New Education Business Strategy

Developing a

New Education Business Strategy

Consultation

Final Report

December 2005

Developing a New Education Business Strategy

Developing a

New Education Business Strategy

Consultation

Submitted to:

Brian Dawson

Senior Manager

Head Office

Careers Wales Gwent

Tŷ Glyn

Albion Road

PONTYPOOL NP4 6GE

Contents /

Appendices

Appendix I Position Paper from North and South Wales’ Workshops
Appendix II Online Consultation Document
Appendix III Young People’s Focus Group Findings in Full

CRG Research Ltd

Developing a New Education Business Strategy

EXECUTIVE SUMMARY

This report presents the findings of a consultation exercise carried out at the behest of the Welsh Assembly Government and Careers Wales to develop a new education business strategy for Careers Wales in relation to Work Related Education (WRE).

The consultation took place between April and August 2005 and involved canvassing the views of partners, stakeholders, delivery agents, schools and others via an online / postal consultation questionnaire, interviews and workshops. Responses to the consultations were very unevenbetween different groups – schools having a particularly low response but also some influential stakeholders declined to comment.

The report examines stakeholder positioning within the overall strategic, policy-making and delivery process and concludes that there is considerable role confusion and competition, which sets the consultation results in context. The current position owes as much to history and accident as it does to policy and design. The bringing together of the “five strands” under Careers Wales is seen as a significant opportunity for development of WRE.

The report outlines current policy guidelines in relation to provision and notes a move towards greater integration of WRE into the curriculum and a shift towards a more individualised approach based on a universal entitlement tempered by individual needs. This approach will need Careers Wales, schools and employers to change the way they contribute to WRE.

The main findings are set out in relation to the consultation questions, which also formed the basis for interviews and workshops.

Underpinning many of the findings was the need for a clear, Assembly led, vision of what WRE is and how it is to be provided. This includes further embedding WRE into school activities and reflecting this in Estyn inspections. The importance of WRE needed to be demonstrated by giving it a place in initial teacher training as well as reinforcing messages through a more realistically resourced teacher placement programme.

The report highlights the need for a radical rethink of the traditional work experience placement to meet individuals’ needs rather than fulfil normative assumptions. This will require working with employers in different ways. Young peoples’ part-time work can also bring important contributions to WRE, which are not currently capitalised upon.

Careers Wales has an important role to play in recruiting and educating employers, which include provision of information for employers and frameworks for them to operate in. Careers Wales couldmake it easier for employers to engage – as many wish to – in more flexible ways.

Cross-curriculum embedding of WRE is essential as treating it as a separate subject does it less than justice and is impractical in a crowded timetable.

Similarly, there is a need to strengthen linkages through the various stages, developing messages from the very fertile primary school stages into maturity at key stages 3&4. Good practice exists for this to be built upon.

The report explores the role of Careers Wales as an organisation that currently delivers WRE – on its own and others’ behalf – and facilitates or manages that provision by others. The current position where Careers Wales both acts as contractor and manages other contracts is seen as unfair and lacks transparency. On the whole, consultees’ views favoured Careers Wales’ role to be that of facilitator – a role it could play well to develop more synergy through more strategic oversight. However, this view is heavily influenced by other providers (sometimes competitors) and runs counter to the ethos of Careers Wales, which is primarily a delivery organisation in respect of its other main activity, Careers Education and Guidance. In practice Careers Wales will always have to have an element of both roles to ensure equity of provision across Wales and the development of new, quality offerings.

There was some discussion amongst respondents on the focus of WRE – understanding the world of work or vocational choice and preparation more generally. While there is general agreement that it should aim to do both, currently programmes offer mixed messages and emphasis varies in different parts of Wales. A more unified voice is needed – at a strategic level (WAG and Careers Wales) to promote a unified programme. In the absence of this unified voice and programme there is a tendency for providers to carry on with their own agendas.

Similarly without overall unified objectives it is difficult to either map current provision accurately or to know its quality. This, in part, also accounts for difficulties in monitoring and evaluating WRE activity where, in the absence of clear outcomes, there is a tendency to over rely on inputs, placements and events. There are, however, inherent difficulties of comparison if providers can define and qualitatively assess their own outcomes.

Some consideration was given by respondents to the concept of an Employer Gateway which would record all opportunities and resourcesoffered by employers to 14-19 consortia members and helped match young peoples’ needs to opportunities. At present only a concept, the idea is for this to be part of the Careers Wales Online* offering. The concept received mixed reviews with some believing a streamlined system and single point of contact would be of great help, reducing fragmentation and the burden on employers. Others felt that the safeguards needed for young people, the need to keep it up-to-date and its pan-Wales nature madeit problematic. Some sectoral providers felt it both duplicated and confused what they already did (on behalf of their employers).

