CONFIDENT INDIVIDUALS
towards a curriculum for excellence
SUCCESSFUL LEARNERS
Focusing on
enterprise
in education
A Paper for Professional Reflection
Focusing on
enterprise
in education
A Paper for Professional Reflection
Focusing on Enterprise in Education
First published 2005
© Learning and Teaching Scotland 2005
This publication may be reproduced in whole or in part for educational purposes by educational
establishments in Scotland provided that no profit accrues at any stage.
ISBN-13: 978-184399-103-8
ISBN-10: 1-84399-103-9
Focusing on Enterprise in Education
Contents
Contents iii
Foreword
v
Overview
vii
Introduction
1
Reflecting upon values, purposes and principles
3
Understanding key ideas
7
Considering issues
9
Taking action
17
Exchanging ideas and experiences
21
Useful references and sources of support
23
Appendix 1
25
Focusing on Enterprise in Education
iii
iv
Focusing on Enterprise in Education
Foreword
In 2003, Learning and Teaching Scotland published Focusing on Curriculum Flexibility in Secondary
Schools: A Paper for Professional Reflection. This was offered as one contribution to assist educational
professionals to reflect critically and creatively on how best to meet the needs of Scotland’s young
people in the twenty-first century. As educational provision continues to develop, Learning and Teaching
Scotland now offers a further publication in this series, Focusing on Enterprise in Education: A Paper
for Professional Reflection. The essential purpose again is to promote critical reflection on curricular
provision. In this case the focus is on stimulating further constructive developments in enterprise in
education 3–18 which in turn will enrich the learning experiences of children and young people and
contribute to the future prosperity of Scotland.
Enterprising schools, teachers and education authorities make education more purposeful and
meaningful for children and young people. They seek to provide a consistent, well-balanced, whole
school approach to education which will help develop well-rounded, responsible children and young
people with positive values who will be well prepared for the life challenges in work, citizenship and
family. There is already much good practice.
This resource is intended to assist schools and other educational establishments in building upon
present achievements so that enterprise in education is central to the learning experiences of all children
and young people.
The publication of A Curriculum for Excellence in November 2004 established clear values, purposes
and principles for curricular reform 3–18, with implications for what is learned, how it is taught and what
is assessed. Experiences of enterprise in education lie at the heart of promoting the ‘can do’, confident
attitude that is promoted in A Curriculum for Excellence.
Enterprise in education is an approach to as well as a context for learning and prepares children and
young people for life by developing the whole person. It includes not only knowledge and understanding
of the world and career planning, but also the development of enterprising attitudes, skills and
behaviour. It involves learning across the curriculum in the core skills and employability skills, promotes
good teaching practice and connects closely with citizenship, social entrepreneurship and creativity.
It is important that teachers and other professionals and partners consider and evaluate present
practice both individually and cooperatively with colleagues. I hope that this publication, together with
the national guidance paper, Excellence through Enterprise, will be of assistance in that process. The
Learning and Teaching Scotland online resource for enterprise in education www.LTScotland.org.uk/
enterpriseineducation also provides materials to aid professional development by sharing ideas and
stimulating innovative practice.
Bernard McLeary
Chief Executive
September 2005
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Focusing on Enterprise in Education
Overview
The learning organisation must be dynamically plugged into its environment if it is to have any chance
at all of surviving. What is the school facing and what are the new goals of education for children in a
learning society?
Fullan, M, Change Forces: Probing the Depths of Educational Reform, Falmer Press, 1993
The structure of this paper is illustrated below.
Readers are invited to commit themselves
to acting in ways appropriate to their local
context and to evaluating the impact of any
actions taken.
Taking action
in response
to needs and
opportunities
The paper presents
information and offers
views relevant to an
understanding of key
ideas about enterprise
in education.
Readers are invited to
consider issues of
principle and practice
related to enterprise in
education and to reflect
on these from different
perspectives – school,
local authority and
national.
Focusing on
Enterprise in
Education
Considering
issues
Understanding
key ideas
Exchanging
ideas and
experiences
Exchanging ideas and experiences can be an important stimulus
to critical thinking and creative action. Readers are encouraged to
exchange ideas with others on issues or questions raised
throughout this paper or to interact with others on their experiences
of taking action in their schools and local authorities.
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This publication has been produced as a companion paper to the national guidance paper Excellence
through Enterprise. It is intended to stimulate critical thinking about enterprise in education in early years
establishments and schools by offering the opportunity to reflect on the values, purposes and principles
of A Curriculum for Excellence as they relate to enterprise in education and by providing a brief summary
of key ideas that have informed the development of enterprise in education in Scotland.
Throughout this publication shaded boxes contain questions that invite readers to consider points raised.
This publication, as well as the national guidance paper, Excellence through Enterprise, and other helpful
resources are all available at www.LTScotland.org.uk/enterpriseineducation
iii Focusing on Enterprise in Education
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Introduction
The Scottish Executive’s response to the national debate on education, Educating for Excellence (2003),
highlighted the importance of the role of schools and other educational establishments in preparing
children and young people for the world of work. The need for this role was emphasised further in A
Curriculum for Excellence.
Like other countries, we face new influences which mean that we must look differently at the
curriculum. These include global, social, political and economic changes, and the particular
challenges facing Scotland: the need to increase the economic performance of the nation; reflect its
growing diversity; improve health; and reduce poverty. In addition, we can expect more changes in
the patterns and demands of employment, and the likelihood of new and quite different jobs during an
individual’s working life.
