnerships
3.44 As noted, work to recognise and celebrate employer partnerships has been
undertaken in a number of different ways and a number of key impacts were
identified by local authorities.
3.45 In terms of the impact on employers, many local authorities noted that
employers feel valued and their input recognised. Importantly, for participants,
this has a positive impact on the retention and recruitment of business partners.
31
Many local authorities noted that this encourages ongoing participation and
longer term involvement on the part of businesses and reinforces their
motivation to become involved or to remain involved in partnership work.
Longer term this helps to builds relationships between school and employers.
3.46 Other benefits to businesses were that this provides opportunities for positive
PR and helps to raise the company profile. A knock-on effect is that it can
encourage other businesses to become involved. For individual businesses
themselves, it was also noted that this increases their awareness of the
contribution they make.
3.47 There is also a joint benefit for schools and employers in that this helps to
provide a forum for the exchange of ideas and feeds into the strengthening of
partnership relationships. Furthermore, this also helps to spread the message
of Determined to Succeed.
3.48 As well as there being a wide range of benefits to employers, there were also a
number of ways in which the schools are perceived to benefit. Key for schools
is that this raises the level of recognition of the contribution that employers can
make to the learning of young people and that the schools themselves benefit
from working with business partners. Indeed, in some instances, teachers fed
into their CPD by visiting business partners and achieving an increased
understanding of how employer engagement can enhance the curriculum. This
also provides opportunities for schools to share good practice. As with
employers, events run by the school also provide opportunities for positive PR
for the schools.
3.49 A key benefit to young people is an increased number of work placements
within their area. Additionally, young people are able to see what employment
opportunities exist in the area and it can help young people to go into positive
and sustained destinations. One local authority noted that this enables young
people to demonstrate themselves to be effective contributors and confident
individuals.
Summary:
Employer Engagement Strategies
 Twelve of the local authorities report that they have an Employer Engagement
Strategy in place, with most others being in the process of developing a Strategy
or planning on development of a Strategy in the near future. Most local
authorities claim to be actively involved in development of partnerships with local
businesses across a range of different sectors including private, public and
voluntary and with SDS, Chambers of Commerce and local colleges. The extent
to which the Employer Engagement Strategy is supported across all schools and
young people varies.
 Key impacts of the Employer Engagement Strategy are an increased awareness
for both schools and businesses of the mutual benefits of employer engagement
and a broadened and strengthened range of employers and organisations
engaging with schools, as well as an increase in the sustainability of partnership
engagement.
Other impacts noted are a more targeted approach to
32


communication and liaison between employers and schools, and the bringing
together of schools and businesses.
Specific benefits for pupils include an increased number of available placements,
better knowledge and understanding of the world of work, development of skills
and attitudes to help with future employment opportunities and increased
confidence, motivation and achievement.
Most local authorities have actively involved employers in Local Planning
Partnerships (LPPs) and generally include those from key business sectors
relevant to their region.
Entrepreneurial learning
 Most local authorities offer some form of entrepreneurial learning and a wide
range of different initiatives are being offered including cooperative learning
strategies and entrepreneurial challenges, often linked to CfE.
 While some local authorities offer entrepreneurial learning across all of the
curriculum, this is not universal, with some others focusing on specific school
years. Many local authorities have offered some form of support to teachers to
help with the development of entrepreneurial learning.
 Local authorities consider that 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. Key
are the opportunities it offers to both young people and teachers to develop
individual and collective entrepreneurial skills and abilities, together with the skills
needed to run a business.
Use of Labour Market Intelligence
 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. It enables young people to focus on
developing the relevant skills and make informed choices about career
opportunities. Although not universal, some local authorities are using LMI at a
strategic level, for example to influence and inform policy decisions or to inform
improvement plans.
Employer partnerships
 Across the local authorities, the majority were able to provide information on the
number of employer partnerships that existed in 2008-2009 and 2009-2010.
Importantly, across all the local authorities, there has been an increase of 54% in
the number of employer partnerships this year. From almost 11000 in 2008-09 to
17,500 in 2009-10. The expectation is that there will be further increases in the
coming session.
 Recognition of employer partnerships is universal and this is carried out by both
local authorities and schools. Key approaches adopted include partnership
agreements, newsletters, annual award events, other events such as Employer
Engagement Events, Business Breakfasts, media coverage, school websites and
presentation ceremonies.
 The key impact of recognition of employer partnerships is that employers feel that
their input is valued and has a positive impact on ongoing relationships, often
increasing their sustainability as well as increased levels of employer
33
commitment. For schools specifically, employer partnerships offer opportunities
for CPD as well as raising the level of recognition of the contribution by
employers. 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, a capacity to
see what work opportunities are available to help young them enter into positive
and sustained destinations, and increased motivation.
34
4 BROADENING THE REACH OF DETERMINED TO SUCCEED
4.1
This theme of DtS relates to extending the reach of enterprise education to all
young people no matter where they are learning, ensuring provision is across
all sectors and stages. The requirements of local authorities in this area are
outlined in the following box.
Locally, you will:
 Gather and share effective enterprise in education practices in early years and
embed these to ensure there is a stimulating context for learning
 Ensure all young people, including those in residential and other non-school
provision, and those in transition are given opportunities to enhance their
employability using an enterprising approach, in the context of CfE, to secure
sustained positive destinations
How have you expanded provision locally to include early years, young people
educated outwith their school and residential establishments? What impact
has this had?
4.2
A wide range of activities are being undertaken to broaden the reach of DtS,
with authorities at different stages of development. There appears to be much
more activity focusing on early years provision than on young people educated
outwith their school or in residential establishments.
Early years
4.3
Most authorities reported close
working between Early Years
Officers / QIOs and DtS teams,
and support offered by DtS
personnel to early years
establishments (e.g. visiting
nurseries,
providing
CPD,
guidance and resources). Early
years
establishments
are
increasingly included in DtS
communications and several
authorities
had
conducted
presentations and awareness
raising events to promote
enterprise education within this
sector.
Several authorities
reported a focus on promoting
active learning and pupil choice
within the early years setting,
e.g.
emphasising
the
importance of collaboration with
children in the planning process
Good practice example: In one local
authority, DtS has had a particular focus on
early years. Activities include:
 'Big Book' planning is embedded in all preschool centres: this model involves children
making decisions about what and how they
learn, and delivers all aspects of CfE;
 Support has been provided for 14 specific
initiatives in the pre-school sector, all
involving enterprise activity linked to CfE
outcomes. Several of these had links to
local employers (e.g. the local Post Office)
or a national / international link (e.g. with a
nursery in another part of Scotland or an
international charity providing aid to Africa);
 Reports will be shared using GLOW to
spread good and emerging practice. They
will also be used at Teaching and Learning
Festivals held in each of the districts in this
authority.
35
so they take responsibility for their own learning.
4.4
The provision of funding and / or resources was mentioned by almost all
authorities. The publication ‘Enterprising Ideas for Early Years’ produced by
Strathclyde University was mentioned frequently, as was the Peapodo resource
produced by Tree of Knowledge. Use of this resource was at different stages
across local authorities; for example, some had conducted initial staff training in
using Peapodo, while others were already using it widely. One authority noted
that although some training had been undertaken, the cost of the resource
acted as a barrier to its roll-out across all learning communities within the
authority. Other resources mentioned in the reports include the Career Box
Early Years resource, world of work role play materials and I CAN (Early Talk).
4.5
Networking and sharing of good
practice continue to be encouraged
through the use of a range of
strategic group and forums; for
example, one authority highlighted
that early years staff have been
invited to join the authority's
Enterprising Practitioners’ Network.
One authority commented that
enterprising activities conducted in
early years are certificated by means
of a local Enterprise Awards
Scheme.
Good practice example: In one
authority using games-based learning,
use of the Wii has further embedded and
enhanced enterprising approaches in
early years; this has been recognised
nationally and the project has been
introduced to other local authorities. The
project encouraged contextualised
learning and teaching, and enhanced
parental awareness and involvement.
4.6
A wide variety of events and initiatives in this sector were included in the
reports. These included fund raising and charity events, development of story
boxes, a P1 Enterprise Challenge Day, employer involvement, community cafes
run by early years pupils, parental visits to talk about the world of work, ecoschools projects to use outdoor spaces to produce food etc. Three local
authorities specifically mentioned games-based learning, with projects involving
Nintendo Wii being piloted. Partnerships with local businesses are also being
used to enhance the learning experiences of learners in the early years sector.
4.7
The reported impact of work in this sector included:






