Partnerships With Employers in Secondary and Special Schools

This report examines the range of partnerships and links that secondary and special schools across Wales have with employers. It considers the range of learners’ experiences and the characteristics of effective links between schools and employers. The development of enterprise education in schools in the UK and across the world had been a notable feature […]

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      string(375) "... Diplomas. In particular it identifies:· Employers continuing to offer work-related learning opportunities and work experience placements for all those in Key Stage 4.· More employers taking part in local 14-19 strategic partnerships.· Employers supporting about 15,000 students in the Key Stage 4 engagement programme in 2007/08 ..."
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Folder: Leadership Briefings Issue 2.10 (22)"
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      string(4254) "ResourceWORK-RELATED LEARNINGOriginal Document· Building on the Best. This is the final report and implementation plan of the DCSF review of 14-19 Work-related Learning. It sets out what the government will do to raise standards in the delivery of opportunities for work-related learning so that the best possible outcomes are secured for young people in preparation for working life, for active involvement with their local communities and for their future economic wellbeing.KeywordsSummaryThe requirement for schools to offer work-related learning at Key Stage 4 (14-16 year olds) was introduced in September 2004. This report set out what the government will do to raise standards in the delivery of opportunities for work-related learning so that the best possible outcomes are secured for young people in preparation for working life, for active involvement with their local communities and for their future economic wellbeing.Main Findings:· Work-related learning enriches the curriculum and learners’ experience by providing a broad range of learning activities that have been shown to help to raise standards, improve participation, increase attainment and support the delivery of improved outcomes for young people.· 14-19 year olds participate in a wide range of work-related learning activities including enterprise projects; case studies, simulations; taster workshops; mentoring; mock interviews; days in industry; and visits linked to the curriculum. 14-16 year olds participate in around 550,000 work experience placements with employers every year. Both  young people and employers say they enjoy  their experience.· Employer engagement is achieved through a complex infrastructure that has evolved and  grown over time. It includes Education Business Partnerships and other Education Business Link Organisations, schools, colleges, and independent learning providers together with bodies that support enterprise education and education sector workforce development. These organisations draw· on a variety of funding streams including in some cases commercial activities.· While work-related learning is having a strong positive impact on learners’ attitudes, motivation and levels of achievement there is more still to do to capitalise on the progress that has been made.Key Points:· Work-related learning is planned activity designed to use the context of work to develop knowledge, skills and understanding useful in work, including learning through the experience of work, learning about work and working practices and learning the skills for work.· There have been improvements to work-related learning since 2004, but there are still issues to address to meet the needs of the future, including in relation to Diplomas. In particular it identifies:· Employers continuing to offer work-related learning opportunities and work experience placements for all those in Key Stage 4.· More employers taking part in local 14-19 strategic partnerships.· Employers supporting about 15,000 students in the Key Stage 4 engagement programme in 2007/08.· An extra 180,000 apprenticeship places.· Places for about 13,500 young people to receive 50 days of work experience as part of the Young Apprenticeships programme in 2007/08.· At least 20,000 Personal Development Programme placements for teachers and other staff.· At least 10 days work experience for learners as part of the Diploma delivery requirement.ActionAs a result of the review, DCSF will:· Develop a new vision for work-related learning, including new guidance, with delivery partners and stakeholders.· Develop a new approach to local funding and delivery, through the 14-19 partnerships.· Build capacity and capability, as part of the wider 14-19 workforce development activities already underway.· Establish new quality standards for work experience delivery and for intermediary organisations, with delivery partners and stakeholders;· Work with the LSC and Local Authorities to improve the ability to assess impact.NotesAuthorRaspal Chima, Questions PublishingDate CreatedOctober 2007Enquiries to:rchima@qiis.co.uk (Authoring Unit)Month / YearPage 1 of 1©Birmingham City Council"
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Leadership