A Curriculum for Excellence, Scottish Executive, 2004, p. 10
The Ministerial Review Group, established in 2001 to review Education for Work and Enterprise, was of
the view that ‘enterprise’ is a key issue for Scotland and one which needs to be given a fresh and clear
emphasis within education. The Review Group’s report, Determined to Succeed: A Review of Enterprise
in Education, was published in 2002 and made 20 recommendations, which were subsequently
accepted by the Scottish Executive.
This renewed emphasis on enterprise in education seeks to address the changing nature of employment
and working practices in the twenty-first century. Previous advice for schools and other educational
establishments has been revised to help build upon present practice and to take account of the fresh
focus on enterprise in education. This revised guidance (Excellence through Enterprise, Learning and
Teaching Scotland, 2005) offers a broad interpretation of enterprise in education which will be helpful in
preparing children and young people for a world which will continue to change at a rapid pace.
A number of publications and resources will be useful to consult in conjunction with this document. They
are listed in the Useful references and sources of support chapter (p. 23). These resources are intended
to assist schools and other educational establishments in building upon present achievements in
enterprise in education. Opportunities for greater flexibility in the curriculum to meet individual needs and
aspirations and to respond to local circumstances provide fertile conditions for the growth of enterprise
in education in schools and other educational establishments. This publication is intended to stimulate
critical thinking about enterprise in education in the 3–18 curriculum by identifying emerging approaches
to implementation in schools, other educational establishments and local authorities, and offering points
for action.
It could be used to:
•
assist in the development planning process and lead to relevant action
•
contribute to the professional development of teachers, school management teams and local
authority officers
•
facilitate informed discussions at local and national level.
The essential purpose of Focusing on Enterprise in Education: A Paper for Professional Reflection is to
encourage further constructive developments in enterprise in education which will enrich the learning
experiences of children and young people and contribute to the future prosperity of Scotland.
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2 Focusing on Enterprise in Education
Reflecting upon values,
purposes and principles
A Curriculum for Excellence establishes clear values, purposes and principles for education from 3 to 18
which apply to all planned learning experiences and areas of the curriculum including enterprise in education.
Values
Wisdom, justice, compassion and integrity have been highlighted in A Curriculum for Excellence as
values on which Scottish society is based. Other values are also important to individual schools, other
educational establishments and their communities. These can be founded upon, for example, social,
environmental, religious and political beliefs and personal circumstances. Professional and personal
values are relevant in considering the design of programmes of enterprise in education, in choosing
appropriate activities and in making ethical decisions about partnerships.
Which values are most important to you in your context?
What is the basis for these values?
How does your establishment determine its shared values?
In what ways do these values influence your planning of enterprise in education
programmes and activities?
How can enterprise in education help to demonstrate how the achievements of all children
and young people are valued?
Purposes
Our aspiration is to enable all children and young people to develop their capacities as successful
learners, confident individuals, responsible citizens and effective contributors to society.
A Curriculum for Excellence, Scottish Executive, 2004, Foreword
The purposes of education 3–18 represent a very broad range of outcomes.
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In the context of enterprise in education, the purposes of the curriculum could be developed as
suggested below.
To enable young people to become:
successful learners
confident individuals
who
who
•
are skilled in generic processes and
activities such as core skills
•
appreciate the relevance of what
they are learning
•
can use experiences in enterprise
to reflect on other learning and
make connections
•
are self-motivating and accept
setbacks as learning experiences
•
can generate and act upon original
ideas
•
understand transitions throughout
life and the importance of making
connections between past, present
and future experiences
•
have a ‘can do’, ‘be all you can be’ attitude
•
are self-aware and can reflect on their
own particular strengths, development
needs, interests and aspirations
•
are skilled in planning, influencing,
negotiating and teamwork
•
are creative, flexible and resourceful in managing change
•
have experienced challenging,
entrepreneurial projects
•
have developed a constructively critical attitude towards commerce and business
•
take imaginative and informed
approaches to problem solving
involving calculated risks
responsible citizens
effective contributors
who
who
•
have knowledge and understanding
of the nature of work and social and economic enterprise
•
•
understand the roles, rights
and responsibilities of individuals as employees, managers, employers, entrepreneurs, investors, customers
and global citizens
•
•
are willing to take responsibility for and accept the consequences of their
own actions
have knowledge and understanding of wealth creation and wealth distribution both nationally and globally
•
are willing to take the initiative and lead
•
•
understand the positive and
negative contributions of technology and business to society
actively engage in school and community life in a positive manner to
the benefit of the school and the
wider community
•
have knowledge and
understanding of personal finance,
as well as national and global economies
have an understanding
and appreciation of the world of work,
the value of different occupations and entrepreneurship, and their
contributions to the economy and
to society
•
understand the roles and contributions
to society of voluntary organisations
•
have experience of engaging positively
with a wide range of people in society
Compare this diagram with the original contained in A Curriculum for Excellence. Are there any
other aspects of enterprise in education you would wish to include?
More about A Curriculum for Excellence can be found at www.acurriculumforexcellencescotland.gov.uk
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4 Focusing on Enterprise in Education
The environment for learning, the choice of teaching and learning approaches and the ways in which
learning is organised are important factors in helping children and young people to develop the four
capacities.
In what ways does involvement in enterprise in education in your establishment help
children and young people to become:
•
successful learners
•
confident individuals
•
responsible citizens
•
effective contributors to society and at work?
How could connections to these capacities be made more explicit in your
teaching programmes?
Formative assessment techniques can contribute to the purposes of education and are already
employed in much of the learning and teaching which takes place within the context of enterprise in
education. Children and young people learn best when they:
•
understand clearly what they are trying to learn and what is expected of them
•
are given feedback about the quality of their work and what they can do to make it better
•
are given advice about how to go about making improvements
•
are fully involved in deciding what needs to be done next, and who can give them help if they
need it.