Young people’s views were canvassed via a series of focus groups mediated by Careers Wales staff. The young people tended to focus on work experience as their principle WRE activity and were generally positive. Some expressed disappointment at not being sufficiently challenged. On the whole WRE had helped with deciding on career choices and giving them an appreciation of working life. The opportunity to talk to small groups of employers informally was highlighted as a need by young people, who also believed employers could give them realistic lessons on CV writing.

The report recommendations are based on two major strategic issues:

The need for the WAG to provide a high level policy statement to clarify its vision and scope for WRE and for Careers Wales to be primarily the organisation that facilitates the delivery of the vision.
The need for Careers Wales to engage schools and FE colleges in more proactive ways and to engage employers as partners to provide a wider range of options for young people

CRG Research Ltd

Careers Wales – Developing a New Education Business Strategy

1.0BACKGROUND

THE FRAMEWORK OF WORK RELATED EDUCATION FOR 14-19 YEAR OLDS IN WALES

1.1Work Related Education (WRE) in Wales has developed considerably in recent years: both in terms of scope and ownership. While some WRE has always formed part of a school’s activity, more formal arrangements began to emerge in the 1970s with the introduction of periods of work experience and later the formation of Education Business Links to promote greater understanding of employment and business for pupils and to draw employers into educational settings both to increase their understanding of trends in education and to allow them to influence it.

1.2In Wales a number of “strands” emerged, namely:

Work Experience

Which provides opportunities for students in Key Stage 4, and post 16 education, to develop an understanding of the world of work and thereby plays a key role in promoting their personal and social development as well as enhancing their maturity.

Business Awareness and Enterprise

Which provides opportunities for 11-19 year olds, in full time compulsory and further education, to participate in initiatives that help them learn about business and obtain an introduction to, and a basic understanding of, the attributes and characteristics associated with enterprise and entrepreneurship.

Employer Mentoring

This involves a volunteer from business who is prepared to spend some time regularly with a student, or groups of students, in Key Stages 3 & 4 in order to give support and encouragement and assist in action planning and personal goal setting. The mentor acts as a role model and helps the pupil to focus on what they might aim for, within and beyond school.

Teacher Placements

Teachers and Lecturers are the key to adding an effective work related dimension to the curriculum. Teacher placements offer opportunities for teachers and lecturers to undertake placements with employers in order to gain practical experience of business, an understanding of employer needs, underpin their continuing professional development and provide ideas for developing curriculum materials and teaching resources.

Curriculum Development

This involves securing employer support for enhancing the design and delivery of the curriculum, with an emphasis on subjects and skill areas which most directly address the national, regional and local priorities as identified within recognised research reports such as Future Skills Wales and the regional Statement of Needs and Priorities. The main outcome is to ensure that students in all Key Stages will participate in ‘projects’ or ‘events’ that involve employers in the design and delivery of the curriculum.

1.3The strands have separate funding streams and have been managed in different ways and by different organisations over the years. Until 2001 Training and Enterprise Councils in Wales had responsibility for Education Business Links. The creation of ELWa as a body responsible for post-16 and vocational education in Wales brought about further changes in responsibility, as did the creation of the Welsh Assembly Government itself.

1.4Careers Wales, itself a relatively new body and one which is developing not just as a ‘brand’ but as an integrated pan-Wales organisation, initially had a contract to deliver the first three of the above strands. The strands themselves have been then subject of review in relation to their appropriateness for 14-19 year olds in Wales. Careers Wales now has responsibility for all five strands – although others are also involved.

1.5There have, therefore, been a number of changes, organisational, managerial and curriculum led, which have resulted in a potentially quite confusing picture both of what WRE is expected to achieve for young people and how it should be delivered. This consultation represents the first opportunity to examine the whole issue of WRE when all five strands are the responsibility of one organisation and recognises that the history of WRE in Wales leaves current provision with many legacies.

1.6Below we summarise the main drivers for the current framework of WRE in Wales.

THE 14-19 AGENDA

“Work Related Education prepares young people for the world of work, helps develop the knowledge and attitudes required in the workplace and fosters an appreciation of innovation and enterprise” (Jane Davidson, 2002)[1]

1.7As set out by the Qualifications, Curriculum and Assessment Authority for Wales (ACCAC) in September 2000[2] the ‘Framework for work-related education for 14 to 19-year-olds in Wales’, stresses the link between Work Related Education (WRE), students’ achievement and lifelong learning. The framework also stresses that stronger links between companies and colleges, and more employer involvement in schools is vital for the economy.

1.8This non statutory document:

Provides the basis for the delivery of work related education in schools and colleges in Wales;
States strongly that WRE programmes should not operate separately but should support other teaching and learning strategies/programmes;
Supplies a set of ‘key learning opportunities’, which should be provided for all 14 to 19-year-olds.

