Entry to Employment (E2E)
MEMORANDUM SUBMITTED BY THE LEARNING AND SKILLS COUNCIL
ABOUT THE LEARNING AND SKILLS COUNCIL
The Learning and Skills Council (LSC)
is responsible for all publicly-funded post -16 education and
training in England, other than higher education.
For the year 2003-04, the LSC has a
budget of over £8 billion, to support:
- further education
- school sixth forms
- work-based learning for young people
- workforce development
- adult and community learning
- information, advice and guidance
for adults
- education business links.
The LSC is a national organisation,
with 47 local LSCs based throughout England. The local LSCs plan
and fund provision to meet local needs. In January 2004, the LSC
announced a new regional management structure in order to develop
relationships with key partners at regional level.
The LSC is committed to removing barriers
faced by anyone wanting to undertake education or training.
The mission of the Learning and Skills
Council is:
To raise participation and attainment through high-quality
education and training which puts learners first
The vision of the Learning and Skills
Council is:
By 2010, young people and adults in England will
have knowledge and productive skills matching the best in the
world
EVIDENCE
1 The Learning and Skills Council
(LSC) is pleased to submit this memorandum to the Committee regarding
the first part of its inquiry National Skills Strategy:14-19
Education.
2 The note is in two parts. The
first part (paragraphs 3 to 22) describes how Success for All
provides comprehensive linkages between the Skills Strategy and
14-19 reform (and the Higher Education strategy), and the second
part (paragraphs 23 to 35) provides a summary of key relevant
initiatives where the LSC is taking the lead.
SUCCESS FOR ALL
3 The strategy document Success
for All was published by the DfES in November 2002. The strategy,
which is jointly owned by the DfES and the LSC, seeks to offer:
- 14-19 learners greater choice and
higher standards with clear academic and vocational progression
routes to higher education and employment
- adult learners increased access
to excellent provision for basic skills, training for work and
learning for personal development
- employers much more productive engagement
with a transformed network of further education colleges and other
providers committed to meeting regional and sub-regional skill
needs.
4 Success for All covers
all providers of education and training funded by the LSC. Its
implementation will, however, take account of the different statutory
and contractual positions of providers.
SUCCESS FOR ALL AND THE SKILLS STRATEGY
5 At the heart of the Success
for All strategy is the need to make providers of education
and training more responsive to employer and skill needs. The
strategy includes: targets for every college for employer engagement;
a new planning framework for skills involving Regional Development
Agencies and Sector Skills Councils; expansion of the Centres
of Vocational Excellence network to 400; more funding of units
of qualifications; updating vocational training facilities; and
greater use of e-learning to meet the needs of small and medium-sized
enterprises.
6 As part of the strategy, each
local LSC is leading Strategic Area Reviews (StARs) of provision
in their area, supported by local education authorities and other
key local stakeholders, including employers. The overall objectives
of StARs are to ensure that there is:
- the right mix of provision of the
right quality to meet learner, employer and community needs and
drive up standards and success rates
- in each part of the country a network
of providers which are clear about their unique contribution and
is working collaboratively to achieve educational and economic
success.
7 Although StARs are being undertaken
within a national framework, there is no national "blueprint"
for the organisation of provision at a local level. What is being
sought is that provision in a local area should be coherent, with
each provider making a distinct contribution. Individual providers
are being asked to establish an educational and training mission,
or review their current mission, to focus on their strengths.
8 Each college will agree with the
local LSC a three-year development plan which will include, amongst
other things, employer engagement targets. The employer engagement
targets may represent new activity or extension of existing activity,
and will cover such things as the development of improved services
to employers, enhancement of the employability or work-readiness
of learners.
SUCCESS FOR ALL AND 14-19 REFORM
9 The Success for All strategy
supports 14-19 reform in a number of ways.