The above characteristics of assessment for learning, which are evident in many effective enterprise in
education programmes, support the purposes of education 3–18.
How is learning in enterprise in education assessed in your context?
In what ways is assessment in enterprise in education used:
•
for learning
•
as learning?
www.LTScotland.org.uk/assess
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Principles
The principles for curriculum design which are set out in A Curriculum for Excellence are:
•
challenge and enjoyment
•
breadth
•
progression
•
depth
•
personalisation and choice
•
coherence
•
relevance.
These principles apply to the design and delivery of programmes of enterprise in education at all
stages and for all children and young people. The ways in which enterprise in education relates to these
principles is explained in Excellence through Enterprise, and are reproduced in Appendix 1.
To what extent are your existing programmes consistent with these principles?
How could feedback from children and young people help develop greater consistency
with the principles?
What opportunities and challenges are presented by these principles?
‘Although all should apply at any one stage, the principles will have different emphases as a
young person learns and develops.’ (A Curriculum for Excellence)
What does this mean for enterprise in education in your context?
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6 Focusing on Enterprise in Education
Understanding key ideas
What is enterprise in education?
Before the publication of Determined to Succeed education for work, enterprise education and career
education were separate but very closely related aspects of the curriculum. Determined to Succeed
brought these aspects together as enterprise in education, with a clearer focus and a new emphasis on
entrepreneurial and enterprising skills and attitudes.
In Determined to Succeed, enterprise in education is described as providing opportunities for young
people to:
• develop enterprising attitudes and skills through learning and teaching across the whole curriculum
• experience and develop understanding of the world of work in all its diversity, including
entrepreneurial activity and self-employment
• participate fully in enterprise activities, including those which are explicitly entrepreneurial in nature
and in which success is the result of ‘hands-on’ participation
• enjoy appropriately focused career education.
Determined to Succeed: A Review of Enterprise in Education, Scottish Executive, 2002
Enterprise in education helps to ensure that children and young people acquire the attitudes, skills,
knowledge and values they need to make useful contributions at work and to society.
Being enterprising means possessing the values, attitudes and abilities to develop and use personal
resources creatively and constructively in innovative ways in any context.
Excellence through Enterprise, Learning and Teaching Scotland, 2005
Enterprise in education has a central role to play both in achieving the aims of A Curriculum for
Excellence and in supporting the Scottish Executive’s National Priorities in Education. The latter are
statutory targets which schools and local authorities are required to monitor regularly.
Whilst enterprise in education is central to National Priority 5, Learning for Life: ‘to equip pupils with the
foundation skills, attitudes and expectations necessary to prosper in a changing society and to encourage
creativity and ambition’, the diagram below demonstrates how activities and ideas integral to it also
support all the other priorities. The HMIE publication Quality Indicators in Enterprise and Education
highlights and summarises the contributions enterprise in education makes to the National Priorities.
The National Priorities – links to enterprise in education
Learning for life
creativity and enterprise
working with others
participation in learning
Values and citizenship
Framework for learning
participation and decision making
self-discipline
respect for others
environment for learning
working with the wider community
active citizenship
Achievement and attainment
Inclusion and equality
high expectations
valuing diversity
self-esteem
challenging bullying and discrimination
self and peer assessment
equality awareness
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What does enterprise in education mean in practice?
In addition to a broad definition of enterprise in education, the new focus includes the fostering of a
culture of entrepreneurship in the children and young people of Scotland to motivate them and give
them the confidence to succeed.
Enterprise in education accords explicit priority to enterprise and entrepreneurship, but underpins
these with learning across the curriculum, in the core skills and employability skills, career education
and aspects of personal and social development.
Quality Indicators in Enterprise in Education, HMIE and Scottish Executive, 2004
This leads to an interpretation of enterprise in education which includes:
•
opportunities for children and young people to think and act in enterprising ways across the
curriculum
•
a clear emphasis on core skills and the ability to transfer these to different contexts
•
opportunities for work-related experiences from early years onwards
•
enterprising learning and teaching which encourages positive attitudes and develops skills such
as problem solving, decision making and evaluating risks
•
entrepreneurial experiences
•
career education which promotes knowledge and understanding of the world of work and
includes a focus on entrepreneurship
•
opportunities for vocational education
•
skills-for-work courses and qualifications
•
development of a culture of lifelong learning
•
voluntary or paid employment.
What is your interpretation of enterprise in education?
Does this differ from the views of others? In what way?
What might be the implications of the views you hold for the teaching and learning approaches
you adopt?
Which features of enterprise in education would you find difficult to define and measure?
What do you consider to be the relationship between enterprise in education and important
learning outcomes in your context?
How is enterprise in education contributing to these?
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Considering issues
In order to build upon existing strengths and to plan for future developments, a number of issues need
to be considered. Some examples of common issues that are often identified during discussions about
enterprise in education are:
•
attitudinal factors
•
changes in society
•
learning and teaching approaches
•
role of children and young people
•
progression
•
partnerships
•
ensuring quality.
Attitudinal factors
Views on the need for enterprise in education vary among professionals in schools and local authorities
and parents. The extent to which children and young people experience enterprising learning and
teaching approaches and are involved in enterprise in education activities depends on the individual
school. It may also depend on different views, opinions and attitudinal factors such as those illustrated
by the contrasting pairs of statements below.
Involvement in enterprise in education
improves the life chances of individual children
and young people.
Enterprise in education is about providing a
workforce to increase the profits of
big business.
