DETERMINED TO SUCCEED – NATIONAL AND LOCAL PROGRESS
NATIONAL PROGRESS: 2009-10 SUMMARY
1.
Curriculum for Excellence makes clear the importance of young people
developing skills for learning, life and work throughout their education and the central
role of partnership working in helping them develop the four capacities. In this
context, it is important to note the part played by Determined to Succeed since 2003.
The sustainability of enterprise in education rests on mainstreaming and full
integration within Curriculum for Excellence by 2011.
2.
A summary of progress during academic year 2009-10 of the national
commitments set out in ‘Determined to Succeed – Policy Expectations for Local
Authority Delivery 2008-2011’ is provided against each of the six inter-related policy
themes.
Supporting the development of skills for life, skills for work
3.
Since inception, Determined to Succeed has promoted enterprising learning
and teaching – that is, the delivery of all areas of the curriculum in the context of the
world of work – supporting young people to develop enterprising, entrepreneurial and
employability skills and the confidence to help them become successful in life and
work.
4.
Nationally, we committed to:
 Place an increased emphasis on skills for life and skills for work;
 Embed enterprising approaches to learning across the curriculum; and
 Promote parity of esteem for Skills for Work and other ‘vocational’
qualifications across the range of key national stakeholders, including
employers, through enterprising leadership and CPD.
5.
In 2009-10 we have:
 Continued to deliver the engagement strategy developed with Learning
Directorate colleagues to support local authorities. This has a focus on
skill development across the curriculum and how this is embedded in
Curriculum for Excellence.
 Delivered a national programme of events to provide support and
networking opportunities to all partners involved in the implementation of
Building the Curriculum 4 (BtC4). Delegates attending the national events
were encouraged to develop their own local events and we supported
Western Isles and Aberdeen City Councils in running a number of these.
 Established a Liaison Group to co-ordinate and support joint local
approaches to implementation of BtC4. It is hoped this group will provide
a sustainable model of support for local authorities beyond 2011.
 Worked with the Scottish Qualifications Authority (SQA) to embed
enterprise in all revised subject qualifications.
 Further developed our partnership with Learning and Teaching Scotland
(LTS) to ensure that parity of esteem and an attention to skill development
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is central to their work. This includes identifying emerging practice in the
teaching and assessment of skills exemplification.
Worked closely with Communications colleagues to embed our messages
within all Curriculum for Excellence communications to ensure parents,
employers and other stakeholders understand more clearly the role of
enterprise in education.
Further developed the Enterprising Practitioners’ Network. This network,
drawn from schools and authorities across Scotland, is an active and
influential group of practitioners. We have drawn on their expertise and
emerging thinking to help shape our development of a skills approach
across all 32 local authorities. Sharing the work of this group has been
further enhanced by the development of on line communities facilitated by
the use of Glow.
Produced revised Work Experience Guidance following a review of
current provision in 2008. This new guidance focuses on ensuring the
embedding of work experience is seen as an ‘entitlement’ for all young
people and is an integral part of a flexible curriculum for those within the
Senior Phase of Curriculum for Excellence (14 to 18yrs).
Worked with colleagues in LTS to develop ‘World of Work On-line’ and to
gather emerging practice scenarios for Work Experience exemplification
Our Work Experience Strategy Group are currently working on plans to
launch the new Work Experience Guidance and exploring how we
continue to sustain this valuable resource.
Embedded the three enterprise education categories in the Scottish
Education Awards: Enterprise and Employability Across Learning (primary
and early years); Enterprise and Employability Across Learning
(secondary); and Entrepreneurial Learning. Employers will continue to be
recognised in all three categories through the presentation of a framed
certificate.
Celebrated Scotland’s Enterprising Young People in November with a
range of national events.
We have further developed the Enterprise
Month Toolkit to support schools continue these celebrations, which
includes a substantial number of case studies. This is now a sustainable
resource within the LTS website.
Engaging employers
6.
Engaging employers is central to Determined to Succeed and wider
Curriculum for Excellence ambitions. Teachers and employers working together are
bringing the curriculum to life for our young people: contextualising learning so they
can see how they might use it beyond the classroom. It’s also important that they get
to experience the excitement of setting up and running their own business and the
opportunity to understand the business model that underpins private, public and
social enterprise. Employers also need to be able to see that their contribution is
important and there are benefits to be had from engaging with schools and young
people.
7.
Nationally, we committed to:
 Broaden and strengthen employer engagement;
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8.
Engage with the main business organisations and representative bodies
of key industry sectors;
Further develop entrepreneurial learning by increasing our focus on
private and social enterprises and encouraging wider engagement from
employers to increase understanding and raise awareness among
teachers and young people, particularly as a viable career option;
Share practice with the college sector;
Consider how to simplify the engagement process through creating more
effective brokerage for employers; and
Consider a wider form of recognition for employers.
In 2009/10 we have:
 Launched
a
revised
employer
engagement
website
(www.employersandyoungpeople.org) and developed a refreshed
employer brochure to better reflect the needs of employers wishing to
engage with young people. The branding of both resources has been
aligned to Curriculum for Excellence and messaging is more generic. The
business benefits are clearer and the process of obtaining information and
engaging simplified.
 Continued to facilitate introductions to local authority contacts from
employers interested in getting involved with young people, to ensure an
effective handover and outcome are reached for all parties involved.
 Continued our productive relationships with Scotland’s key business
organisations: Scottish Chambers of Commerce; CBI Scotland; Institute of
Directors; Scottish Council for Development and Industry; Federation of
Small Businesses; Entrepreneurial Exchange; Alliance of Sector Skills
Councils; and more recently, the Chartered Institute of Personnel and
Development. This has involved collective meetings twice a year to
consult and keep them abreast of progress with DtS, Curriculum for
Excellence developments and the impact of recession on young people.
Their respective input has been extremely valuable in informing and
shaping our thinking and we are very grateful for their ongoing support.
 Developed connections with a range of industry sector bodies, aligned to
the Government’s Key Economic Sectors, to promote opportunities for
their members to engage with young people
 Once again sponsored the Institute of Directors’ Director Award for
Developing Young People and the Scottish Council for Development and
Industry’s Award for Outstanding Partnership Working with a School(s).
These awards recognise the contribution business make to supporting the
development of skills in young people as they prepare for work and life
beyond the classroom. It also sends out an important message to other
employers that this is something they should be part of.
 Continued to have a presence at key employer events to raise awareness
of the benefits of engaging with young people; explain what Curriculum for
Excellence means for them; and encourage them to become actively
involved.
 Continued to work with a range of entrepreneurial organisations to discuss
the development of further entrepreneurial CPD opportunities and
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resources to support practitioners. This included a national event in May
2010 focussing on entrepreneurial learning and the resources available
across Scotland to support this pedagogy. The event was attended by
practitioners in all 32 local authorities and was further enhanced with a
follow up session to share local plans for entrepreneurial learning.
Further developed the range of case studies available on both the
Learning and Teaching Scotland and the Employer Engagement website
to provide further exemplification for teachers and employers of the
positive impact partnership working brings to learning. These resources
represent a broad mix across industry sectors and curriculum areas and
have been aligned to the Experiences and Outcomes. This work has also
included supporting the Science and Engineering Action plan.
Identified gaps in entrepreneurial learning particularly in relation to
knowledge of social enterprise and co-operatives. We have continued to
work with Third Sector colleagues and the Social Enterprise Academy in
running the Social Enterprise School Awards where many schools
participated in the setting up and running of a social enterprise.
Continued to provide the Understanding Social Enterprise Course,
delivered by the Social Enterprise Academy. Based in a Social Enterprise
Company these courses help teachers to see firsthand the contribution
social enterprise makes to our economy.
Introduced a pilot entrepreneurial programme as part of the package of
measures introduced by Government in support of Summer Leavers. This
programme, delivered by Young Enterprise Scotland and PSYBT, aims to
fill a gap in the market for young people interested in self employment but
without a business idea. It provides immersion and theory; practical
experience; market testing and start-up support and is underpinned by an
SCQF level 7 qualification.
Worked with Scotland’s Colleges, through two secondees from the further
education sector, to share knowledge and practice on employer
engagement to enhance learning and teaching.
Worked with colleagues in Government to explore simplification of the
engagement process for employers, within the context of the Skills
Strategy. This has involved consultation with a range of partners and
agencies as well as delivering a series of events for local authority leads
across Determined to Succeed/Curriculum for Excellence, More Choices,
More Chances and Employability policy areas.
Broadening the reach of Determined to Succeed
9.