Building on the Best - Work Related Learning

11 Oct 2007

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      string(389) "... dislocation, accelerating radical wider long-term changes taking place in the labour market.  A new strategic partnership with employers. Colleges need close strategic partnerships with employers, nationally and locally/regionally to ensure that the new national and network strategies (recommendations 1, 2 and 3) meet the needs of employers as ..."
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      string(5634) "This final report by the Commission on the College of the Future sets out key areas for college reform calls for every adult to have the right to lifetime education and training, with colleges better supported to deliver this in every community across the UK.Colleges transform lives and are at the heart of communities across the UK’s four nations. They are a fundamental piece of the education and skills system as centres of lifelong learning and as anchor institutions within their communities. Despite all of this, all too often, college resources and expertise can be poorly understood, under-utilised and insufficiently funded in relation to other parts of the education and skills system.The Commission has set out how colleges can be supported across the four nations of the UK to deliver the lifelong learning and business support needed for people, employers and communities to survive and thrive in the future. The vision and recommendations are endorsed by leaders from across business, academia, unions, colleges, and the student body from all four nations.The UK-wide report sets out eleven recommendations for reform and renewal of the college systems, with three key recommendations.Key Recommendations:Upskilling people across the UK by making it possible for everyone to learn throughout their lives, whatever route they choose to take – with a statutory right to lifelong learning. This must be supported by (1) equity across student finance and maintenance support for further and higher education to ensure everyone can live well whilst gaining the skills they need, and (2) a statutory entitlement in each nation to all English-NI-Welsh Level 3/ Scottish Level 6 qualifications, unlocking the opportunity for more people to progress to gaining more advanced levels of vocational education and thus the skills needed for the economy of the future. 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Governments need to articulate a ten-year vision for education and training, from schools through to adult skills. College network strategies to meet local priorities across the tertiary education system. Governments must introduce a duty on colleges to develop strategies across appropriate economic geographies that identify local and regional needs and priorities in line with the national strategy.  Colleges as anchor institutions within the wider local and regional ecosystem. Colleges must have a recognised role as key anchor institutions in the local community, supporting wider community action and services as well as providing education and learning.  A statutory right to lifelong learning. For people to fulfil their potential, there should be a statutory right for people to be able to upskill and retrain throughout their lives through access to affordable and relevant lifelong learning opportunities. Skills guarantee for a post-COVID economy and future labour market changes. COVID-19 has had a major impact on a range of sectors, causing largescale dislocation, accelerating radical wider long-term changes taking place in the labour market.  A new strategic partnership with employers. Colleges need close strategic partnerships with employers, nationally and locally/regionally to ensure that the new national and network strategies (recommendations 1, 2 and 3) meet the needs of employers as well as people and their communities. A new support service to employers. Colleges have an expanded role to play in providing a business support and brokerage service to employers.  Stable funding and accountability frameworks for colleges. Ensuring that colleges can take a longterm strategic focus and reinforcing strategic investment in colleges, the sector must be funded on the basis of three-year, block grant funding settlements, reflecting a trust-based strategic partnership between colleges and governments.  A strategic relationship with governments and simplified processes. Oversight systems across the four nations must be simplified, driving efficiency, engendering greater trust and enabling better strategic coordination to deliver for systems outcomes across people, productivity and place.  An ambitious future college workforce strategy. Colleges need the best people who are fully empowered to deliver on this vision. Ensuring this must see colleges working with governments across the four nations to develop ambitious college workforce strategies, based on a comprehensive review within each of the four nations.  Diverse and representative systems leaders. Colleges must be led by systems’ leaders who reflect the communities within which they are based and the students they serve.Link: College of the Future"
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Leadership

College of the Future

2 Nov 2020

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      string(355) "... support children and family hubs to help families who are struggling. It also calling for a northern schools programme to boost teacher recruitment and new partnerships between employers and schools to broaden horizons. Key Points: Too many children starting school far behind where they should be. Often with special educational ..."
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      string(4384) "The report is based on 12 months of research and conversations with children, schools, businesses, councils, health professionals and charities. Disadvantage manifested itself in childhood in many ways, including a lack of confidence, uncertainty and low expectation, isolated communities with narrow and poor job prospects, poor school results and poor connections to further and higher education. The report says that while many children growing up in the North are thriving, there are huge gaps between the poorest children in the North and the poorest in London. A child on free school meals (FSM) living in Hackney, east London, is three times more likely to go to university than a child on FSM from Hartlepool. And London children on FSM are 40% more likely to achieve a good maths and English GSCE than children in the North. The report urges the government to inject more investment into the most disadvantaged areas of northern England to support children and family hubs to help families who are struggling. It also calling for a northern schools programme to boost teacher recruitment and new partnerships between employers and schools to broaden horizons. Key Points: Too many children starting school far behind where they should be. Often with special educational needs no one has picked up. Children from disadvantaged backgrounds facing an education gap that starts before schools and widens throughout education. More than half of the secondary schools serving the North’s most deprived communities are judged to be less than good.Large numbers of children dropping out of education before they reach 18. Lack of confidence amongst children that economic regeneration will mean more jobs or opportunities.Recommendations: Children’s prospects should be placed at the heart of the Northern Powerhouse and given the same attention as economic regeneration. Each local area establish a forum similar in structure to Local Enterprise Partnerships (LEPs) to include all the bodies working with children. Central Government showing the same level of willingness to devolve powers and funding for services for children that they have shown for economic regeneration, to areas that make compelling bids that they will innovate and integrate to improve provision for children. Government should provide additional investment in the most disadvantaged areas to support local councils and partners to improve children’s outcomes and life chances. Extra support for families to give their children the best start in life. Children in the North are more likely to attend nursery at ages 2 and 3, but are still less likely to reach the expected standard of development when starting school. We need a renewed focus on early – intervention with families across a range of agencies. Earlier identification of special educational needs should be a public health priority. Too many children in the North starting school with high-levels of development issues, but fewer children having a special educational needs diagnosis before starting school. A new northern schools programme should be established to improve leadership and governance, boost recruitment and dramatically improve children’s attainment in the most disadvantaged areas. More than half of the schools serving the North’s most deprived communities are rated as less than good by Ofsted. Reform the role of Regional Schools Commissioner. Regional Schools Commissioners had too narrow a role and did not work closely enough with local schools or councils. We recommend that their role is revised to become coordinators of good practice and improvement to support northern schools. Northern areas need to stop children dropping out of education early.High numbers of children across the North drop out before 18. Local Enterprise Partnerships need to expand their programmes to bring employers and schools together to widen children’s horizons and open up job prospects. Arts, culture and sports bodies should prioritise funding for children with disadvantaged backgrounds. WEB LINK Growing Up North, Look North: A Generation Of Children Await The Powerhouse Promise Keywords North, Powerhouse, children, disadvantage, deprivation, poor schools, confidence, uncertainty, low expectation, isolated communities, poor job prospects, school results,higher education"
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Leadership