Entrepreneurs make valuable contributions to
Entrepreneurs are only interested in making as
local communities and to society as a whole.
much money as they can for personal gain.
They are necessary for the economic wellbeing of Scotland.
Schools and other educational establishments
Schools are responsible for providing
have a role to play in preparing children and
education while children and young people
young people for the transition to their future
are at school and helping them to achieve
working lives.
qualifications.
Enterprising learning and teaching approaches
There is no room for enterprise in education in
and examples from the world of work already
an already crowded curriculum.
exist for every curricular area.
Fostering enterprising attitudes and
Entrepreneurial skills are only relevant to
entrepreneurial skills in children and young
people who are going to run their own
people can promote inclusion and lead to
businesses.
greater independence in vulnerable young people.
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Differences of opinion and attitude can exist for a number of reasons, including ideological views of
business and education and concerns about sustainability. There can be a lack of knowledge about
wider changes in society, the changing nature of work and national and global economies. A positive
view of enterprise in education among all those involved however contributes immensely to an enriched
experience for children and young people. Engaging in discussion about attitudinal factors can lead to a
greater understanding among professionals and partners such as parents and the business community.
Which attitudinal barriers are most prevalent in your own context?
Given your local circumstances, what are the arguments in favour of greater involvement in
enterprise in education?
Changes in society
Scotland exists in a rapidly changing world where new and emerging technologies, especially in
information and communication, are reshaping economic and social structures. Consequently, this
leads to changes in the nature of work and contexts in which people work. When the parents and
grandparents of today’s children and young people left school, many, quite reasonably, expected to
follow a career for life. The prospect for those leaving schools in the twenty-first century is quite different.
Technological, social and economic factors have led to a life of jobs rather than a job for life.
Examples of factors relevant to schools and other educational establishments are:
•
rapid pace of technological change
•
changing patterns in ways of working such as 24-hour availability of a range of services from
shopping to financial advice
•
demographic changes such as an ageing population which is living longer
•
more young people at university, yet skills shortages in crafts and trades
•
increasing importance of skills such as communication and interpersonal skills in all areas of
employment
•
widening of the European Union, which might lead to a more peripatetic workforce
•
employment laws leading to rights to more flexible working patterns
•
choice of many individuals to experience a variety of roles during their working life such as fulltime and part-time employment, self-employment and voluntary work.
In what ways can we raise awareness of the nature of change and how this affects us in every
facet of our lives?
How can we help to prepare children and young people to embrace and manage change in
their lives?
How do you foster the development of skills such as communication in children and young
people in your establishment? How can this be linked to citizenship?
What are the views of your school community on the status of academic and vocational
education and qualifications? Are there opportunities for pupils to choose both?
How can schools and other educational establishments keep up to date with local, national
and international social and economic changes? What are the implications for educational
provision and school management?
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Learning and teaching approaches
Enterprising schools and other educational establishments, teachers and local authorities make
education purposeful and meaningful. They seek to provide a consistent, well-balanced, whole school
approach to education which will develop well-rounded, responsible children and young people who will
leave school well prepared for the life challenges ahead in work, citizenship and family.
Establishments, teachers and other professionals who adopt an enterprising approach make
connections across the curriculum and help children and young people to understand what they are
doing, why they are doing it and the relevance to their present and future lives outside school. They build
opportunities for children and young people to develop enterprising skills, such as good communication
skills, awareness of others, flexibility and resourcefulness, into the everyday activities of educational life.
Examples of such approaches include:
•
use of authentic contexts in direct teaching situations and in examination questions, for example
tourism in modern languages
•
employment of a variety of teaching methods including active learning
•
opportunities for learning to take place in a range of settings beyond educational
establishments, for example visits to local businesses, voluntary organisations and public sector
services such as the local fire station
•
contribution of children and young people to planning for events, for example visits by parents
and members of the community
•
participation by individuals and groups in activities which are specifically entrepreneurial in
nature, for example generating original ideas and setting up businesses
•
opportunities for leadership and responsibility
•
collaborative working between teachers, other professionals and partners.
What do you believe are the characteristics of enterprising schools, teachers and learners?
Which innovative or imaginative approaches are employed in your context to encourage
children and young people to be enterprising?
What further professional development would be useful in helping teachers and other
professionals to develop enterprising learning and teaching approaches?
How can teachers and other professionals use enterprise in education as a vehicle for raising attainment?
What are the implications for resource management in considering enterprising learning and
teaching approaches?
How can sustainability be built into future planning?
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Role of children and young people
Participation in decision making
Children and young people have an important role to play in the planning, delivery and evaluation of
programmes of enterprise in education. Close involvement of children and young people in this way can
itself encourage them to become successful learners, confident individuals, responsible citizens and
effective contributors.
Which specific benefits would arise from greater involvement of children and young people in
decision making, in relation to enterprise in education, in your own context?
In what ways are pupils’ views taken into account in planning programmes?
How might they be directly involved in the delivery of an enterprise experience or activity?
In what ways can they help to evaluate programmes of enterprise in education?
Learning from experience
Opportunities to experience different roles and responsibilities can encourage independent thinking and
creativity. Such opportunities can also help children and young people to learn about taking informed
risks, problem solving and managing setbacks. Schools and other educational establishments provide
children and young people with a safe context in which to learn from mistakes. A view exists that failure
is always regarded as a negative outcome in Scotland. Yet successful people in all walks of life have
often experienced failure and have used the lessons learned to achieve their goals. The ways in which
teachers and other adults respond to children and young people’s mistakes and misconceptions can
deliver powerful messages to children and young people. Equally, ways in which achievements are
celebrated can help children and young people to identify and reflect upon steps which they can take to
lead them to success.