10 Strategic Area Reviews should
result in increased curriculum choice, particularly in vocational
courses, and greater collaboration between providers. These developments
will enable the development of individual learning plans, tailored
to a young person's abilities and aspirations.
11 The teaching and learning strategy
aims to drive up standards of teaching and learning. The strategy
will provide advice, information and training for all staff involved
in the learning of young people on such things as: effective teaching
methods; assessment; programme content; and e-learning, and will
provide supporting materials.
12 Additional capital funding has
been provided for colleges, with five priorities:
- to update and improve vocational
training facilities
- to transform facilities for ICT-supported
learning
- to ensure facilities comply with
the Disability Discrimination Act
- to support structural change, expand
successful provision for 16-19 year olds, develop new facilities
for 14-16 year olds outside school
- to carry through the implications
of StARs.
13 The LSC welcomed the progress
report from Mike Tomlinson's Working Group on 14-19 Reform, and
is closely involved in taking that work forward. The structural
changes which the Government has put in place - such as the establishment
of the LSC, the Connexions Service and the development of Sector
Skills Councils - have given a much clearer context for the activity
and achievements of young people. The wider remit of Ofsted and
the linkages which are being established between Area Wide Inspections
and Strategic Area Reviews are helping to identify both the needs
of a locality and appropriate ways of meeting those needs. It
is important to recognise that in a number of local areas these
curriculum reforms will take place at the same time as institutional
reorganisation. In this context, it is helpful to see that the
proposals in the progress report are consistent with the five
key principles which Ministers have adopted to underpin the organisation
of 16-19 provision.
14 The Tomlinson proposals are radical,
and whilst it is relatively easy to agree with the broad principles
for reform, there will be huge challenges in making those principles
a reality. It is essential that they are implementable.
15 It is clear that there is a wide
acceptance that there is a distinct phase of learning for young
people which prepares them for higher education and employment.
For many young people - but by no means all - that phase will
start at 14 and end at 19: the reference to 14-19 reform is, therefore,
a label, rather than a prescription. Equally, the phase must always
be consistent with what precedes it, and what follows, and should
encourage progression into the phase from Key Stage 3; progression
through the phase; and have clear lines of progression into higher
education or employment.
16 Tomlinson presents a powerful
argument for a radical, and necessary, reform of the 14-19 curriculum,
and demands and proposes a fresh approach to teaching and learning,
and assessment. It will be important to retain a commitment to
radical reform, and to develop an ever more compelling argument
to present to those resistant to, or cautious about, change. It
is essential that, in particular, higher education and employers
accept the force of the argument for reform. Fundamental to that
reform is that the learner is at the heart of the system. All
providers will need to be flexible in order to meet learner needs
effectively and the system itself will need to offer genuine opportunities
for flexibility and collaboration. This will be of particular
importance in developing the pathways from Key Stage 3 and enhanced
opportunities for work-related and work-based learning.
17 Finally, those radical reforms
can be implemented successfully only by a highly skilled, professional
and committed staff - teaching and support - in schools, colleges
and learning providers. We would urge that Government should not
impose on the goodwill of those staff, but should adequately resource
the transition and should recognise the importance of the professional
judgement of staff. Teaching and support staff will need to undertake
substantial professional development at the same time as implementing
radical reform: there are clear dangers of overstretching the
capacity of staff to deliver. One of the key features of successful
initiatives in the past has been that the reforms motivate the
staff who are being asked to deliver them: the Tomlinson proposals
appear to have that potential.
SUCCESS FOR ALL AND THE HIGHER EDUCATION STRATEGY
18 The Higher Education strategy
confirms the commitments in Success for All to develop
foundation degrees, create better links between further and higher
education and create better pathways for progression.