Prior to 2008 Determined to Succeed focused on young people in mainstream
school from Primary 1 to Secondary 6. In phase two it was important to align our
approach to Curriculum for Excellence and to broaden the reach of enterprise
education to those practitioners and young people, 3 to 18, in other learning
environments.
10.
Nationally we committed to:
 Gather and share effective practice in early years and college approaches
and activity;
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11.
Influence and encourage ITE institutions, colleges and other training
providers to ensure early years professionals experience and understand
enterprise in education as a core aspect of their initial training; and more
broadly (and where appropriate), to influence learning and teaching
among lecturers, in the context of Curriculum for Excellence;
Engage with the Scottish Prison Service, residential schools and other key
partners to gather, share and extend effective practice in non-school
provision, in line with a wider offender learning report and in the context of
Curriculum for Excellence; and
Engage with SDS and other key bodies to influence learning and teaching
among training providers delivering national training programmes to
encourage enterprising approaches, in the context of Curriculum for
Excellence.
In 2009 -10 we have:
 Developed a range of case studies of effective practice for practitioners
focusing on early years; non mainstream provision; and how the college
sector is approaching training for early years staff. The resources
encourage practitioners to take an enterprising approach to learning and
teaching and help to explain how the four key strands of DtS fit across the
curriculum.
 Created a Strategic and Operational Plan to strengthen enterprise in
education in the college sector
 Supported the Secure Accommodation Network (SAN) to deliver a
conference for all secure and residential accommodation staff in Scotland.
Focusing on Curriculum for Excellence implementation, skills and
enterprising approaches to learning and teaching, practitioners from
across the sector attended and shared their experiences. Further work is
in the pipeline.
 Worked with the Support Training Action Group (STAG) and the Scottish
Training Federation (STF) to develop (and deliver during 2011) a number
of events around Scotland focusing on Curriculum for Excellence and
enterprising approaches to learning and teaching to support the delivery
of national training programmes.
 Continued to work with LTS to support the production of good practice
video footage to provide exemplification for teaching staff.
Embedding enterprise in the curriculum
12.
Young people in Scotland must have the best possible experience of
enterprise in education since it helps them develop self-confidence, self-reliance and
the ambition to achieve their goals, and equips them with the enterprise and
employability skills needed for work and life. Making appropriate connections to the
world of work within all subject areas by actively engaging employers and the wider
community will ensure all our young people have the opportunity to become
successful learners, confident individuals, responsible citizens and effective
contributors.
13.
Nationally we committed to:
 Ensure the breadth of enterprise in education is reflected in the
implementation of Curriculum for Excellence outcomes and experiences;
 Support
local authorities to support schools implement the
recommendations from HMIe’s ‘Improving Enterprise in Education’ report;
and
 Build capacity among teachers through focused initial teacher education
and CPD.
14.
In 2009 -10 we have:
 Worked closely with the Initial Teacher Education institutions, ensuring
students understand the breadth of enterprise education. This included a
conference, specifically aimed at Initial Teacher Education (ITE) Staff and
students. The conference included a range of workshops led by LTS staff
and others using case studies to demonstrate enterprising approaches to
literacy, numeracy, the technologies and a number of other areas.
 Contributed to the National Review of Initial Teacher Education to
highlight the importance of enterprise in education in the formative and
following years of professional development for teachers.
 Continued to work with local authorities to ensure the key messages from
HMIe’s ‘Improving Enterprise in Education’ report remain to the fore.
 Continued to promote the HMIe interactive self-evaluation tool, which
encourages an enterprising approach to self-evaluation. The tool is well
received by local authorities, schools and teachers. Western Isles Council
developed a further version with a clear focus on delivery of Curriculum
for Excellence using enterprising approaches to teaching and learning and
a Gaelic version.
Building capacity
15.
Developing enterprising educational staff is central to the aims of Determined
to Succeed. We need people who are creative and innovative and who have a clear
understanding of the world beyond school to lead this change in culture in our
schools. Providing relevant and exciting opportunities to engage in CPD will ensure
that all staff, at all stages in their careers, can develop their knowledge, enhance
their confidence and be motivated in their delivery of enterprising and entrepreneurial
learning and teaching.
16.
Nationally we committed to:
 Work with local authority and Careers Scotland colleagues to develop a
more sustainable model for delivery of Excellence in Education through
Business Links (EEBL) beyond academic session 2008/09;
 Develop principles and guidance for local authorities regarding enterpriserelated CPD, fostering increased recognition of the role employers play
and ensuring cross sectoral and cross-curricular coverage;
 Influence and encourage a more structured approach to the teaching of
enterprise within the ITE programme;
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17.