What are your views and the views of the children and young people in your establishment
about learning from mistakes?
In which ways might mistakes be transformed into successes in your establishment?
Which roles and responsibilities can help children and young people learn to be enterprising
in your context?
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Work experience
In early years establishments and primary schools, children often have the opportunity to experience
different working environments by visits to workplaces such as local supermarkets, police stations and
local businesses.
Formal work experience is a well-established practice in secondary schools yet changes in schools and
in society have implications for the nature of future provision. Most young people have the opportunity
of work experience while still at school. However, many are already in part-time employment or perhaps
work in family businesses, for example in tourism or agriculture. The common pattern of work experience
is one week in S4 but the increase in the provision of vocational courses and greater curriculum flexibility
is leading to changes in this pattern.
What do you and the children and young people in your establishment believe is the purpose
of work experience?
How effectively do the arrangements for work experience address the needs and aspirations
of children and young people in your school?
To what extent are individual choices for work experience able to be accommodated?
What value can be added by the experience of part-time employment undertaken by many
young people?
What kinds of learning are we developing from work experience and how could this be enhanced?
Progression
In view of the broad nature of enterprise in education and the different types of enterprising learning
experiences across the 3–18 age range, careful consideration is required to ensure effective
progression. Certain developments in education have implications for enterprise in education
programmes, especially at transition stages.
These developments include:
•
increased inclusion leading to more diversity in pupil populations
•
sharper focus on the needs of the individual, for example through
the introduction of the personal learning planning process
•
the abolition of age and stage regulations in 2005
•
closer school/college collaboration
•
more opportunities for accreditation in vocational subjects
•
recommendations 1 and 2 of Determined to Succeed:
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– Every pupil from P1 through to S6 must have an entitlement to enterprise activities on an annual
basis, and, in addition, pupils in S5 and S6 should have an entitlement to case studies based on
local or Scottish businesses.
– All pupils over the age of 14 must have an opportunity for work-based vocational learning linked to
accompanying relevant qualifications.
Determined to Succeed: A Review of Enterprise in Education, Scottish Executive, 2002
The Ministerial Response to A Curriculum for Excellence includes a commitment to skills-for-work
courses and qualifications:
There is a need for high-quality courses which will extend choice and increase young people’s
motivation and enthusiasm for learning. We will achieve this by:
•
developing new courses, many of which will be offered in partnership with colleges to allow young
people to develop important knowledge and skills for employment through practical experiences
linked to particular careers, such as engineering
•
developing assessment for these courses which fits the purposes of learning and qualifications
which will sit alongside their other subject-based qualifications.
A Curriculum for Excellence: Ministerial Response, Scottish Executive, 2004, p. 6
To what extent do you take account of prior learning in enterprise in education in your
establishment? How do you do this?
What opportunities for accreditation of enterprising learning do you provide? What are your
views on accreditation?
What are the challenges and solutions in supporting progression for all? What role might
personal learning planning have in supporting an individual’s progression?
What arrangements could be put in place for the assessment, recording and reporting on
achievements for each young person?
Partnerships
A wide range of partners contributes to the various aspects of enterprise in education at national, local
and establishment level. National partners include the Scottish Executive and relevant departments, and
Careers Scotland. These partners also make a contribution to the Scottish Executive’s lifelong learning strategy.
Enterprise in education can help to reconcile some of the philosophical differences between education
and business. Staff in schools and other educational establishments hold a range of opinions about the
value of enterprise in education. Equally, some businesses hold the view that schools could do more to
maximise opportunities to prepare children and young people for the world of work.
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Recommendation 8 of Determined to Succeed emphasises the importance of business partnerships:
There must be a major expansion in the involvement of businesses in our schools. All primary,
secondary and special schools must develop partnership agreements with local businesses and
other appropriate organisations. A target should be set that within every school cluster there must be
no less than five such partnership agreements by 2006. This would represent a target of 2000 such
agreements across Scotland.
Typically, partners of local authorities, schools and other educational establishments include:
•
Chambers of Commerce
•
Federation of Small Businesses
•
local and national businesses
•
parents, including those involved in local businesses
•
school boards and other parental bodies
•
sections/departments of other council services
•
colleges/universities
•
local voluntary and community organisations
•
visiting professionals
•
public sector services.
Careers Scotland has Strategic Partnership Agreements with every local authority in Scotland to deliver
a range of innovative, interactive, high-quality events and resources to support schools and teachers in
delivering enterprise in education. Careers Scotland, the Scottish Executive and local authorities have an
agreed strategy to engage more employers in enterprise in education, underpinning the development
of career planning skills. Careers Scotland, being the education gateway to Scottish Enterprise and its
activities with employers, can engage the wider Scottish Enterprise employer community in this activity.
There is evidence of wide-ranging partnerships with the business sector ranging from small local
businesses to large international companies. Organisations such as Chambers of Commerce, the
Federation of Small Businesses and local education business partnerships provide information,
enterprise activities, staff training and opportunities for an exchange of expertise between the education
and business sectors. Existing partnerships with public sector services and voluntary organisations
provide possibilities for further collaboration.
What values do you see represented in your partnerships? To what extent do they coincide
with and/or differ from the values of your educational establishment?
Which are the most valuable partnerships in your own context? What makes them
so valuable?
What opportunities are there for building upon existing partnerships and forming new ones in
your own context?
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Ensuring quality
The diverse and wide-ranging nature of enterprise in education can pose challenges to ensuring quality.
Self-evaluation is as relevant to enterprise in education as to other aspects of educational provision.