19 The LSC is seeking to:
- ensure the development and promulgation
of clear vocational and work based progression pathways from school
and college to higher education
- ensure employer engagement with
Centres of Vocational Excellence and Foundation Degree developments
- plan for and develop more locally-delivered
(and more part-time) higher education
- ensure that Strategic Area Reviews
play a part in planning opportunities for progression into higher
education
- ensure that local LSCs are fully
involved with regional skills agendas and with the Aimhigher initiative
- consider to what extent "HE
in FE" is distinctive and what role the LSC needs to play
in the development of this distinctiveness
- consider how "non-prescribed"
HE should fit into the framework of other higher education provision
delivered in further education colleges.
20 In particular, the Council expects
to promote the opportunities available for progression into higher
education through vocationally-related and work-based routes,
through:
- a vocational qualification at Level
2 or a Foundation Modern Apprenticeship in the same/related curriculum
area leading to an Advanced Modern Apprenticeship, and through
to HE or
- an NVQ at Level 3 leading to a Foundation
Degree/HND or
- a Level 3 qualification leading
directly to an honours degree.
INCREASED FLEXIBILITY PROGRAMME
21 The LSC is managing this programme
jointly with the DfES. The programme began in September 2002,
initially for a two-year period. Its aim was to launch the eight
new GCSEs in vocational subjects and create vocational and work-related
learning. Delivery of the programme is between partnerships between
colleges, schools and other partners (such as Universities, Education
Business Partnerships, Work-based learning providers, Local Education
Authorities, Connexions, Learning Partnerships).
22 In the first year of the programme
there were 270 partnerships, most led by colleges, with around
1,800 secondary schools (over half of all schools in England)
and over 42,000 year 10 pupils involved. Around 60% of the young
people were undertaking at least one of the new GCSEs. From September
2003, the number of partnerships has risen from 270 to 282 and
participating schools have risen to over 2,000. Participating
pupil numbers are expected to be around 80,000.
23 Evaluation of the first year
of the programme from LLSCs, Ofsted, LSDA and DfES all indicate
that the programme is attractive to learners and providers and
adds value to the learning experience for pupils in this age range.
A costing study undertaken on behalf of DfES and LSC provides
robust evidence on the costs of collaborative delivery under the
programme. It largely confirms what had been previously known
anecdotally: that collaborative provision costs more.
MODERN APPRENTICESHIPS
24 In September 2001, a report from
a committee chaired by Sir John Cassels made recommendations for
a national MA framework that defined basic standards for content
and duration. The report also established two targets for the
start of the academic year 2004: an entitlement to a MA place
for 16 and 17 year olds with five or more GCSEs and a target that
175,000 young people would start a MA before the age of 22.
25 Apprenticeships normally last
between one and three years, and are at two levels: Foundation
(NVQ2) and Advanced (NVQ3). Both levels lead to a NVQ in specific
occupational areas, Key Skills qualifications and technical certificates
providing underpinning knowledge of the NVQ. Modern apprenticeships
are available in 150 or so occupational areas.
26 A high-level National Task Force,
chaired by Sir Roy Gardner, has been established by the Chancellor
to ensure that the MA programme continues to grow in breadth,
quality and numbers. The Task Force has as its two main aims increasing
employer engagement and ensuring that MAs are fit for purpose.
27 Whilst the main focus of activity
has been to promote and develop MAs, work is also underway to
ensure the place of MAs within a coherent national framework of
education and training. As part of that work, the Universities
and Colleges Admissions Service (UCAS) and the University Vocational
Awards Council are working together on proposals to assign UCAS
tariff points to Advanced MAs.
28 Entry to Employment (E2E),
is a new scheme aimed at youngsters aged 16-18 who are not involved
in employment, education or training. From August 2003, E2E has
replaced Life Skills, Preparatory Training and Other Training
at Level 1 on the work-based learning route. It helps young people
prepare for Modern Apprenticeships and other types of learning.
29 The planning assumption for is 50,000 young
people starting E2E with a budget of £168m with early indication
that the demand for E2E is high. The LSC has given a guarantee
that no young person eligible for and able to benefit from E2E
will be denied access to provision.
