Memorandum submitted by Rathbone
1. INTRODUCTION
TO RATHBONE
1.1 Rathbone is a national training and
educational charity with 70 sites. It supported over 12,000 learners
in 2005-06 year and is dedicated to working with young people
who are excluded or who are at risk of exclusion from mainstream
education.
1.2 The organisation has prioritised growth
in the numbers of young people aged 14-16 by offering alternative
provision and delivery to that of established institutions. This
combined with the organisation's ability to provide a holistic
approach to a young person's transition in learning has placed
Rathbone in a strong position to make a significant contribution
to the delivery of the specialised Diplomas.
2. EXECUTIVE
SUMMARY
2.1 Evidence collated nationally by Rathbone
suggests that progress in the development of 14-19 specialised
Diplomas varies significantly by area in direct correlation to
the strength of the local area partnership and the resources allocated
for co-ordination.
2.2 Our evidence suggests that the college
sector dominates the development of specialised Diplomas which
means that the involvement of Rathbone and other work based learning
providers can be marginalised. We found this to be the case in
the majority of partnerships.
3. RECOMMENDATIONS
3.1 It is important that support is given
to organisations like Rathbone to ensure that all young people
with the potential to benefit from specialised Diplomas have the
opportunity to do so.
3.2 Our evidence and experience leads us
to the conclusion that there should be an identified impartial
regional lead to oversee development of the Diplomas and to ensure
the involvement of all appropriate sectors, with parity amongst
partners.
3.3 Guidance should be provided at a national
level to ensure that partnerships are addressing the needs of
those young people at risk of exclusion from mainstream education
through alternative types of provision which focus on a holistic
approach to the young person's learning.
4. SUMMARY OF
EVIDENCE
4.1 There is generally no evidence to suggest
employer involvement at a local level in the development of the
specialised Diplomas. The exception to this is Yorkshire, where
employers have set the agenda to meet their needs. Guidance states
that the Sector Skills Councils (SSC's) should be the vehicle
by which employers contribute. However, evidence suggests that
SSC's have not participated at a regional level either. In the
North West requests were made by Rathbone to register an interest
in development work with the SSC's, but there was a lack of awareness
of the 14-19 Diploma initiative and so far no progress has been
made.
4.2 In general the local authority (LA)
has taken a lead or key role in co-ordination. In some areas such
as Coventry, the LA has allocated a manager dedicated to the development
process. In Wolverhampton a "learning partnership" consisting
of key education and training providers and LA representation
has taken the lead—this scenario is mirrored in Yorkshire.
4.3 Where there is strong co-ordination,
as in Coventry, Wolverhampton and Yorkshire, there appears to
be a systematic approach to activity. However, the Rathbone experience
in other areas could be described as "frantic and rushed"
with weak co-ordination.
4.4 There is a view in some local areas
that work based learning providers have been marginalised, in
some cases even excluded, whilst the college sector appears to
be dominant even in the strongest of partnerships. In the North
West some colleges have expressed the view that that they will
deliver all Diplomas and not work in consortiums.
4.5 In respect of accreditation of Diplomas,
indications are that there is little guidance and much development
is still being undertaken, with the exception of childcare where
the Diploma has been agreed.
4.6 With regards to training for delivery
of the new Diplomas, or any related activity, the national picture
indicates no discussion or implementation of training at this
stage.
4.7 Involvement by other stakeholders appears
disparate. The Local Learning and Skills Council (LLSC) is supporting
stakeholders in the Black Country, but elsewhere there is no obvious
participation. Head teachers are involved, either directly within
partnerships or through groups such as "Area School Federations".
January 2007
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