Positive impacts on pupils (e.g. increased motivation and engagement in
learning, improved skills, children are actively involved in their own learning);
A positive effect on transition to primary school (e.g. through continuity of the
learning experience);
Increased sharing of good practice, including an increased knowledge and
awareness of good practice in the local authority Early Years Team;
Increased confidence among staff in delivering enterprise education / early
years practitioners have a better understanding of enterprising skills and
attitudes and how to develop these through active learning;
Enterprise activities are embedded across the curriculum;
Increased involvement of employers in delivering learning to make real life
connections within the early years framework.
36
Young people educated outwith their school and in residential establishments
4.8
Responses to these questions varied considerably by local authority, with some
providing very little detail and others describing relevant initiatives at more
length. A small number of authorities reported that work is ongoing to develop
provision in this area, or will be a focus of future planning. Several authorities
noted that there are no residential establishments in their area so this question
was not applicable.
4.9
Most authorities mentioned funding CPD for staff involved in working with young
people in non-school settings, as well as including this sector in DtS newsletters
and other communications. Multi-agency teams often work to promote positive
destinations for young people educated outwith school, and several authorities
reported developing close links with all relevant teams and personnel (MCMC
teams, 16+ Learning Choices, Community Learning and Development (CLD),
Educational Psychologists, Criminal Justice departments etc).
4.10 The use of flexible approaches was
highlighted in several reports, including
work experience placements where
appropriate, involvement in ASDAN
awards, use of personalised development
plans, customised programmes involving
partnerships with colleges and employers,
and outdoor education (two authorities
mentioned using Spark of Genius to
provide this).
In one report, DtS is
highlighted as supporting the provision of
literacy and numeracy skills for travelling
children (mainly S3 and S4) on their own
sites.
Good practice example: The
Choices Programme is delivered by
Education and Social Work
departments in one authority. It
involves S3/4 pupils who have
difficulties maintaining a place at
school. There is a core academic
element, PSHE follows the ASDAN
programme, and there is pastoral
care provision. Pupils also access
a work experience placement for
one day a week for six weeks.
4.11 Reported impacts of this kind of work included increased engagement and
motivation among young people, who respond well to enterprise activities and
activities undertaken outside the traditional classroom environment.
How has enterprise in education supported young people through transition
into positive destinations (early years to primary; primary to secondary;
secondary to further / higher education; secondary to world of work)? What
impact has this had?
4.12 Local authorities provided a wealth of information about the programmes and
processes in place to support young people through transition phases, and
enterprise activities featured strongly among these with DtS contributing to
transition support at all stages.
4.13 An increasing level of strategic coordination of approaches, closer links
between establishments in different sectors, and the focus on CfE and the 3-18
curriculum are all contributing to a more streamlined approach to transition
across key phases. As one authority commented, “overall, teaching in an
37
enterprising way has fostered more cross curricular working between year
groups and stages. This assists in making transitions easier for children".
4.14 Several authorities focused on the
increase in partnership working and
the positive impact of this on a
'joined up' approach to transitions.
For example, one authority has
seen the integration of DtS, MCMC
and
16+LC
through
the
'employability agenda', as well as
reporting a focus at a corporate
level on transitions within the
emerging
Single
Outcome
Agreement (SOA).
In another
authority, the EDO for DtS is also
the 16+LC Coordinator, facilitating
a close link between these areas of
activity.
Good practice example: In one
authority, the Education Department
conducts thematic ‘Ensuring Effective
Transitions’ reviews of school clusters.
Transitions teams including QIOs, head
teachers and HMIe staff visit a selection
of establishments at each stage (early
years, primary and secondary). There is
evidence from these reviews that crosssector partnerships relating to enterprise
in education have improved the quality of
pupils' learning experiences and
contributed to their achievements.
4.15 As one report noted, “enterprise continues to become the how of delivering the
CfE through motivational and effective teaching to create an enjoyable
experience for the pupils. This enterprising teaching and learning in itself helps
with transition as the pupils become confident individuals, effective contributors,
successful learners and responsible citizens".
4.16 Typical examples of activities undertaken to support transition at each of the
key stages are outlined below.
Early years to primary




Several authorities reported using Peapodo to support transitions; other
resources were also mentioned including the use of games-based learning
(e.g. Nintendo Wii);
The use of active learning across
the early years and primary Good practice example: P7 pupils
stages
has
encouraged planned their graduation, making
consistency of experience and a decisions about who should be invited,
smoother transition for children;
refreshments to serve, decorations etc.
Several authorities mentioned the Pupils took responsibility for all aspects
use of 'buddying' systems and learnt to work to deadlines, within
involving P6 pupils visiting budgets and cooperatively with others.
nurseries to work with the new
intake, and nursery children Good practice example: Transitions
attending primary assemblies etc; activities involving games-based learning
Primary pupils are often involved e.g. using Guitar Hero, pupils simulated
in producing information (for the world tour of a rock band – including
example filming DVDs) for
performances, creating advertising
nursery children about what
primary school is like, as well as posters, selling tickets and producing
organising welcome days and tour merchandise.
38
parties / teddy bears' picnics etc.
Primary to secondary


School clusters working together to ensure a smooth transition from P7 to S1.
There is a wide range of activities undertaken within clusters, but many of
them involve enterprise challenges in some form. This can involve a range of
departments within the secondary school and sometimes also involve
employer partners, e.g. making and selling biscuits involving the Home
Economics department and a local business;
Activities are sometimes organised in partnership with other organisations; for
example the K'Nex challenge involves Young Engineers.
Secondary to further / higher education




A variety of enterprise activities undertaken in schools often involve links with
employers and local colleges, so young people are made aware of a wide
range of options available to them after school;
A range of activities exist across authorities that involve input from local
colleges and universities to encourage transitions to further and higher
education (FE and HE) for young people. These include open evenings,
taster days, visits organised by university liaison officers, and promotion of a
range of courses and pathways. The strong links being forged between
schools and colleges already noted in a previous chapter of this report are
proving useful in promoting successful transitions for young people;
More specific initiatives also exist to encourage certain groups of young
people into post-school education, e.g. the Summer Academy – Accelerate
Programme at Strathclyde University which is targeted at pupils who aspire to
HE but who have no history of participation in their family;
In addition, some authorities noted that local colleges offer transition
programmes for more vulnerable pupils, including a winter leavers' 'taster'
programme (the vast majority of those who attend go on to FE courses);
 Careers education / careers
Good practice example: In
advisers within schools also play
partnership with Youth Services
an important role in providing
16+LC, Skill Force, SDS and a
support for transitions to FE and
number of business partners, a
HE.
high school and DtS have
developed a new early leavers
programme that has been piloted in
2010. Pupils visited a number of
industry sectors over a one-week
period with the intention of
identifying a work placement
opportunity in a particular sector.
The pilot identified the need to
focus on a more specific cohort of
pupils and the programme is being
revised accordingly for the next
session.
Secondary to world of work