Given the extent of the partnerships involved in successful programmes, it would be useful to involve
partners, including children and young people, in collecting evidence, considering strengths and areas
for improvement, and planning for improvement.
Quality Indicators in Enterprise in Education (HMIE and the Scottish Executive, 2004) provides advice on
how to use the seven quality indicators selected for evaluation of enterprise in education. The quality
indicators are:
1.2
Courses and programmes
2.1
Overall quality of attainment
3.3
Pupils’ learning experiences
3.4
Meeting pupils’ needs
4.2
Personal and social development
4.3
Curricular and vocational guidance
7.3 Planning for improvement
www.hmie.gov.uk/documents/publication/hgiosqieie.html
Existing methods of reporting on achievements can be employed to avoid duplication of work. For
example, achievements of individual pupils in enterprise in education can be included in reports to
parents. Group and whole school achievements can be included in annual standards and quality
reports. Local authorities report annually on progress made towards meeting the National Priorities
within the context of local improvement plans and standards and quality reports. However, some local
authorities and establishments might prefer to produce a separate standards and quality report for
enterprise in education and use it for several purposes, such as evidence for awards or as part of their
communications strategy.
Which aspects of quality assurance in enterprise in education do you find most challenging
and how might you address these?
To what extent do you involve partners in quality assurance? How do you do this?
How are you going to find the evidence to provide a basis for your quality assurance?
Apart from the seven quality indicators selected for use in the specific context of enterprise in
education, which others would be most relevant to your establishment and local authority?
Which other means of quality assurance do you employ in your establishment?
24 Focusing on Enterprise in Education
16
Taking action
Local authorities and schools with well-established practice in enterprise in education have been
responding to the recommendations of Determined to Succeed by building upon their present
achievements while other local authorities, schools and early years establishments are reviewing current
practice with a view to expanding into new areas. Increased flexibility within and beyond the curriculum
has contributed to developments in enterprise in education.
By April 2004, all local authorities had drawn up action plans for enterprise in education. There are
common features in the ways in which local authorities, schools and other educational establishments
are responding to the fresh focus on enterprise in education including:
•
a broad view of enterprise in education
•
links with community planning
•
partnerships with the business sector
•
focus on vocational education
•
provision and deployment of staff
•
continuing professional development
•
communications strategies.
A broad view of enterprise in education
The conventional interpretation of enterprise in education with a focus on enterprise activities, work
experience and entrepreneurship is expanding to include other aspects of creativity and innovation such as:
•
explicit links between enterprise in education and the curriculum
•
innovative learning and teaching approaches
•
knowledge and understanding of career education
•
core skills, particularly communication skills
•
local and global citizenship.
Recognition of the need to prepare children and young people for a world in which change is the only
constant underpins this broad view of enterprise in education.
Links with community planning
Local economic and social development is highlighted by partnership working designed to address local
issues such as skills shortages, socio-economic issues and rural isolation.
Some schools and local authorities are actively involved in local community planning while others take
community plans into account in designing local improvement plans and school development plans.
In what ways do plans for enterprise in education in your own context take account of
community planning?
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Focus on work-based vocational learning
Increased flexibility in the curriculum has facilitated the provision of vocational education for children
and young people under 16. Schools and local authorities have already been innovative in providing
new courses and more choice through collaboration with further education colleges. Some local
authorities arrange for students to travel to further education colleges while other courses are provided
in schools. Programmes range from short ‘taster courses’ to award-bearing courses.
A clear commitment to extending the provision of courses and qualifications is made in A Curriculum for
Excellence so that there will be:
… new skills-for-work courses for 14–16-year-olds to broaden the range of educational experience for
young people and ensure that they get appropriate recognition for achievements in developing workrelated and other skills, by 2007.
A Curriculum for Excellence, Scottish Executive, 2004, Foreword
Which kinds of vocational education are most relevant to the children and young people in
your establishment and local authority?
What opportunities does the abolition of age and stage restrictions offer for vocational education?
Provision and deployment of staff
Management structures and remits of staff have been reviewed in local authorities and many schools to
take account of the new emphasis on enterprise in education. Approaches adopted include:
•
appointments of quality improvement officers/development managers with overall responsibility
for enterprise in education
•
appointments of development officers/area coordinators to work with schools and clusters,
linking school and local authority plans
•
•
designated enterprise in education coordinators in schools
enterprise in education included in the remits of promoted staff in restructured posts, for
example principal teacher of enterprise in education
•
secondments from schools to local authorities.
Who has specific responsibility for enterprise in education in your establishment?
Who has specific responsibility for enterprise in education in your local authority?
In what ways does their role reflect the changing nature of enterprise in education?
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Continuing professional development (CPD)
A wide range of CPD is being undertaken by teachers, from one-day courses to postgraduate studies
in enterprise in education. A number of local authorities have included enterprise in education in their
training programmes for probationer teachers.
Local authorities also provide short training sessions for all staff after school or during in-service days
and training for enterprise in education coordinators. Other examples of CPD opportunities currently
available are work placements; exchange shadowing between headteachers and senior business
managers; study trips abroad; leadership training for headteachers and senior managers, and joint
education business conferences.
As part of their Continuing Professional Development (CPD), all teachers must have the opportunity
to participate in training and development in Enterprise in Education, which must include enterprise
experiences at least once every two years.
Determined to Succeed, recommendation 16
To what extent is enterprise in education considered as a focus for CPD opportunities in
your context?
In what ways can this kind of opportunity enhance the CPD portfolio of staff?
What further training would be useful for teachers and other professionals?
Communications strategies
All local authorities must design and implement a communications strategy for raising the awareness
and commitment of parents and carers to Enterprise in Education.
Determined to Succeed, recommendation 3
Some schools and local authorities already employ well-established methods of communication to
inform and engage children and young people, teachers, parents, the business sector and
local communities.
Websites, newsletters and leaflets are being used to provide information on a regular basis.
Presentations to school boards and conferences provide opportunities for discussion and feedback.
Some showcase events involving pupils have a specific focus on enterprise in education while others
include an enterprise in education section.
Participation in award schemes and the consequent publicity in the local or national press contribute to
communication about enterprise in action and provide further opportunities for celebrating success.
To what extent do the above approaches reflect those taken in your own context?
Which other points of action could be included in response to your own local needs and
opportunities?
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28 Focusing on Enterprise in Education
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Exchanging ideas and experiences
Comparing practice with that of others is always a useful stimulus for new ideas. There is scope for
comparison with schools and other educational establishments which share similar socio-economic
characteristics in Scotland and the UK. Given the importance of global factors in enterprise, the
international dimension is particularly useful. Study trips abroad by teachers and students can provide a
wider perspective and can result in fresh approaches.
Sources of ideas and experiences can be:
•
networks of local authority quality improvement officers and development officers
•
headteachers and enterprise in education coordinators in schools
•
representatives of local businesses
•
contacts in local public services such as the police and the fire service
•
parents with business contacts
•
entrepreneurs in residence
•
local voluntary groups and organisations
•
conferences and training sessions
•
websites of national organisations
•
international experiences.
Collaborative working between schools and sectors can enrich experiences and provide new
opportunities. This way of working can be beneficial to small schools in particular. Case studies of
schools which have been successful or have won awards can be a good starting point for schools
looking for ideas.
What would be your most useful source of ideas and information?
How might you extend your own network of sources?
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An enterprising school
An enterprising school provides an approach as well as a context for learning and prepares children
and young people for life by developing the whole person.
Characteristics of an enterprising school include:
•
innovative leadership and effective management of change
•
a culture of collegiality
•
an emphasis on values, purposes and principles in education
•
a positive ethos through developing the whole child: personal, social, vocational and academic
•
a shared understanding of curricular issues 3–18
•
flexible, innovative approaches to curriculum design
•
making connections across the whole curriculum
•
a focus on inclusion and achievement as well as attainment
•
the active participation of children and young people
•
strong partnerships with parents, carers, business and the community
•
opportunities for staff to access CPD related to developing enterprise in education
•
developing enterprising attitudes and skills through learning and teaching
•
imaginative learning and teaching approaches
•
learning in an authentic, ‘real’ context
•
formative assessment to connect assessment and learning and teaching.
For a more detailed exploration of an enterprising school see The Enterprising School (Enterprising
Careers, 2005).
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Useful references and sources of support
Learning and Teaching Scotland is committed to supporting schools and authorities in addressing
the recommendations of Determined to Succeed and reflecting more clearly the importance of
enterprise in education, and to helping them to enhance and take forward their provision of enterprise
in education.
Excellence through Enterprise provides national guidance on enterprise in education for application
appropriate to local needs and circumstances.
Focusing on Enterprise in Education: A Paper for Professional Reflection exemplifies key ideas,
identifies the key issues, and provides school managers, teachers and others with tools for
professional learning and development.
Advice on learning and teaching approaches, curriculum guides and other support materials,
including a range of case studies exemplifying enterprising practice, is offered on the Learning
and Teaching Scotland online resource. This complements the Scottish Executive’s Determined to
Succeed website.
Careers Scotland is the careers education government organisation for Scotland and has developed a
wide range of enterprise in education learning and teaching resources, experiences and opportunities
to support schools, other educational establishments and local authorities.
Future Skills Scotland provides high-quality, consistent and robust information and intelligence about
the Scottish labour market to inform policy making and help improve understanding of the skills gaps,
trends and opportunities for the workforce of the future.
Key documents
Key documents related to enterprise in education include:
•
Ambitious, Excellent Schools, Scottish Executive, 2004
•
A Curriculum for Excellence, Scottish Executive, 2004
•
Career Education in Scotland: A National Framework, Learning and Teaching Scotland, 2001
•
Determined to Succeed: A Review of Enterprise in Education, Scottish Executive, 2002
•
Determined to Succeed: Enterprise in Education – Scottish Executive Response, Scottish
Executive, 2002
•
Education for Citizenship in Scotland: A Paper for Discussion and Development,
Learning and Teaching Scotland, 2002
•
The Enterprising School, Enterprising Careers, 2005
•
Excellence through Enterprise – National Guidance: Enterprise in Education,
Learning and Teaching Scotland, 2005
•
Focusing on Curriculum Flexibility in Secondary Schools: A Paper for Professional Reflection,
Learning and Teaching Scotland, 2003
•
Interchange 74: Learning Gains from Education for Work, Scottish Executive, 2002
•
Life Through Learning, Learning Through Life – The Lifelong Learning Strategy for Scotland,
Scottish Executive, 2003
•
Quality Indicators in Enterprise in Education, HMIE and Scottish Executive, 2004
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Online support
Useful case studies and general information on enterprise in education can be found on the Scottish
Executive website: www.determinedtosucceed.co.uk
The Learning and Teaching Scotland website on education for work has been revised to reflect the
broader interpretation of enterprise in education. This has now become the Enterprise in
Education website:
www.LTScotland.org.uk/enterpriseineducation
It contains downloadable copies of Excellence through Enterprise and Focusing on Enterprise in
Education: A Paper for Professional Reflection. Advice on learning and teaching approaches, curriculum
guides and other support materials, including a range of case studies of schools exemplifying
enterprising practice are available on this online resource.
Other websites which are relevant to enterprise in education include:
www.acurriculumforexcellencescotland.gov.uk
www.LTScotland.org.uk/assess
www.LTScotland.org.uk/citizenship
www.LTScotland.org.uk/creativity
www.LTScotland.org.uk/financialeducation
www.LTScotland.org.uk/inclusiveeducation
www.businessdynamics.org.uk
www.careers-scotland.org.uk
www.futureskillsscotland.org.uk
www.hmie.gov.uk/documents/publication/hgiosqieie.html
www.sfeu.ac.uk
www.sqa.org.uk
www.strath.ac.uk/enterprisingcareers
www.young-enterprise.org.uk
Together, these resources can assist teachers and other educators in leading developments in
enterprise in education with optimism and confidence.
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24 Focusing on Enterprise in Education
Appendix 1
Principles for curriculum design and enterprise in education
Enterprise in education relates to the principles for curriculum design through:
Challenge and enjoyment
Enterprise in education can help to motivate, challenge and engage children and young people
within and beyond the classroom. Enterprising learning and teaching approaches which
encourage innovation, participation and enthusiasm, and include real-life experiences, make
learning more enjoyable for children and young people. Project-based enterprise learning activities
provide new challenges and opportunities for learners to develop and demonstrate creativity,
independence, planning and self-evaluation, reinforcing an appreciation of personal and career
development, work-related experiences and lifelong learning.
Breadth
Children and young people develop an understanding of work and enterprise through a broad
range of experiences, including work in specific curricular areas, cross-curricular activities
such as enterprise projects, extra-curricular activities, out-of-school learning activities, careerplanning activities, vocational learning, and a range of work experiences including part-time work.
Establishing strong partnerships can create valuable opportunities for curricular enhancement as
well as authentic learning experiences. Pupils benefit from the variety of contexts and diversity of
approaches resulting from these partnerships with employers, parents, community and voluntary
organisations, further education colleges, universities, training providers and training centres.
Progression
Effective progression in enterprise in education requires careful planning to ensure the quality
and relevance of learning experiences from 3 to 18. This will involve effectively managing crosscurricular and cross-sectoral communication, especially at times of transition. By building on
earlier knowledge and achievements learners will progress at a rate which meets their needs
and aptitudes. Personal learning planning offers an effective mechanism to focus on the needs
and aspirations of the individual while keeping his or her options open. It is also an appropriate
means for tracking individual progression and achievement and facilitates communication
between school, home and key partners.
Depth
Involvement in enterprise in education provides opportunities for children and young people to
explore individual interests and strengths in greater depth. This helps maintain their interest and
commitment to achieving personal goals. Work experience and part-time employment related to a
specific career choice, or increased responsibilities associated with a particular role in school, are
examples of activities which can lead to new and different perspectives or insights, and to greater
depth of understanding.
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Personalisation and choice
The wide range of learning contexts within enterprise in education allows scope for choice in
activities and roles extending across and beyond subjects. It provides equality of opportunity
not necessarily based on subject choice. This provides opportunities to capitalise on the
strengths of individuals and to respond to their individual development needs. Experience of
making personal choices and decisions from an early age, and as they progress through their
school career, prepares children and young people for major choices in their future life and
work. This, together with effective, relevant guidance and support, leads to more informed
choices and wider options in career decisions.
Coherence
Emphasising connections can help children and young people make sense of their learning. They
need the opportunity to think about what they are learning and to draw all the elements together so
that the whole experience becomes more meaningful. They need to make connections in the areas
of overlap. Enterprise in education, and the opportunities for extended activities it affords, provides
practical opportunities for teachers and other educators to highlight connections between and
across specific curricular areas, vocational learning experiences and career planning. It provides
opportunities to enhance coherence through activities linked to the daily life of the school. Links
with partners in business, parents and the wider community can also be used to demonstrate the
connections between learning experiences in different contexts.
Relevance
Understanding the relevance of what they are learning, how it relates to stages and subjects
across the school and to their present and future lives can motivate children and young people
and challenge disaffection. Enterprise in education provides opportunities to learn, practise and
develop enterprising skills consistently throughout the school to enhance a ‘can do’ attitude. By
explicitly relating what is being taught to aspects of life beyond school, and demonstrating where
school fits in the wider world, teachers and other professionals and influencers can bring added
interest and motivation to the learning experience. This in turn can lead to improved attainment
and achievement by encouraging responsible learners.
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26 Focusing on Enterprise in Education
Notes
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28 Focusing on Enterprise in Education
RESPONSIBLE CITIZENS
EFFECTIVE CONTRIBUTORS
Focusing on Enterprise in Education: A Paper for Professional Reflection is designed to
stimulate further constructive developments in enterprise in education which will enrich the
learning experiences of young people and contribute to the future prosperity of Scotland.
It is important that teachers and other professionals and partners consider and evaluate
present practice both individually and cooperatively with colleagues. This publication aims to
assist schools and other educational establishments in that process, and so build further on
present achievements in enterprise in education.
www.LTScotland.org.uk/enterpriseineducation
www.determinedtosucceed.co.uk
Learning and Teaching Scotland, 74 Victoria Crescent Road, Glasgow G12 9JN Tel: 0141 337 5000 Fax: 0141 337 5050
Learning and Teaching Scotland, Gardyne Road, Dundee DD5 1NY Tel: 01382 443600 Fax: 01382 443645/6
www.LTScotland.org.uk e: enquiries@LTScotland.org.uk