1.9There is currently no statutory assessment requirements for WRE.

1.10In March 2003 the National Assembly for Wales approved the Basic Curriculum for Wales (Amendment) Order 2003[3]. The Order added two new requirements to the Basic Curriculum – WRE being one of them. From 1st September 2004, WRE became a statutory element within the Basic Curriculum for all registered pupils at maintained schools aged 14-16 (Key Stage 4). The WRE Framework is a key curriculum document on which schools should base their provision – however, this remains a basis for WRE provision in schools rather than a programme of study to enable schools to offer WRE provision in line with the school’s ethos and character and the specific needs of their pupils.

1.11WRE is also a part of the Welsh Baccalaureate curriculum which has been introduced as a pilot into a limited number of Welsh schools and colleges since September 2003. The Welsh Baccalaureate has a Core (compulsory) and Options, and has WRE as one of its core components requiring students to both work with an employer and take part in a Team Enterprise Activity, devoting at least 30 hours to each component.

LEARNING PATHWAYS 14-19

1.12Learning Pathways 14-19 is a key strategy to transform learning provision for young people in Wales. Due to be implemented significantly from April 2006 (academic year 06/07), the purpose of this agenda is to address the need for a more flexible and balanced approach to education for this age group by providing a wider range of experiences suiting their diverse needs. Core aims of Learning Pathways 14-19 include the reduction of the number of young people leaving full-time education with no qualifications and improving of the proportion of 16 year olds progressing to further full-time or work-based learning.

1.13Learning Pathways (LP):

Are individually tailored to meet the needs of each learner; offer a wider choice of options, programme flexibility and ways of learning;
Have a Learning Core which runs from 14 through to 19 wherever young people are learning, giving a greater opportunities for community participation and work focused experience;
Offer Learning Coach support (i.e. entitlement to discuss learning and progress on a regular basis); and
Access to personal support and impartial careers advice and guidance.

1.14Work focused experience is an important part of the Learning Core. The minimum requirement as a part of a Learning Pathway for learners aged 14 to 16 is WRE, including a minimum of three weeks work experience, with at least one week during Key Stage 4.

1.15Work focused experience can contribute to formal, non-formal and informal aspects of an individual’s Learning Pathway, with the formal aspect supported by the development of structured curriculum plans in partnerships with employers through Sector Skills Councils (SSCs).

OPERATING MODELS

1.16As with any kind of organisational analysis it helps to map out the roles and position of the various stakeholders and ‘actors’ to gain insight into the dynamics of strategy, planning and delivery. Below we define the stakeholders and their roles, firstly as we perceive the current model – and then, secondly, posit an operating model that has Careers Wales at its core. In that sense it is a rational model.

It should be borne in mind that Careers Wales has inherited a position of some confusion. It has taken charge of the five EBL strands following disinvestment by previous organisations. The purpose of this exercise is not to make judgement about good or bad organisation but to show how the reality is often determined by history and happenstance rather than logic or design – but it is this reality that is the starting point for change.

THE ‘ACTUAL’ WRE OPERATING MODEL

1.17It is easy to think of Careers Wales as a unified organisation. In practice they are not. The part of Careers Wales that is responsible for the five strands of WRE is a subset of this larger organisation. Careers Wales’ primary role is that of a Careers Education Guidance (CEG) service and as such, they are deliverers. Historically, they have developed their own products, their own organisational systems (albeit locally driven due to CEG operating as separate units prior to being brought under the Careers Wales brand) and operate under a Welsh Assembly Government contract.

1.18However, the legacy of WRE beginnings (originally being TECs and ELWa maintained) and the fragmentation of the five strands, still lingers. In contrast to the delivery-based Careers Wales CEG service, the WRE Careers Wales service currently includes WRE training delivery, facilitation and contracting.

Careers Wales:

Develops and delivers training inputs to pupils;
Is contracted to deliver programmes on behalf of others, for example, delivering Dynamo for the Welsh Development Agency (WDA);
Facilitates arrangements to a greater or lesser extent, depending on the Careers Wales Company historical operations, location and WRE strand/stakeholder requirements; and
Contracts third party, WRE training providers to deliver WRE inputs.

1.19In addition to this wide range of operational functions, Careers Wales is also developing new ways of working within the 14-19 /Learning Pathways Agenda.

1.20Further complicating this picture, is the fact that Careers Wales’ partners and stakeholder organisations also have at the very least, primary and secondary aims and often dual (or more) roles and therefore competing priorities which potentially cloud what should be a simple and effective model. For example, a sector-based provider could be engaged to a lesser or greater extent in one or more of the following activities: