Scottish Government

DETERMINED TO SUCCEED - A REVIEW OF ENTERPRISE IN EDUCATION: EVIDENCE REPORT

SUMMARY AND LINKS TO RECOMMENDATIONS

1. INTRODUCTION

This summary lists main points emerging from the evidence considered by the Review of Education for Work and Enterprise and cross-references them to the recommendations listed on pages 4 and 5 and presented in the separate Recommendations Report.

The Review Group chose the term Enterprise in Education to encompass all aspects of the enterprise and work-related curriculum. This Evidence Report has retained the term Education for Work and Enterprise (EfWE) as this is the term which was used in the consultation and evidence-taking process of the Review. Where the terms enterprise approaches or enterprise activities are used this refers to learner-centred approaches to teaching and learning, where learners are 'learning by doing', defining their own learning through problem-solving, collaborative working, and then reflecting on what they have learned. 'Enterprise' additionally assumes a market and wealth creation focus. The term 'entrepreneurial activity' is used to refer to approaches which involve running a business for profit and require preparing a business plan, raising money and financial management, risk taking and profit sharing.

The report is presented in three sections: economic and educational priorities, the curriculum and its outcomes, and strategies for delivery.

2. ECONOMIC AND EDUCATIONAL PRIORITIES

This section places the Review in the context set by its remit, to consider how EfWE contributes to both economic and educational priorities. Economic priorities considered relevant to this Review are 'entrepreneurial dynamism', skill supply and lifelong learning, and the 'best start for young people', especially reducing the numbers of those not in education, employment or training (NEET). The educational priorities are those defined in The National Priorities for Education under the headings of Achievement and Attainment, Framework for Learning, Inclusion and Equality, Values and Citizenship and Learning for Life.

Main points emerging in relation to economic priorities

• Enterprise approaches to teaching and learning are reported to develop desirable attitudes, skills and knowledge for enterprising employees and to lay the foundation for business ownership.
• Career Education and work experience of various kinds are valued as preparation for the world of work.
• Greater emphasis is being given to core skills development through their inclusion in the National Qualifications.
• Participation and attainment of young people at risk are increased through active approaches to teaching and learning with a relevant curriculum, including enterprise activities and work-related opportunities.
• However, very few young people get the opportunity to participate in enterprise activities; enterprise approaches are not currently embedded within the school curriculum.
• There is a lack of hard evidence of the outcomes in terms of the nature and extent of knowledge and skills developed by young people. Most of the research is based on self-reporting and perceptions of others.
• There is anecdotal evidence of young people who have gone on to run their own business after taking part in enterprise activities, but there is no substantive research in the UK into this relationship.

Main points emerging in relation to educational priorities

• Achievement and Attainment: As noted above in relation to economic priorities, there is evidence that a relevant, work-related curriculum enhances the attainment of young people who are disaffected or at risk of disaffection with a more traditional curriculum, sometimes as part of a package of other measures. There is also evidence that enterprise approaches help young people identify previously unrecognised strengths and abilities.
• Framework for Learning: Enterprise approaches and other curricular inserts related to EfWE are generally enjoyed by those who take part and therefore enhance the learning and teaching process. Contact with business advisers, mentors and other non-teaching helpers is found to be motivating; the EfWE curriculum offers non-school environments which are considered stimulating.
• Inclusion and Equality: The majority of EfWE activities are seen to be beneficial to pupils who get the opportunity to take part. There was evidence that there is inequality of opportunity not only between schools, but also within schools particularly at secondary level. This was on the basis of subject choice and of the voluntary nature of certain aspects of programmes.
• Inclusion and Equality: Teachers in special schools reported the value of enterprise activities and work experience for some of their young people, but there is lack of evidence as to the extent of provision in special schools.
• Values and Citizenship: The attitudes and dispositions desirable as outcomes of the EfWE curriculum overlap with those identified as outcomes of Education for Citizenship.
• Learning for Life: As noted above, enterprise approaches are reported to develop relevant skills and attitudes for working life, though the same caveats as to the limited nature of the evidence apply.

3. THE CURRICULUM AND ITS OUTCOMES

The elements of the curriculum which contribute to EfWE are outlined and evidence for effectiveness of these is reviewed. During the process of the Review the Group saw and heard of many examples of excellent practice, with all partners showing high levels of commitment to ensure success. This overview of issues acknowledges the many strengths but, of necessity, is required to emphasise the areas where we 'must do better'. The following main issues emerge.

Clarifying the curriculum

• Given the range of inputs, the inter-relatedness and overlap of aspects of the school curriculum and the array of frameworks and guidance material, there is strong support for a revised, clearly articulated, progressive curriculum framework, with definition of the essential components and their interrelationship. There is need in particular for a clear understanding of the relationship between Career Education, enterprise activity and other elements of education for work.
• A framework which is easily understood by the business community and which can inform, guide and be used for quality monitoring from the business perspective is desirable.
• The challenge to each individual school is to build a coherent programme incorporating all elements to ensure that all pupils receive a core entitlement, with other activities and learning experiences appropriate to their needs. Above all else, it is vitally important that it makes sense to the learner alongside all other curricular inputs and expected outcomes.

Recommendation 10 addresses the revision and enhancing of existing curriculum guidance.

Preparation for career choice and work

• The Scottish School Leavers Survey data show that 77% of those who completed S4 in 1998 agreed that "School taught me things that would be useful in a job". There has been a gradual increase in positive responses to this question over time since 1992. Focus group discussions indicated that many thought schools are doing as much as they can to prepare them for work, though there is some dissatisfaction.
• Research in relation to Career Education in particular suggests a very mixed picture with some young people benefiting more than others. It is suggested that those who have a clearer idea of what they want to do are more likely to benefit; guidance is more helpful for those who wish to stay on at school and progress to further and higher education, than for those seeking employment or work-based training routes.
• Self-employment is generally not considered or recommended as a careers option by teachers or career advisers.
• Research suggests that parental/carer and home influence in career choice and attitudes towards employment is generally greater than school influence.

With respect to Career Education, the impact of the establishment of Careers Scotland
and the recent launch of the new Career Education Framework is still to be determined.
The Review Group therefore does not wish to make any recommendations about Career
Education other than what would be covered in relation to Recommendation 10.

Enterprise Activities

• Enterprise activities, where in place, are valued as an approach to teaching and learning. There is evidence of enthusiasm from young people who take part. Among the benefits reported are: developing of confidence, discovery of new abilities, strengthening communication and inter-personal skills, resolving conflict, taking responsibility, and learning about how business operates.
• There is evidence that taking part in such opportunities encourages positive attitudes towards business generally and towards entrepreneurship.
• However, less than half of primary schools audited by the Schools Enterprise Programme in December 2001 reported that they had plans in place to allow each child to have one enterprise experience, although 75% aspired to this; about one-fifth had a school policy for enterprise. About a third of secondary schools have more than one opportunity for young people to opt in to enterprise projects, though only a small number have in place programmes which allow all young people to take part. Enterprise projects are to be found only in a limited number of subject areas or on an optional basis at senior levels. It is estimated that around only 10% of secondary pupils are likely to experience an enterprise project.
• Major concerns were expressed over the amount of time required for some projects and the time available to pupils.
• Consideration was given to North American examples where young people, including those from disadvantaged backgrounds, are given capital to establish real businesses which they run on a part-time basis, while continuing their high school studies. There is evidence that more continue in business on leaving school compared to those who have not taken part in such projects.

Recommendations 1, 5, 10 and 19 address the issue of increasing opportunity to take part in enterprise activities.

Work Experience

• Work experience is the most frequently experienced EfWE activity, with most secondary schools aiming to arrange this for all pupils in S4 (or S3 in some schools). There is strong support for this and evidence of well-planned and satisfactory experiences. Pupils particularly appreciate being 'treated like adults' and being given responsibility.
• However, a number of criticisms emerged including unsuitable placements, insufficient opportunities, lack of readiness of pupils, failure to relate work experience to other aspects of the curriculum, health and safety issues, and difficulty for some small businesses to support work experience.
• It was seen to operate best where there is good briefing and debriefing, support from the school, and an employer who takes an interest in the young person. Young people in particular saw the benefit of having more than one opportunity for work experience and would prefer longer placements.
• Alternative models which allow part-time working supported by school alongside part-time school study were noted as valuable experience for some young people.
• There is potential for giving planned work experience an entrepreneurial focus giving young people the opportunity to explore the implications of setting up and running a business.

Recommendation 11 addresses issues about work experience.

Part-time working

• It is estimated that 4 out of 10 S4 pupils, half of S5 and possibly up to 8 out of 10 S6 pupils are already in paid employment outside of school hours. Both young people and employers identify learning gains from this experience; teachers are more likely to see the potential for hindering progress in school work, for example restricting time for out of school study.

Recommendation 12 addresses issues of part-time working.

Variability of access to opportunities

• There is evidence that there is variability in what young people experience in relation to other aspects of EfWE, for example participation in conferences, one day and half-day events, experience of interview skills. This is not only between, but also within schools, due to the fact that opportunity may depend on subject choice and on opting-in. It would be valuable if a clear entitlement to such activities were to be established and every school developed a coherent programme for all pupils.

Recommendations 1, 10 and 19 address the issue of clarifying and ensuring entitlements.

Vocational/Work-based training

• The success of making use of curriculum flexibility to allow pupils in S3 and S4 to take part in work based training and gain a relevant SVQ level 2 qualification in a specific occupational area was noted. Ways of increasing the value placed on vocational subjects is important both in terms of success for young people, and investing in the future skills of the workforce.

Recommendation 2 addresses this issue and recommendation 14 addresses the matter of relevant assessment.

Assessment and Certification

• Opportunities for assessment and certification of enterprise activity and work experience exist within the SQA framework, but there is limited and declining take-up, although in the consultation numerous respondents suggested that the value of EfWE would be increased through certification.
• Other organisations, including external providers and companies, provide opportunity for assessment and certification, but these do not articulate with the SQA framework.
• Vocational programmes which involve young people in work-place training should have relevant work-based certification.

Recommendation 14 addresses the issue of assessment.

Making connections, reflecting on experience, developing skills and self-assessment

• There is evidence that young people do not necessarily see the connections between the different elements of the curriculum which contribute to EfWE. In particular, they do not make the connection between skills as embedded within their school subjects and their relevance to the work place.
• Young people recognise the importance of skills for work and would value feedback on their progress in these skills.
• This suggests that young people's learning from experience and skills development would be improved through opportunity for reflection, self-assessment and non-judgmental feedback. Development of the pupil Progress File may assist.

Recommendation 10 addresses the issue of improved guidance which should include reflection on learning and recommendation 14 recommends new developments in assessment.

Motivating those at risk

• There is strong evidence that pupil-centred, active approaches to learning including enterprise and work-related elements are effective in assisting young people considered to be at risk or disaffected. In particular self-esteem and confidence are improved and their perceptions that they have potential to be successful. Depending on the degree of disaffection, this is likely to be part of a wider package of measures designed to help such young people.
• There is some evidence that as a result of such interventions, particularly in earlier stages of secondary schooling, young people are more likely to remain in the system and improve attainment in terms of exam success.
• For some, particularly older pupils, alternatives outwith school may be preferable.

Recommendations 1, 2, 5, 10, 14 and 19 will all contribute to providing an engaging curriculum.

4. STRATEGIES FOR DELIVERY

This section focuses on the infrastructure required to deliver quality EfWE to all young people. The section on the curriculum and its outcomes noted the strengths and limitations of this aspect of curriculum. Although there are examples of excellent practice, one of the main concerns is the limited and variable access to opportunities, which is related to delivery infrastructures.

Leadership

• A critical factor in effective delivery at all levels and in all sectors is clear leadership and support from senior management in organisations.
• Education authorities differ in approaches to appointing staff at authority level to lead and support EfWE in their schools. Some have dedicated support staff, others have this aspect combined with other roles, which may reflect the size of the authority as well as importance given to EfWE. Where there was clearly identified support this was valued by schools.
• The vision for the importance of EfWE in schools tends to lie with the headteacher (or an assistant headteacher) though operational responsibility usually lies with other members of staff. Schools with well planned programmes tend to have more than one person taking the lead in different aspects and they usually work as a team.
• Schools showing this level of commitment are more likely to have a statement outlining their planned programme.
• Where a programme or activity depends on the enthusiasm of one member of staff, without management support, its place in the school is likely to be precarious.
• Many large businesses are involved because of a management commitment to social responsibility, and commit staff and resources for this purpose.
• Smaller businesses are usually involved because of the vision of the owner and/or manager that "involvement in education is a good thing".
• There is no clear national business leadership to promote the benefits of involvement in education-business links to the business community and it was perceived that business bodies could be more proactive in engaging the business community.

Recommendations 4, 17 and 19 address the issues of enhancing the role of leadership in delivering this aspect of the curriculum.

Partnership

• Schools cannot deliver the EfWE curriculum without the many partners involved, including commercial providers, business partners, other social partners and further education colleges.
• Leadership at a national level could be given through an effective national level partnership of representatives from the key communities - national and local government, education, and business.
• Although Education-Business Partnerships existed for many years their operation has been variable. Where the former EBPs worked effectively there was strong support for them especially from the business community. Careers Scotland is now responsible for developing and maintaining local partnerships.
• The landscape remains complex and there is room for improvement. There is a perceived need for a new focus on strong local partnerships at local area levels and at school level. The key outcome of this should be clarity for schools and businesses to enable them to design relevant programmes for the needs of young people. Clarity and commitment might be achieved through service-level agreements between key partners.
• Parents and carers are essential partners in young people's future plans and preparation for the world of work. It was suggested that the majority of parents are supportive of EfWE but are perhaps not sufficiently informed of what it involves.

Recommendations 3, 6, 7 and 8 address the issues of enhancing the role of partnerships.

Resources

• The most valuable resource for all partners is time. Dealing with time in the school curriculum can be addressed through subject integration, curricular flexibility and creative timetabling. To share the workload and free teacher time, the appointment of additional people resources especially to undertake liaison with other partners is supported.
• Integrating EfWE activities with subjects requires time to plan and training to implement.
• Teaching and guidance materials are also very important. Much material is available, but evidence suggests that it has not been widely used. Once schools had made EfWE a priority they were likely to make use of these resources.
• It was acknowledged that many schools have developed programmes and approaches that others could learn from and there is a need for better sharing and dissemination of good practice.
• Updating of existing materials is important. These should take greater account of increased emphasis on entrepreneurial activities and the changes in organisational structures following the establishment of Careers Scotland.
• Taking part in EfWE incurred additional costs, and this is a greater burden in rural communities.

Recommendations 5, 6, 10 and 13 address the issues of updating and increasing the availability and use of resources.

Expertise

• The expertise of teachers is crucial to effective delivery of all aspects of the curriculum which goes beyond teaching subjects to providing care and support for young people.
• With respect to EfWE they need to be equipped to adopt enterprise learning as an approach to teaching and learning, have an understanding of business and economic issues, and understand the importance of links with workplaces other than schools from the perspective of the young person.
• This is an issue to be addressed at all levels of professional development from initial education training through to headship development.
• The development of other professionals such as career guidance officers, education authority staff and business partners is important.

Recommendations 15 and 16 address issues of enhancing the expertise of professionals.

Monitoring and Evaluation

• Performance indicators which are used to monitor the success of schools should focus on a wider range of indicators than the current emphasis on examination success and progression to further and higher education. Indicators for Education for Work and Enterprise should be clearly identified within the indicators and benchmarks being established for the National Priorities in Education.
• Quality indicators as used in schools and education authorities require to be updated. These should take greater account of increased emphasis on entrepreneurial activities and the changes in organisational structures following the establishment of Careers Scotland.
• Quality indicators for business input would be welcomed by the business community.
• Awards are seen as a way of valuing and recognising both effort and achievement. Extending the current approach to awards to provide wider recognition of all key contributors would be valuable.

Recommendations 9, 17, 18, 19 and 20 address issues of enhancing approaches to monitoring, evaluating, and rewarding excellence.