Growing Up North, Look North: A Generation Of Children Await The Powerhouse Promise

28 Mar 2018

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      string(391) "... competition with collaboration and share tasks between teachers, leaders and other stakeholders, with time for co-working;Encourage innovative forms of professional development for example partnerships with employers to support authentic learning and links with universities to introduce new knowledge or school-based research; Support all staff to engage with ..."
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      string(5620) "The Raising the Achievement of all Learners project is a three-year project run by the European Agency for Special Needs and Inclusive Education. The project, which builds on  earlier work on ‘Raising Achievement for all Learners-Quality in Inclusive Education’ aims to explore what pedagogical strategies and teaching approaches are effective in raising the achievement of all learners. It also considers how school leaders can best support the development, implementation and monitoring of inputs and processes for raising achievement. A third focus area for the project is that of collaboration. The project involves a range of stakeholders including school leaders, researchers, teachers, parents and learners as well as local and national policy makers. Three learning communities (LCs) from Italy, Poland and UK (Scotland) have been involved in the project and include learners from the compulsory school and upper secondary school sectors (aged 5-19 years). Within the project, the term ‘learning community’ has been used for collaborations of stakeholders around clusters of schools involving both school and community personnel, together with parents and families, researchers, local area leaders and policy makers.While the aim is to raise the achievement of all learners, the project is looking in particular at challenging issues, such as raising the achievement of vulnerable groups. It also considers issues around ‘what is achievement’ and how wider achievement (other than in academic subject areas) can be ‘measured’.Nominated experts from all Agency member countries have provided an international network to support the three learning communities. Participants visited the LC sites in 2015 and in 2016. In the first visit they observed lessons, talked to a range of stakeholders and provided feedback on key issues. On the second visit they heard about relevant developments and took part in workshops to discuss progress and on-going challenges. Between visits, the communities and all project participants shared ideas and collaborated via an on-line forum. A range of stakeholders from each learning community also completed an on line self-review survey in May 2015 at the start of the project work and again in May 2017.The analysis of the survey will provide information about the perceptions of stakeholders regarding different dimensions of practice including: pedagogy for all learners; support for learning; leadership roles and approaches; learner well-being and participation; curriculum development; partnerships and collaborative working and systems of support for learners, teachers and leaders.This project attempts to move from a focus on the ‘what and why’ to an exploration of ‘how’ learning communities can move towards collaborative learning and more inclusive practice to raise the achievement of all learners.Key messages from the work of the Learning communitiesThe messages here focus on the first project theme of pedagogy and combine the work of the 3 learning communities with contributions from project participants from 33 Agency member countries.Teachers should be enabled to…Create a safe learning environment and promote social and emotional learning as well as academic learning with a focus on well-being;Adjust the curriculum and have freedom to experiment and implement innovative approaches – moving away from subject ‘boxes’; Develop learners’ creativity and encourage the use of imagination, using art, poetry, music, drama as vehicles for learning and using space and time in different ways;Facilitate learning by taking time to understand students and how they learn and to engage with research about what works; Take a learner-centred approach and personalise learning to raise aspirations and develop a ‘growth mindset’;Involve learners in their own assessment and design teaching and learning accordingly;Engage in collaborative practice (i.e. co-teaching);Undertake training on new technologies and approaches to diversity.School leaders should…Create a positive school ethos and use social and cultural activities to add ‘joy’ and develop trusting relationships; Build a school community by establishing a professional culture of learning among teachers, celebrating their diversity and allowing them to develop their interests and talents, for example by taking responsibility for new curriculum areas or particular practices to support learners;Balance competition with collaboration and share tasks between teachers, leaders and other stakeholders, with time for co-working;Encourage innovative forms of professional development for example partnerships with employers to support authentic learning and links with universities to introduce new knowledge or school-based research; Support all staff to engage with learners and families, ensuring an appreciation of the key role played by parents in their children’s education.Policy makers should…Develop a long term, sustainable plan for education in cooperation with all stakeholders;Develop a range of quality indicators for teaching and for ‘measuring’ school success that support equity and value wider outcomes;Review initial teacher education and support professional development opportunities that encourage leaders and teachers to engage with and be involved in research and develop positive attitudes to diversity;Value the contributions made by teachers and school leaders and provide incentives to encourage more stable staffing in schools to allow professional roles and collegial"
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Inclusion

Raising achievement in inclusive education

20 Jun 2017

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