Develop an understanding and application of LMI to inform learning and
teaching; and
Support the development of enterprising leadership skills for key
Determined to Succeed personnel at local authority and school level.
In 2009/10 we have:
 Worked with local authority teams to challenge and support their
commitment to the Excellence in Education through Business Links
(EEBL) teacher placement programme, ensuring plans are in place for
sustainability of this important CPD opportunity.
 Developed on-line resources to provide exemplification for teachers and
others for partnerships with employers; enterprise in education in the
college sector; and to ensure on going support and sharing of practice of
local delivery models for EEBL.
 Built on our work with the General Teaching Council (GTC) on
Professional Recognition to deliver a celebratory event, attended by the
Minister for Skills and Lifelong Learning, recognising teachers who have
been successful in gaining this award for their work in Enterprise. Our
interactions with GTC also included a collaborative piece of work to
support the marketing of our on-line materials and the importance of
partnership working. This was published in their magazine which is
circulated to all teachers in Scotland.
 Further developed the Enterprising Practitioners’ Network which continues
to grow and thrive. Three events were delivered in partnership with LTS
who also support the development of an on-line community through Glow.
 Supported further professional learning through investment in Enterprise
Learning Communities (ELC), which bring together teachers, pupils,
college lecturers, employers and other community members to develop a
deep understanding of partnership working and to develop their practice in
a supportive and challenging group. A third of local authorities are being
supported to develop their ELCs by Learning Unlimited.
 Raised awareness of the importance of how accurate and timely Labour
Market Information (LMI) can help young people make appropriate career
choices and help partners prioritise resources. The Alliance of Sector
Skills Council has been a great source of LMI and we are grateful for their
support. Working with Determined to Succeed and More Choices, More
Chances colleagues has provided opportunities for this issue to be
discussed at important forums to help better develop understanding of the
implications of LMI at local level.
 Continued to support the development of leadership skills in our
colleagues at local level and in the college sector through the design,
procurement and delivery (Social Enterprise Academy) of an ILM
accredited course; ‘Leading the Enterprise Challenge’, with an emphasis
on partnership delivery. 73 individuals have taken part and a full
evaluation will be completed in January 2011.
 Supported delivery at a local level through regular meetings with each
local authority to support the development of a comprehensive action
plan; review progress; and support and challenge the delivery of
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Determined to Succeed. Further support has been provided through two
national business meetings, which provided opportunities for all local
authorities to come together for strategic discussion, networking and
sharing practice
Worked in partnership with the Enterprise Development Officers in LTS to
support enterprise in education at the Scottish Learning Festival.
Enhancing our International profile
18.
Young people growing up in Scotland today can look forward to spending their
working lives as citizens of an increasingly complex and interconnected world. So we
need to help all our young people to be outward looking, confident about themselves
and their nation and to have a modern, enterprising, world view. Enterprise in
education has a key role to play here and phase two of Determined to Succeed
provided an opportunity to profile our international reputation.
19.
Nationally we committed to:
 Capitalise on Scotland’s world-wide reputation for excellence in enterprise
in education, further raising our country’s profile in the EU and beyond.
20.
In 2009 -10 we have:
 Delivered a three day International Conference which showcased
Scotland’s approach to enterprise in education. Completed a conference
report which included delegate evaluations and feedback throughout the
event: confirming that we successfully demonstrated our comprehensive 3
to 18 approach and its impact on better preparing our young people for life
and work in the 21st century; and positioned Scotland – in its Year of
Homecoming – as a place delegates had formed a bond with and would
like to return in the future (50% of evaluation respondents).
 Continued to support international delegations interested in Determined to
Succeed. We have shared our experience with policy makers and
practitioners from Norway, Estonia, Holland, Belgium, Netherlands,
England, Wales, and others.
 Contributed to conferences in Brussels and Estonia where there is a keen
interest in Determined to Succeed. Many countries are looking at how
they might develop a similar model to Scotland and are particularly
interested in our 3 to 18 approach to enterprise education and Curriculum
for Excellence.
 Identified and captured case studies of interesting practice in international
education through enterprise education to provide exemplification and
support for educationalists and other partners. These case studies are
available on the LTS website.