30 Through the LSDA, there is a
comprehensive support and development programme for E2E. The LSC
is working closely with ALI, Connexions, the Standards Unit and
QCA across a range of areas directly pertinent to E2E, including
initial assessment and referral, inspection, teaching and learning
materials for E2E and the review of entry level qualifications.
31 Early evidence suggests that
E2E is succeeding in engaging those young people previously disaffected
or disengaged from formal education and training.
EMPLOYER TRAINING PILOTS
32 Employer Training Pilots, which
began in September 2002, provide free or
subsidised training to a first level
2 qualification and in basic skills. The pilots feature compensation
at different levels for employers that give time off work to employees
to train. The pilots help employers identify basic and vocational
skills gaps that affect productivity, and enable them to make
decisions about training to improve business performance.
33 The pilots began in six local
LSC areas, with a further six being added in November 2002 and
six more to begin in 2004. By December 2003, over 5,600 employers
and 22,000 employees had taken part in the pilots.
34 Independent evaluation of the
pilots shows that the pilots were reaching the employees with
poor skills they were designed to target, and that over a fifth
of the employers involved were those regarded as "hard-to-reach"
- firms that did not traditionally get involved in training. Seventy
percent of the employers were small businesses with fewer than
50 employees. Employees involved were typically female aged over
35 who worked full-time in low-skilled jobs in small firms. Three-quarters
of the employees involved had left school at or before the age
of 16, most had no qualifications and only a third had had a positive
experience of education. Whilst few employees had completed their
learning, employers and learners expressed high levels of satisfaction,
and drop-out rates were reported by employers as very low.
Centres of Vocational Excellence
(CoVEs)
35 The Centres of Vocational Excellence
(CoVEs) initiative has as its aims:
- to establish 400 CoVEs in the Further
Education and training sector by 2006
- to increase and strengthen active
employer/college engagement
- to secure enhanced vocational learning
opportunities for all learners in Further Education, work based
learning providers and 14-19 year olds in schools
- to encourage collaboration amongst
providers and promote the concept of excellence in economically
important vocational specialisms.
36 249 CoVEs established to date,
of which 213 are in colleges and the remainder in WBL providers
and training arms of major companies, e.g. BAE, British Gas. Early
evaluation is very positive. 81% of CoVEs showed growth in the
number of learners and two-thirds forecast increases in achievement
levels. CoVEs have increased collaboration with employers and
most employers surveyed reported high levels of satisfaction with
the service they received
37 CoVEs primarily focus on level
3 skills and on upskilling the existing workforce. However, CoVEs
also focus on meeting skills needs through training new entrants
to the workforce. Most CoVEs deliver MAs and many are involved
(or are planning to be involved) in delivering vocational GCSEs.
All CoVEs also work closely with schools to help inform pupils'
vocational options and to secure seamless progression routes.
NATIONAL CONTRACTS SERVICE
38 The National Contracts Service
was set up by the LSC to provide a highly effective, professional
contracting arm for the LSC's dealings with large, multi-site
employers and providers who carry out training for them. The Service
simplifies the relationship between the LSC and major employers,
who do not have to enter into separate contracts with individual
local LSCs.
39 The Service seeks to bring prominent,
large national employers into work-based training to improve workforce
skills, often through training schemes tailored to their specific
needs. The Service targets companies with over 1,000 employees,
the potential to have at least 100 learners and which operate
in at least five local LSC areas.
40 There are two main programmes:
work-based learning for young people aged 16-24, including Modern
Apprenticeships (about 45,000 learners currently); and the Over-24
Initiative, including NVQ level 2 and 3 and basic skills (about
24,000 learners). The Service currently has contracts worth £200
million with around 200 employers and training providers working
on their behalf. Among the employers already involved are BMW
and Nissan, Orange, BP, British Gas, BAE Systems, the RAF and
the Royal Navy.
January 2004
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