39
Most
local
authorities
emphasised the importance of
work experience programmes,
including
work
shadowing
opportunities, in providing young
people with an insight into the
world of work and supporting
successful
transitions
into
employment;
one
authority
specifically mentioned the use of
the WorkIt data base to support





career choices;
Local authorities also work closely with SDS, which provides a range of
opportunities to support young people in making the transition to further /
higher education and the world of work (e.g. the Activate programme);
Schools provide careers education including modern apprenticeship
awareness raising and targeted careers advice, as well as supporting young
people by conducting mock interviews, providing advice on CV writing etc;
Vocational / Skills for Work courses offered to pupils in S3 and above were
cited as being important in the successful transition to work for school leavers;
Numerous funded initiatives were highlighted by local authorities which aim to
identify and support pupils at risk of not making a successful transition to a
positive destination. These include multi-agency projects, and often involve
tailored work placements and flexible curricular programmes;
A small number of reports also mentioned specific activities targeted at young
people with additional support needs, including the use of ASDAN and
targeted work experience placements with employer partners.
Reported impacts of activities to support transition
4.17 The majority of programmes and initiatives mentioned by local authorities were
reported to have successfully supported transitions for young people, and staff
across establishments were deemed to have an improved understanding of the
work of other sectors, contributing to more 'joined up' working, effective sharing
of data, and consistency in approach. Other positive impacts on pupils were
reported, such as increased confidence and greater engagement in learning.
4.18 Several of the reports comment that DtS-supported provision has contributed to
a reduction in the proportion of young people who leave school and do not
reach positive destinations. However, one authority noted that the current
economic climate has reversed the previous trend of positive destination figures
improving year on year and suggested that considerable work will be required
given the economic situation.
Summary:

A wide range of activities are being undertaken to broaden the reach of DtS, with
authorities at different stages of development.
Early years
 Key work in this sector includes support offered by DtS personnel to early years
establishments, e.g. awareness raising presentations, nursery visits, and the
provision of CPD and resources. Networking and sharing of good practice
continue to be encouraged.
 Work in this sector was reported to have positive impacts on pupils (e.g.
increased motivation and engagement in learning) and a positive effect on
transition to primary school (e.g. through continuity of the learning experience).
Greater staff confidence in delivering enterprise education and increased
involvement of employers in delivering learning to make real life connections
within the early years framework were also reported.
Young people educated outwith their school and in residential establishments
40



Most authorities mentioned funding CPD for staff involved in working with young
people in non-school settings.
Multi-agency teams often work to promote positive destinations for these young
people, and several authorities reported developing close links with a range of
teams (MCMC teams, 16+ Learning Choices, CLD, Educational Psychologists,
Criminal Justice departments etc).
The use of flexible 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.
Transition to positive destinations
 Authorities reported a positive and increasing level of strategic coordination of
approaches, closer cross-sector links and a more 'joined up' approach, leading to
smoother transitions for young people.
 Enterprise activities featured strongly in programmes to support young people
through transition phases. Key activities to support transitions included: use of
enterprise challenges, consistent use of learning approaches, utilising links with
employers and local colleges, specific initiatives to promote FE / HE (some
targeting specific groups of young people), careers education within schools,
work experience programmes and Skills for Work courses.
 Numerous funded initiatives were highlighted which aim to identify and support
pupils at risk of not making a successful transition to a positive destination.
These include multi-agency projects, and often involve tailored work placements
and flexible curricular programmes.
41
5 EMBEDDING ENTERPRISE IN THE CURRICULUM
5.1
Another key area for action involves embedding enterprise in education in the
curriculum, ensuring it is reflected in the implementation of CfE. The box below
outlines the actions local authorities are tasked with undertaking.
Locally, you will:
 Ensure the breadth of enterprise in education (enterprising learning and teaching;
entrepreneurial learning; work-based vocational learning; and career education)
is reflected in the implementation of CfE
 Ensure schools fully address the recommendations for action in HMIE’s
‘Improving Enterprise in Education’ report
 Support collaborative approaches to delivering enterprise in education within CfE
Is enterprise in education reflected in local plans for the implementation of
Curriculum for Excellence? If not, what action is planned?
5.2
The reports indicate that enterprise in
education is viewed as a crucial part of
CfE across local authorities, with most
reports emphasising that enterprising
teaching and learning is an integral
part of all relevant strategy papers and
guidance documents.
Guidance
provided to schools puts a strong
focus on the central role of enterprise
in education to the implementation of
CfE, and schools are increasingly
being required to embed enterprising
approaches across the curriculum.
Indeed, some authorities commented
that DtS and CfE are inextricably
linked. Several authorities referred to
using guidance documents to reflect
guidance
in
the Building the
Curriculum publications.
5.3
As well as reflecting enterprise education in implementation plans for CfE,
authorities reported a range of activities being undertaken to ensure this
approach is embedded across the curriculum. These include:


Good practice example: One
authority reported that they continue to
develop a collaborative approach with
key partners and stakeholders in
relation to the implementation of CfE,
and their CPD sessions in the area of
enterprise in education are designed to
dovetail with the four capacities and
principles of CfE. This authority is
planning to deliver CPD to look at the
Experiences and Outcomes that best
deliver enterprising learning and
teaching. In conjunction with CfE
Development Officers, teachers will be
invited to share existing good practice
across a range of subject areas.
Short-life working groups set up to develop the curriculum have produced
enterprising approaches to the experiences and outcomes, sometimes
specific 'enterprise within CfE' groups have been established to develop work
in this area;
Consistent messages being communicated through CPD, staff meetings,
networks and area meetings etc in relation to the importance of enterprising
approaches in delivering CfE;
42
Good practice example: In one
authority, action plans reflecting the
need for DtS principles to become
embedded within the context of CfE for
each cluster are reviewed by
Enterprise Coordinators. Regular
meetings are held between QIOs,
Enterprise Coordinators and 16+
Learning Choices Coordinators to
identify and share good practice in
promoting links between enterprise
and cross-cutting themes. Use is
made of an Enterprise GLOW group to
share practice; a GLOW group has
also been set up for each cluster with a
page for each DtS theme, allowing
sharing of ideas. All of this activity is
supported by dedicated CPD.




Close collaborative working
between relevant staff (e.g.
QIOs with responsibility for
enterprise having membership
of CfE strategy groups etc);
The role of QIOs / Education
Officers in helping schools to
develop and monitor School
Improvement Plans, and in the
Quality Assurance process,
ensuring there is an appropriate
focus on enterprising teaching
and learning in the development
of CfE;
Events organised to support the
implementation
of
CfE
strategies
(e.g.
including
workshops run by key service
providers);
Increasing use of GLOW to
share ideas and good practice.
Have you communicated the findings of HMIE's report to schools? What
structures are in place to implement its recommendations across local
education provision?
5.4
All local authorities except one (who
reported that this has been
overtaken by the CfE implementation
plan) confirmed that they have
communicated the HMIe report
findings to schools. A small number
of authorities did not provide further
details, or simply reported that they
sent copies of the report to each
school. However, most had used a
wide range of other methods of
communicating the report's findings,
its recommendations and promoting
the use of the self-evaluation toolkit,
including:





CPD sessions / briefings;
Discussions at cluster / network
meetings;
Sharing good practice examples
with schools;
Through local authority intranets /
DtS GLOW groups;
Cascading of information via
43
Good practice example: One
authority highlighted the wide range of
activities they have undertaken to
promote the report, including:
 Highlighting it at Enterprise
Coordinators' events over the past
two years;
 Referring to it in the Quality
Improvement, Monitoring and
Evaluation section of the updated
exemplar of a School Policy for
Enterprise;
 Providing the self-evaluation toolkit
in Word for ease of use by schools;
 Encouraging schools to
communicate the findings to staff in
a range of ways (e.g. discussions at
staff meetings, inservice days,
updating school learning and
teaching policies, formation of a
working group to plan Enterprise
Week).


5.5
Enterprise Coordinators;
Some authorities have produced their own summaries / briefing notes / quick
guides based on the report;
Sending information electronically with links to other relevant documentation.
A range of structures and approaches were identified by local authorities in
supporting the implementation of the HMIe report. These include:






By integrating the recommendations Good practice example: One
into
strategic documents and authority plans to run staff
guidance;
workshops linked to the updated
Through
school
improvement HMIe self-evaluation tool. They will
planning,
schools
are
being
invite staff who have used it widely
encouraged to use the self
evaluation toolkit to identify strengths in school to share their good
practice.
and areas for development;
Through the work of QIOs and EOs
to support schools and monitor progress (this includes informal
communication to ensure support is in place as necessary);
Through the further use of CPD / inservice days;
 Use of clusters and networks
(e.g. head teacher forums are
Good practice example: This
used to provide overarching
authority has linked implementation
strategy
information
for
of the HMIe recommendations
dissemination
through
individual
directly to their funding, as the
school management teams;
bidding form is linked to DtS themes
Enterprise Coordinator meetings
and the recommendations, ensuring
are used in several authorities to
that the funding delivers these. All
support implementation; several
initiatives also have to be evaluated
authorities reported work being
and demonstrate sustainability.
undertaken at the cluster level to
develop work in this area);
Several authorities mentioned having a named enterprise in education
coordinator within each school, supported by EDOs;
Providing staff development time to use the report and toolkit (e.g. as part of
the reporting / planning process, schools in one authority were given three
days’ cover, one of which was to use the self evaluation tool and other DtS
resources).
Is enterprise in education reflected in your authority's learning and
development strategy (in enterprise, entrepreneurship and work-related
aspects)? If not, what action is planned?
5.6
With the exception of two local authorities (one of which has a learning and
development strategy currently being consulted on, the other of which is in the
process of developing this strategy), all the reports confirmed that enterprise in
education is reflected in the relevant strategic plans, local improvement plans
and other relevant policies.
Several authorities emphasised that such
documentation includes relevant target outcomes in relation to enterprise, and
there was often a focus on aligning policies with Building the Curriculum 3 and
4.
Guidance from local authorities to schools regarding their School
44
Improvement Plan and DtS also reinforces the links to learning and teaching
and the delivery of CfE.
5.7
Some authorities highlighted the importance of strategic coordination, for
example in one authority the Executive Director of Education chairs the strategy
groups for Getting It Right For Every Child (GIRFEC), MCMC and CfE, ensuring
close links and coherence with a shared agenda across authority groups.
Good practice example: In this authority, the recently upgraded Learning
and Teaching Policy makes reference to the need to include enterprise,
develop entrepreneurship and work related learning. There is also a
Work-Based Learning Framework drawn up by the DtS team and shared
with all head teachers. DtS activities have / are being aligned to the
decentralised management approach being undertaken by this authority in
support of the implementation of CfE. DtS themes are being integrated
with the key messages outlined in BtC4 and are linked to the GIRFEC
agenda through the Integrated Children's Services Planning framework.
This authority has also recognised the importance of transitions at all
stages; this will be reflected in the revised Single Outcome Agreement.
Summary:





Enterprise in education is viewed as a crucial part of CfE across local authorities,
and is reflected in all relevant strategy papers and guidance documents.
Guidance provided to schools places 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 QIOs in developing School Improvement Plans and in the
Quality Assurance process.
The HMIe report relating to embedding enterprise has been widely distributed
across almost all local authorities, using a variety of dissemination methods. This
includes at CPD sessions and briefings, through intranets and GLOW groups,
and via Enterprise Coordinators.
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.
With the exception of two local authorities (one of which has a learning and
development strategy currently being consulted on, the other of which is in the
process of developing this strategy), all the reports confirmed that enterprise in
education is reflected in the relevant strategic plans, local improvement plans and
other relevant policies.
45
6 BUILDING CAPACITY
6.1
Particularly relevant given the sustainability of enterprise in education, this
theme relates to building capacity among authorities and schools to deliver
enterprise in education effectively.
The following box describes the
requirements placed on local authorities relating to this theme.
Locally, you will:
 Ensure authorities and schools extend CPD in enterprise, entrepreneurship and
work-related aspects, establishing as a regular feature for all staff and as part of
leadership development (Recommendation 5 of HMIE’s ‘Improving Enterprise in
Education’ report);
 Ensure CPD continues to foster an understanding of partnership working and
increased recognition of the role employers play in enhancing and informing
learning and teaching, encouraging a cross-sectoral and cross-curricular
approach;
 Ensure CPD includes an understanding and application of local and broader LMI
as appropriate, to inform learning and teaching;
 Continue to work in partnership with Scottish Government and CS to ensure
agreed EEBL targets are met for academic session 2008-09;
 Work in partnership with Scottish Government and CS to develop a more
sustainable model for delivery of EEBL beyond academic session 2008/09; and
 Encourage joint CPD activities which involve teachers and other learning partners
(e.g. colleges, HE, training providers and employers).
How many staff have participated in CPD relating to fostering an
understanding of partnership working and increased recognition of the role
employers play in enhancing and informing learning and teaching? What
impact has this had?
6.2
The percentage of staff who had undertaken relevant CPD varied widely across
authorities, sectors and types of CPD. There were a few examples of very high
proportions of staff engaging in these types of CPD (e.g. one authority reported
100% of their teaching staff across sectors undertaking partnership working
CPD). In addition, one authority noted that there had been a 40% increase in
2009/10 in the number of staff participating in CPD on partnership working with
employers and the community: this has mainly been delivered through Skills for
Work and Enterprise inservice sessions. However, in nine authorities, less than
10% of staff had completed CPD in these areas.
6.3
There is clearly a commitment to developing Newly Qualified Teachers (NQTs)
in this area: nine authorities reported that 100% of probationers had undertaken
CPD relating to partnership working and / or employer engagement, and a
further two authorities reported percentages of over 75%.
6.4
While the question in the progress reports asked specifically about partnership
working and the role of employers, data was also requested about other
relevant types of CPD. Chart 6.1 provides an overview of data provided by
46
local authorities in relation to formal CPD undertaken, by school sector and
CPD type. As can be seen here, CPD in enterprising teaching and learning
was the most common type reported, with highest proportions of teachers in all
sectors undertaking CPD in this area. For all types of CPD except employer
engagement, the highest proportions of teachers undertaking CPD (excluding
probationers) were from the early years / primary sector.
Chart 6.1: Average percentages of staff completing formal CPD by sector and
CPD type
80%
74%
70%
60%
54%
50%
49%
50%
40%
48%
36%
36%
30%
15%
20%
12%
10%
8%
10%
11%
11%
12%
16%
13%
0%
Enterprising teaching
and learning
Early years / Primary
Employer
engagement
Entrepreneurial
learning
Secondary
Special school
Partnership working
Probationers
The number of local authorities providing data on each sector and type of CPD ranged from 15 to 25
Good practice example: As noted
by one authority, many schools are
now organising their own in-house
CPD promoting the benefits of
partnership working. This includes
whole staff presentations,
timetabled meetings with
departments and faculty time
dedicated to this issue. The desire
to engage in partnership working
thus becomes part of the school
ethos.
6.5
In addition to providing data, many
authorities provided comments in
response to this question, noting that
although figures could be given
relating to formal CPD, much
informal activity is also undertaken in
this area.
This includes support
offered by EDOs, activities organised
in-house in individual schools, and a
range of other events involving
partner organisations such as local
Chambers of Commerce.
6.6 Comments relating to the impact of
CPD in this area focused on 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
47
increased motivation among young people as a result of engagement in
stimulating and relevant learning experiences. As one authority summarised:
“There is a significant increase in the number of employers engaging
with schools. This, in turn, leads to an enhanced curriculum, greater
motivation for staff, training opportunities for employers and ultimately an
improved learning experience for the young people. It also raises
employers’ awareness of CfE”.
Have you promoted and ensured uptake of the ‘partnership with employers’
online resource on the Enterprise area of Learning and Teaching Scotland’s
website? What impact has this had?
6.7
The majority of local authorities reported that they have promoted the
‘partnership with employers’ online resource. One authority said they had not
done this, and a further two noted that this was an area for development.
6.8
The resource has been promoted through a variety of channels, the most
common of which were: through enterprise coordinators, DtS staff and Principal
Teachers (PTs), email communication to schools (often with links to the
resource), at cluster / area meetings and at CPD events. A small number of
authorities mentioned using GLOW to promote the resource, and one reported
that they had offered supply cover to allow staff to work through the resource.
Two authorities mentioned using the online resource in conjunction with the
University of Strathclyde’s ‘School Employer Partnerships’ resource.
6.9
In terms of the impact of promoting the LTS resource, most authorities simply
noted that staff have been made aware of its existence and encouraged to use
it. Levels of use were not always known, and some reports stated that impact
has not been measured. One authority specifically noted that they have not
tried to ‘ensure’ uptake, since they expect teachers to use their professional
judgement about if and when using such a resource is appropriate. However,
most authorities identified some impacts, including an increase in staff
awareness of the resource, greater interest in developing / maintaining
partnerships, an increase in the number of partnerships, and generation of new
ideas for development of resources or activities.
Have you developed the understanding of entrepreneurship (including social
enterprise) and its importance to Scotland’s economy to school staff? What
impact has this had?
6.10 Almost all authorities reported raising awareness of entrepreneurship and social
enterprise among staff. Only one authority said that they had not formally
promoted this yet, and another noted that they had offered CPD relating to
entrepreneurship but it did not run because of low take-up.
6.11 Reported activities commonly involved promotion / CPD delivered by Enterprise
Coordinators and other informal support from relevant authority staff, as well as
discussion at staff and cluster meetings. Several authorities reported delivering
CPD specifically in relation to social enterprise, and others noted that all their
enterprise-related CPD highlights the importance of these elements.
48
6.12 Around a third of local authorities
made
specific
reference
to
involvement of the Social Enterprise
Academy
in
developing
understanding in this area. This has
included involvement in delivering
CPD to staff, organising activities at
conferences / events, and working
closely with EDOs. A small number
of authorities also mentioned that
Social
Enterprise
Academy
resources have been provided or
promoted to schools.
Some
authorities also reported working in
collaboration with the Cooperative
Education Trust Scotland (CETS), for
CETS resources to schools.
Good practice example: In one
authority, an Enterprise Support
Officer has been liaising with the
local Social Enterprise Network to
encourage opportunities for members
to engage with schools to support
development of this strand of
enterprise in education. A social
enterprise day was organised for all
schools in 2009, led by the Social
Enterprise Academy and supported
by the local Social Enterprise
Network.
example input to CPD and provision of
6.13 The understanding of school staff of the importance of entrepreneurship,
including social enterprise, has also been improved through their involvement in
enterprise activities. A wide range of activities was described, including an
increasing involvement of schools in Fairtrade and credit unions etc. Several
authorities mentioned global enterprise activities with a focus on citizenship and
ethics (e.g. the KIVA project – see the following chapter for further details). The
involvement of Young Enterprise and schools’ participation in the Social
Enterprise Challenge were also mentioned by local authorities as useful ways of
developing work in this area.
Reported impact of work to develop understanding of entrepreneurship
Good practice example: Education and
Children’s Services in this authority has
been working with Housing and
Community Care, Social Work, Youth
Services, Criminal Justice and Economic
Development to expand the range of
social enterprise opportunities for young
people who are the furthest from
employment. Current social enterprises
include the recycling of cans,
refurbishment of bicycles, and the
production and delivery of vegetable
boxes. The group is looking to develop
the sectors involved to hospitality,
furniture, IT and horticulture. Funding to
provide skills and knowledge required for
small business start-ups is being
investigated through Individual Learning
Accounts (ILAs).
49
6.14 Most local authorities noted
impacts of this work in terms of
improved awareness among
teaching
staff
about
this
element
of
enterprise
in
education, and an increased
capacity among staff in the
delivery
of
entrepreneurial
education.
6.15 Several authorities reported an
increase in the number of links
with local businesses and
entrepreneurs, as well as a
greater number of opportunities
for entrepreneurial learning
being provided in schools.
Success
at
the
Social
Enterprise Awards was also
highlighted by some authorities.
6.16 Entrepreneurial and social enterprise
activities were also reported to have a
positive impact on the young people
involved. For example, reports cited an
increase in motivation among young
people and an improved understanding
of social responsibility, as well as
increased interest in self-employment.
The impact of work in this area is
illustrated by the following quote from
one local authority:
Good practice example: In one
school, S3 pupils have set up ‘Fair
Inspirations’ which offers a range of
quality fair trade products that are
sold at school parent evenings and
other events in the school /
community calendar. Goods have
been sourced on a 'sale or return'
basis, which has involved pupils in
market research, merchandising,
profit mark-up, handling money and
basic banking. This company
received a Social Enterprise
Academy Award.
“Evaluation of inset, reports on funding
for specific projects, HMIe reports and
evidence collected from the Secondary,
Primary and Nursery sector suggests
that in most to almost all of the schools
young people are involved in enterprise activities either as part of the
planned curriculum or as part of an extra curricular activity. As the CfE
has been implemented, at all levels, one of the themes that has been
established is enterprise. The DtS team actively encouraged this
through the projects funding scheme embedding sustainable enterprise
activities or enterprising pedagogy as part of the CfE. The activities are
wide and varied.
In some cases they are organised on a specific
theme, or take place on a specific day. However greater encouragement
has successfully been given to ensuring that they are part of the ongoing
experience of the young people. One example of this is charity work. In
all secondary schools and almost all primaries and nurseries the young
people are involved in the organisation and execution of fund raising
events for local, national and, in many cases, international charities.
This not only gives them the opportunity to develop their knowledge and
understanding of enterprise and the role of charities but fosters, in them,
positive attitudes, a social conscience and a desire to make the world a
better place”.
Have you promoted and ensured uptake of the entrepreneurial on-line
resource on the Enterprise area of Learning and Teaching Scotland’s website?
What impact has this had?
6.17 Most authorities confirmed that they have promoted the entrepreneurial online
resource, through the same channels as those mentioned in relation to the
‘partnership with employers’ resource. A small number of authorities raised
issues in relation to use of this resource, as follows:




One authority reported technological problems which were a barrier to use of
the online resource (these are being addressed);
Another said they had not promoted the resource (they did not provide further
comment); while two others said they were planning to do this soon;
In one authority, supply teachers had been offered to provide cover to allow
staff to explore the resource but nobody took this up;
Finally, one authority noted that although the LTS case studies on the site are
50
useful, now that enterprise activities are embedded in schools there are local
examples which can be used instead.
6.18 In terms of impact, most authorities noted that teachers are aware of the
resource and are able to access it. However, a small number of authorities
commented that the resource is not widely used, or that levels of use are not
known. There was limited information provided about impacts on learning and
teaching, although some authorities reported that the resource has helped set
entrepreneurial learning in context and is a useful source of ideas and
information.
How many staff have participated in EEBL?
impact of the programme on their practice?
How have you measured the
6.19 Local authorities were asked how many staff had undertaken EEBL placements
in 2008/09 and 2009/10; 26 provided data for 2008/09 and 29 provided data for
2009/10. EEBL placements had taken place in almost all local authorities. The
average number of EEBL placements across both years was 11, although there
was considerable variation across authorities (in 2008/09 the number of EEBL
placements ranged from 0 to 27; in 2009/10 the number ranged from 0 to 38).
6.20 Among the 26 authorities that provided comparative data from 2008/09 and
2009/10, 3 reported the same number of placements, 11 had seen a decrease
in the number of placements and 12 had seen an increase.
6.21 In 2009/10, a total of 307 EEBL placements were reported. Chart 6.2 shows a
breakdown of placements by sector (please note that the totals do not add up to
307 as not all authorities provided a sector breakdown).
124
Early years / Primary
170
Secondary
8
Special school
0
50
100
150
200
Chart 6.2: Total number of EEBL placements by sector 2009/10
Information on EEBL placements in the early years / primary sector was provided by 28 local
authorities
Information on EEBL placements in the secondary sector was provided by 28 local authorities
Information on EEBL placements in the special school sector was provided by 27 local authorities
6.22 Twenty-three authorities provided information about whether they measure the
impacts of EEBL. Of these, all but one reported that impact is measured in
some way (the remaining authority stated that the majority of staff involved were
undertaking their Scottish Qualification for Headship (SQH) so no official
measurement of impact recorded by the DtS team). This is most commonly
51
done through placement reports or evaluation forms. In some authorities, staff
who have completed an EEBL placement also report back on this to their peers
when they return to school. Discussions are often conducted with relevant staff
such as DtS staff or CPD and / or enterprise coordinators.
6.23 Some authorities commented on the
positive impacts of EEBL placements
in terms of changes in classroom
practice, enhancement of lessons and
the development of strong employer
links. Some have also led to changes
in management systems within
individual schools.
Good practice example: An
EEBL placement to the Cooperative HQ resulted in changes
to the way this SQH candidate
communicated with staff and to a
revision of the school’s induction
pack and handbook.
Are plans in place to ensure the sustainability of EEBL beyond 2010/11?
6.24 Most authorities provided positive comments about their commitment to EEBL
placements, although several of these were fairly general and did not provide
specific details about how sustainability would be ensured. Seven authorities
did not have any plans in place (some of these mentioned a focus on other
priorities, and / or raised the issue of uncertainty about funding). Even those
who hoped to support the future of EEBL noted that funding and staffing issues
would need to be addressed.
Good practice example: One report
noted that their EEBL programme is
managed jointly by a collaboration of
local authorities. A working group has
produced a guide to staff placements
which will be in schools at the start of
the 2010/11 session. The Support
Officer with responsibility for Employer
Engagement will manage staff
placements, which will become an
integral part of each school’s employer
engagement activities. Planning and
evaluation pro-forma have also been
developed. A local company has been
identified with the support of the
Chamber of Commerce to establish a
case study placement for 2010/11; this
will be used to identify key features of
an effective EEBL placement. Central
to this will be the impact at school level
following the placement. Funding from
DtS has been identified to support the
programme for 2010/2011; it is likely
that schools will be required to fund it
thereafter.
52
6.25 In some areas, EEBL has been
incorporated into the central CPD
/ staff development programme
and DtS staff are working with
CPD coordinators to promote
placements.
The work of
enterprise coordinators and other
relevant staff was mentioned by
several authorities, suggesting
that their role will be crucial in
maintaining links with employers
and ensuring sustainability.
6.26 In several instances, local
authorities are working together
on
joint
initiatives
with
neighbouring authorities, sharing
contacts and opportunities. For
example, one report described an
inter-authority
arrangement
whereby EEBL placements for
specific
employers
are
coordinated by one authority on
behalf of all the others.
6.27 Other models or approaches include:




Making EEBL an integral element of the leadership programme;
Discussions with the local Chamber of Commerce to negotiate a package of
work experience, employer engagement and business placements for
teachers;
Encouraging staff to participate in a placement in their own time (e.g. during
the school holidays);
Use of a GLOW group as a means of advertising, promoting and reporting on
placements.
What processes are in place to ensure that an awareness and understanding
of LMI is a feature of appropriate CPD opportunities?
6.28 Several authorities have structures and processes in place which enable LMI to
inform networks and CPD opportunities. These include:






Highlighting LMI in any DtS led or Good practice example:
enterprise related CPD;
Some secondary schools
Discussions at meetings for work have been involved in
experience / enterprise coordinators etc;
surveys of LMI in their area,
Use by Guidance staff and careers in some cases with other
specialists when advising young people;
agencies. The information
Close working with relevant partners such
gained has been shared with
as Economic Development departments,
MCMC teams, 16+LC, SDS and appropriate staff.
JobCentrePlus to access current LMI data;
Dissemination of LMI to schools and provision of other resources such as LMI
bulletins;
Courses and events featuring access to and input from LMI.
Good practice example: In one authority, a
user-friendly poster has been designed in
partnership with the Economic Development
Service representing LMI in a clear and
concise manner. It can be used by
Guidance teachers in schools as a reference
to help them advise students during course
choices and times of transition, including
moving on to college. This resource can be
also accessed by students and parents.
Feedback from by school staff shows they
have found it to be an excellent source of
information for use in lessons to help
students understand the changing world of
work.
53
6.29 However, several authorities
noted that this is an area of
work that requires further
development.
Four
authorities reported that this
is not currently a focus of
their DtS plan or that no
action has been taken to
date.
One
authority
stressed that although LMI is
useful, heavy reliance on
particular sectors can be
counter-productive.
This
authority will continue to
promote the importance of
general employment skills.
What CPD activities have taken place to involve teachers with other learning
partners? What impact has this had on both teachers and partners?
6.30 All authorities highlighted a wide range of CPD activities relevant to DtS and
CfE that involved teachers with other learning partners and reflected the
diversity of their partnerships. CPD has been delivered by and / or involved a
wide range of organisations, including:










Local authority personnel from a range
Good practice example: One
of departments;
Involvement of other public services authority organised a ‘College
such as the NHS, Social Services, the Experience Day’ where
Police etc;
teachers had taster sessions of
Colleges and training providers;
college courses, and both
A range of events and conferences, e.g. sectors shared each other's
business
breakfasts,
multi-agency approaches to learning and
learning festivals etc;
teaching in terms of CfE
Employers,
local
Chambers
of methodology.
Commerce and local entrepreneurs;
SDS input and events;
Training providers / organisations such as CETS, The International
Development Education Association of Scotland (IDEAS), the Social
Enterprise Academy, Learning Unlimited and Tree of Knowledge;
Credit unions;
LTS, the Scottish Qualifications Authority (SQA) and HMIe;
Young Enterprise Scotland.
6.31 A range of impacts were identified of such CPD activities. Most of these
focused on increased awareness and appreciation of the importance of
partnership working, encouraging joined up working and fostering links between
teachers and other partners. This then helps teachers to make learning and
teaching relevant for young people.
Other learning partners, such as
employers, gain a better understanding of work taking place in schools and can
also gain recruitment possibilities.
6.32 Joint learning between colleagues within local authorities also has benefits, as
one report noted:
“DtS team and school co-ordinators are gaining greater insight into other
departments in the authority. This helps us make progress towards
sustaining DtS work in the future beyond 2011”.
How are you assessing the quality of enterprise-related CPD experiences for
teachers? What impact are those experiences having on learning and
teaching?
6.33 Evaluation of enterprise-related CPD appears to be standard. Local authorities
report using a range of evaluation and monitoring approaches, the most
54
common being completion of evaluation questionnaires following CPD events.
Some authorities also use other mechanisms such as online CPD feedback
systems / learning development ‘logs’, monitoring visits by QIOs and classroom
observation. Some authorities conduct follow up calls and visits to discuss the
impact of CPD and offer further support where appropriate.
6.34 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;
Enterprise has become more embedded / integrated across the curriculum;
Increased awareness of the scope of CfE experiences and outcomes linked to
DtS and how enterprising approaches can deliver CfE across curricular areas
and sectors;
Increased teacher enthusiasm and motivation to introduce new and creative
learning approaches, including more active and cooperative learning;
An increase in partnership working between schools and employers and other
partners;
A range of positive impacts for young people, including increased
engagement / enjoyment, confidence and achievement.
Summary:
CPD relating to partnership working and the role of employers
 The percentage of staff who had undertaken relevant CPD varied widely across
authorities, sectors and types of CPD. However, several authorities noted that
there is also much informal activity undertaken, e.g. support from EDOs and
activities organised in-house.
 CPD has led to 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.
 Most authorities have promoted the LTS 'partnership with employers' online
resource, through a variety of channels such as via enterprise coordinators, DtS
staff, emails, cluster / area meetings and at CPD events. Reports noted that staff
are aware of the resource, although there was less information about levels of
use.
Understanding of entrepreneurship and social enterprise
 Almost all authorities reported raising awareness of entrepreneurship including
social enterprise among staff, through the 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.
 The understanding of school staff of the importance of entrepreneurship including
social enterprise has also been improved through their involvement in enterprise
activities. A wide range of activities was described, including involvement in
55


Fairtrade and credit unions, global enterprise activities and participation in the
Social Enterprise Challenge.
Again, most authorities have promoted the use of the LTS entrepreneurial online
resource, although use was reported to be limited.
Impacts of work in this area include improved awareness among teaching staff
about this element of enterprise in education, and an increased capacity among
staff in the delivery of entrepreneurial education. Entrepreneurial activities were
also reported to have a positive impact on the young people involved (e.g.
increased motivation, improved understanding of social responsibility and
increased interest in self-employment).
Excellence in Education through Business Links (EEBL)
 EEBL placements had taken place in almost all local authorities, with no
consistent pattern of increasing or decreasing numbers of placements across
authorities since last year.
 Impact of EEBL placements is generally measured using placement reports or
evaluation forms, staff reports to peers and discussions with relevant DtS staff.
Some authorities commented on the positive impacts of EEBL placements in
terms of changes in classroom practice, enhancement of lessons and the
development of strong employer links. Some have also led to changes in
management systems within individual schools.
 Most authorities provided positive comments about their commitment to EEBL
placements, although several of these were fairly general and did not provide
specific details about how sustainability would be ensured. 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.
Use of Labour Market Intelligence (LMI) in CPD
 Several authorities have structures and processes in place that enable LMI to
inform networks and CPD opportunities, although others noted that this is an area
of work that requires further development.
 Approaches include: highlighting LMI in any DtS led or enterprise related CPD;
discussions at meetings; use by guidance staff and careers advisers, and close
working with relevant partners such as Economic Development departments,
MCMC teams, 16+LC, SDS and JobCentrePlus to access current LMI data.
CPD with other learning partners
 All authorities highlighted a wide range of CPD activities relevant to DtS and CfE
that involved teachers with 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.
Assessing the quality of enterprise-related CPD experiences
 Evaluation of enterprise-related CPD appears to be standard, mostly using
evaluation questionnaires following CPD events. Some authorities also use other
56

mechanisms such as online CPD feedback systems / learning development
‘logs’, monitoring visits by QIOs and classroom observation.
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 of enterprise across the curriculum and
improved links to CfE. Positive impacts on young people, including increased
engagement / enjoyment, confidence and achievement were also identified.
57
7 ENHANCING OUR INTERNATIONAL PROFILE
7.1
It is important to ensure that young people have an understanding of enterprise
in education on a global basis in order to understand their and Scotland’s place
in the global economy. The box below sets out the commitment required of
local authorities in relation to enhancing Scotland’s international profile.
Locally, you will:
 Support Scottish Government (and other key organisations) in hosting foreign
delegations interested in enterprise in education
 Seek and respond to collaborative learning opportunities through local authority
engagement in global connections
 Ensure we continue to set enterprise in education in a world-wide arena that
helps young people develop their capacity to play an active part in the global
economy through embedding the breadth of enterprise in education in the
curriculum and broader international education
How have you sought and responded to collaborative global learning
opportunities?
7.2
All local authorities have sought and responded to collaborative learning
opportunities where possible, and a variety of different approaches were cited.
7.3
All local authorities have set up links with schools and / or charities abroad and
hosted visitors from abroad and / or had some form of teacher exchange
programme in place. Some have set up reciprocal learning and cultural
exchanges for young people, although these seem to focus more on young
people in senior school. As one authority noted:
“Our schools are extremely active in International Education and where
this has been actively promoted, it is part of the whole school ethos and
has made significant impact on the learning of young people, with once
school reporting on ‘life-changing’ experiences for senior pupils who
studied and worked for a month in Cambodia and Thailand in an
orphanage”.
7.4
Links with other schools and organisations have been set up in a wide range of
countries. Malawi features heavily across almost all local authorities, and other
countries mentioned included China, India, Australia, Cambodia, Thailand and
various European countries.
A wide range of different initiatives were
mentioned; the most frequent being:

Mary’s Meals (an international movement to set up school feeding projects in
communities where poverty and hunger prevent children from gaining an
education. Mary’s Meals provides daily meals in school for over 400,000
58







7.5
children in Africa, Asia, Latin America and Eastern Europe)1;
Comenius projects (Comenius is aimed at schools, colleges and local
authorities across Europe. It has two main objectives: to develop knowledge
and understanding among young people and education staff of the diversity of
European cultures and languages, and the value of this diversity, and to help
young people to acquire basic life skills and competencies for their personal
development, for future employment and for active European citizenship)2;
Euroquiz;
KIVA project (KIVA.org allows people to lend money directly to entrepreneurs
in the developing world. A hundred per cent of the money lent goes directly to
the entrepreneur who uses it to improve their business as they repay the
loan);
Fairtrade (many schools have approached Fairtrade in a number of ways
such as having a Fairtrade Fortnight, holding a Money Week, achieving
Fairtrade status or taking part in enterprise opportunities in setting up a new
business through a Fairtrade initiative);
EthCo (sets out to provide a task-based framework to allow young people to
explore the concept of ethics in business and to contextualise that within
Scotland’s place in the world economy. The UN’s Millennium Development
Goals impact on world poverty and growth, and a key function of EthCo is to
promote these Goals)3. Pupils are encouraged to see how the choices made
by individuals within businesses, organisations and communities impact on
economic life in their own and other countries. The Butterfly Challenge which
ran until April 2010 was specifically mentioned by some local authorities;
Homecoming (many local authorities took opportunities to run events linked
into collaborative learning opportunities in the Year of Homecoming);
Confucius Classrooms (local hubs, based in Scottish schools or colleges,
which stimulate and support innovative teaching and learning of Chinese
language and culture)4.
Local authorities appear to be
initiating
enterprise
events
in
response to worldwide events to
highlight collaborative global learning
opportunities. For example, in one
region, schools were involved in
raising funds for the earthquake in
Haiti; in another region, learning
activities through the year responded
to news and events such as the
volcano in Iceland earlier in 2010.
Some local authorities have been
creating links into languages; for
example, in one local authority, all
Good practice example: One
authority hosted a festival of
languages. Modern language staff,
with the support of DtS, organised a
full day festival of languages. Foreign
Language Assistants represented the
culture of their country in an artistic
and entertaining way involving 10
pupils from S1-S3. The event
promoted European citizenship and
cultural awareness contextualised
learning and teaching, and enhanced
parental awareness and involvement.
1
http://www.marysmeals.org/
http://www.britishcouncil.org/comenius-about-us.htm
3 http://www.ethco.org.uk/AboutEthCo.aspx
2
4
http://www.ltscotland.org.uk/learningteachingandassessment/learningacrossthecurriculum/themesacr
osslearning/globalcitizenship/contexts/confuciusclassrooms/index.asp
59
secondary schools are part of the Projet Citoyen programme. Other examples
provided by local authorities included a joint venture with Community Learning
and Development; restructuring of an International group to include citizenship
and sustainability in line with Curriculum for Excellence.
How has enterprise in education contributed to young people’s understanding
of their (and Scotland’s) place in the global economy?
7.6
Across all Scottish local authorities, enterprise in education has contributed to
young people’s understanding of their and Scotland’s place in the global
economy in a number of ways. This has raised awareness of the global
financial situation and highlighted local and global economics. Pupils are able
to learn about other cultures and compare their own environment with that of
others. Young people are able to understand differences in the conditions,
economics and lifestyle that exist in other places and gain insights into other
economies, education systems, cultures and lifestyles.
As one report
commented:
“Many entrepreneurial activities carried out have particular Scottish
theme, but set in wider contexts and with comparisons made to other
cultures and economies etc".
7.7
The approaches mean that global citizenship and links between schools,
business and the community have been strengthened.
7.8
There is evidence that local authorities are applying enterprise in education
across the board with one local authority noting, “global citizenship is regarded
as part of the responsibilities for all across the 3-18 curriculum. All members of
staff are encouraged to consider the global implications and the opportunities to
include enterprise based activities when planning their work”. Another local
authority noted that various subjects have links to the experiences and
outcomes.
7.9
Key benefits to pupils include:






The development of leadership skills and the sharing of leadership;
Exchanges of value and cultural based learning;
The development of skills in communication, literacy, Numeracy;
The development of working with others;
Increasing global awareness;
Developing a respect for other cultures.
7.10 As one authority noted:
“By offering international education opportunities to our children and
young people we are developing them to grow up in Scotland to:



Be outward looking and confident about themselves and their nation and be
able to compete more successfully in global markets;
Become more skilled and confident users of world languages;
Develop an evolving, informed world view and an understanding of Scotland’s
60




place in it;
Respond and adapt to the challenges presented by globalisation;
Learn about and understand other cultures, religions circumstances and
environments, through contact with their peers;
Actively promote environmental improvement within an international context
Participate as active, responsible global citizens”.
7.11 For staff, there is an acknowledgement that they develop enterprising learning
and teaching skills, they can understand Scotland’s place in the global economy
and deliver this at school in an enterprising way.
7.12 Two local authorities highlighted that schools have achieved eco school status
which takes an enterprising approach to learning and leads to awareness of
local and global issues in relation to environment. Eco activities raise
awareness of sustainable development activities, locally and internationally.
Summary:



All local authorities have sought and responded to collaborative learning
opportunities and a variety of approaches have been adopted. The main
approaches utilised include 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
including Malawi, China, India, Australia and various European countries.
Schools are involved in a wide range of initiatives including Mary’s Meals,
Comenius projects, KIVA project, Euroquiz, Fairtrade, EthCo, Homecoming and
Confucius Classrooms. Enterprise events are often introduced in relation to a
specific worldwide event such as the volcano in Iceland, the earthquake in Haiti
or the World Cup.
Across all local authorities, enterprise in education has contributed to young
people’s understanding of their and Scotland’s place in the global economy.
There is evidence that local authorities are applying enterprise in education
across the curriculum and global citizenship and links between schools, business
and the community have been strengthened.
61
8 CONCLUSIONS AND RECOMMENDATIONS
Conclusions
8.1
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.
8.2
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.
8.3
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.
8.4
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 skills for work, as well as other benefits such
as improvements in motivation, engagement, confidence and self-esteem.
8.5
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.
8.6
The overall tone of the reports is very positive and authorities are committed to
the development of the DtS agenda.
Recommendations

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;
62

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;

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;

Delivery of relevant CPD will help ensure enterprise in education continues to
be embedded across the curriculum;

Sharing of good practice should continue to be encouraged, both within and
across local authorities;

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.
63
Appendix: List of Acronyms
16+LC
ASDAN
ASN
CETS
CfE
CLD
CPD
DtS
EDO
EEBL
EinE
EO
FE
GIRFEC
HE
HMIe
IDEAS
ILA
LA
LMI
LPP
LTS
MCMC
NPA
NQT
PT
QIO
SOA
SDS
SPA
SQA
SQH
16+ Learning Choices
Award Scheme Development and Accreditation Network
Additional Support Needs
Cooperative Education Trust Scotland
Curriculum for Excellence
Community Learning and Development
Continuing Professional Development
Determined to Succeed
Enterprise Development Officer
Excellence in Education through Business
Enterprise in education
Education Officer
Further Education
Getting It Right For Every Child
Higher Education
Her Majesty’s Inspectorate of Education
The International Development Education Association of Scotland
Individual Learning Account
Local Authority
Labour Market Intelligence
Local Planning Partnership
Learning and Teaching Scotland
More Choices More Chances
National Progression Awards
Newly Qualified Teacher
Principal Teacher
Quality Improvement Officer
Single Outcome Agreement
Skills Development Scotland
Scottish Progression Awards
Scottish Qualifications Authority
Scottish Qualification for Headship
64