Memorandum submitted by Stephenson College,
Coalville
Stephenson College is a general further education
College in North West Leicestershire. In addition to its FE work
the College offers HE programmes, Work Based Learning and provision
for employers. There are over 13,000 learners following full and
part-time courses in all bar one of the LSC areas of learning.
The Colleges curriculum portfolio enables learners to enter at
a level appropriate to their individual needs and aspirations
with opportunities from pre-entry to level four.
Strong links exist with local schools and the
College is a lead partner in the 14-16 Increased Flexibility Initiative.
This provision is in addition to existing 14-16 provision with
school pupils participating in a wide variety of programmes. A
successful post 16 partnership also exists with local schools.
Stephenson College made a response to the document
entitled "21st Century Skills, Realising Our Potential",
a copy of which is available.
In addition the College would also make the
following observations relating specifically to 14-19 education.
1. The Governments proposals for the provision
of young people between the ages of 14 and 19 should not be confined
to Key Stage 4 and above. Increasingly work is being undertaken
to broaden peoples horizons and aspirations in Key Stage 3. Should
the proposals be from 13-19?
2. Success for All outlines the Governments
reform programme for delivery of teaching and learning in local
areas. Any proposals would need to ensure:
— Improved advice, guidance and choice
in schools.
— High quality options across institutions
to respond to improved advice, guidance and choice.
— Provision that reflects skill gaps
and employer demand.
— Improved collaboration between providers,
with funding mechanisms and allocations which recognise this.
3. For some learners traditional qualifications
will still be their preferred and most appropriate route. For
other learners vocational qualifications will be their most appropriate
and preferred option. However, it may be appropriate for the majority
of learners to enjoy and experience a curriculum that combines
vocational and traditional provision broadening and strengthening
the options available post 16.
4. Employers have a key role to play either
through contributions to curriculum development or providing opportunities
for work based learning. Any Government proposals would need to
treat employer involvement as a priority.
5. Strategic Area Reviews and Area Wide
Inspections will initiate change and development in many localities
and inspection teams will not only need to understand external
education and training influences but internal factors and curriculum
relating to schools, Colleges and training providers.
6. Any proposals relating to the provision
of education for young people in the context of the national skills
strategy, need to apply to all young people including those with
statemented or non-statemented educational and social needs.
7. Significant investment in training and
development for staff would arise from the need to meet the needs
of learners cross phase and initiate stimulating and effective
teaching, learning and support strategies.
8. Parental involvement does make a difference
to pupils/students engagement and their achievement. Educational
failure is increased by lack of parental interest. Parental involvement
also benefits schools and Colleges. Most parents believe that
the responsibility for their childs education is a shared responsibility
between them and the school/College. It is therefore essential
that parents are included, through schools and Colleges as well
as national, regional and local campaigns, in the awareness raising
of any subsequent reforms.
To conclude, should you wish to discuss any
of the points raised in this response, please do not hesitate
to contact me.
1 December 2003
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