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Publication - Report

Developing the Young Workforce Scotland's Youth Employment Strategy 2nd Annual Report 2015/2016

Published: 14 Dec 2016
Part of:
Education
ISBN:
9781786526823

Second Developing the Young Workforce annual report covering the academic year 2015 to 2016.

54 page PDF

2.6MB

54 page PDF

2.6MB

Contents
Developing the Young Workforce Scotland's Youth Employment Strategy 2nd Annual Report 2015/2016
Chapter 1: Schools

54 page PDF

2.6MB

Chapter 1: Schools

Progress in Schools

Work Relevant Learning from 3 - 18

Overview

The Deputy First Minister and Cabinet Secretary for Education & Skills has made it clear that DYW is one of the three key pillars of education policy in Scotland, alongside Getting it Right for Every Child and Curriculum for Excellence.

As we move into the third year of DYW implementation, the importance of strengthening partnerships and links between our education system and the world of work remain key in the drive towards closing the attainment gap and ensuring that all our young people can fulfil their potential.

These principles have been reflected in the Education Delivery Plan - Delivering Equity and Excellence in Scottish Education, published in June 2016, which reinforces the Scottish Government's commitment to DYW. A further key commitment within the Education Delivery Plan is to review the 15-24 learner journey. This is to ensure that education provision for young people is as effective and efficient as possible and provides more stepping stones for those needing most support.

Good progress has been made in early years settings, primary and secondary schools over 2015/16 in developing a shared understanding and ambition for DYW in schools, starting from the early years. There is a growing awareness that a greater focus on skills is critical to enabling children and young people make direct links with the world of work and what it has to offer. The standards and guidance [1] published in September 2015 are supporting practitioners across 3 to 18 provision to develop their thinking and practice. We are already seeing some notable examples of a commitment to the 3-18 approach.

A key aim of DYW in early years and schools is to ensure that all children and young people develop an understanding of how their own skills, aspirations and capabilities link to the world of work. Equally important is that they have access to work relevant learning, a wider range of pathways and more opportunities to access vocational qualifications in the senior phase. Secondary schools and their partners are thinking more about pathway choices rather than individual qualifications; however, despite an increase in the range of pathways emerging in the senior phase, the offers are not yet universal.

We want all young people to have access to these opportunities and as such we must maintain momentum until there is an overarching shift in the curriculum offer in schools. Indications of a shift are starting to be reflected in the rise in attainment of vocational qualifications and the increasing numbers of senior phase pupils enrolled in colleges. The development and expansion of Foundation Apprenticeships will play a key role in helping us to meet these ambitions.

Improving partnerships is key to increasing the breadth of opportunity and choice for children and young people. DYW is strengthening existing partnerships and generating opportunities for new partnerships, with provision being co-ordinated by groups and strategies at a local authority or regional level. A number of local authorities are now aligning their secondary school timetables with other authorities and colleges, which increases the options available to young people. In addition almost all secondary schools have a senior member of staff with responsibility for DYW.

Supporting improvements across early years settings, primary and secondary schools in Science Technology Engineering and Maths ( STEM) education and training in line with DYW has also been a focus of activity during 2015/16. The principles of DYW are embedded in the Scottish Government's draft STEM Education and Training Strategy for Scotland. STEM work based pathways and opportunities for children and young people (3-18) form an important part of the consultation on a STEM Strategy for Education and Training. which will inform a final version of the Strategy for delivery. This consultation closes on 31 January 2017.

Key deliverables:

The percentage of school leavers attaining vocational qualifications at SCQF 5 or above rose from 7.3% in 2013/14 to 9.0% in 2014/15, with increases in 28 of the 32 local authorities. During this period the percentage of school leavers attaining vocational qualifications increased at all SCQF levels from 2 to 6. Attainment at SCQF level 7 remained the same at 0.1%.

Attainment of Scottish Qualifications Authority ( SQA) Awards, Skills for Work Courses, Personal Development Courses, National Certificates and National Progression Awards in total was up by 17.0% (to over 51,000) in August 2016 compared to August 2015.

Foundation Apprenticeships were launched in AY 2014/15, with 2 pathfinders in Engineering in 2 local authorities and involving 2 colleges, expanding in AY 2015/16 to 5 frameworks across 20 local authorities and involving 15 colleges. As of AY 2016/17, there are more than 480 young people participating in Foundation Apprenticeships. Delivery covers 8 frameworks across 25 local authorities and involves 18 colleges. Two new frameworks will be available for delivery in AY 2017/18.

Skills Development Scotland ( SDS) tested the new expectations set out in the Careers Education Standard (3-18) in 10% of secondary schools, ahead of full roll out in 2016/17. SDS also launched an early digital offer called 'I can' designed for children in P5 to P7.

Scottish Funding Council ( SFC) data shows that 2,393 senior phase pupils were enrolled in college courses in 2014/15 compared to 2,101 in 2013/14 - an increase of 14%

The final evaluation of the SFC Early Adopter Programme was published in July 2016, emphasising the importance of strategic regional partnership working, the role of regional co-ordinators and effective employer engagement.

SQA Journeys has been designed to support DYW and SQA has produced a range of success stories and resources to highlight where their qualifications fit within the DYW programme. The SQA Journeys video gives an overview of how SQA can support Scotland's young workforce by working together with training providers, colleges and schools to ensure young people have the skills and qualifications employers are looking for. Their National 4 case study highlights some of the pathways available to young people who have studied National Qualifications, including employment.

Local authorities have been supported to play their part in implementation, receiving £12.3m over 2014/15 and 2015/16 from the DYW implementation budget.

During 2015/16 Education Scotland and SDS worked collaboratively with a range of partners and local authority DYW leads to promote the Career Education Standard (3-18), the Work Placements Standard and the Guidance for School/Employer Partnerships, and to support early implementation work in schools.

Guidance and support for early years, primary and secondary practitioners include professional learning resources, self-evaluation tools and sample lesson inserts for specific curriculum areas.

Exemplars of emerging practice are provided on the new National Improvement Hub and promoted via twitter, the monthly Education Scotland e-bulletin and the Education Scotland Learning Blog. DYW was a main focus of activity at the Scottish Learning Festival in September 2016.

The SFC Gender action plan outlines a range of actions to address gender imbalance in subjects within Colleges and Universities. SFC will now work with national partners to implement these actions and also include schools interests to support and share approaches to this issue.

Five school clusters from four authorities have been involved in a programme to develop whole learning community approaches to STEM with clear links being made to careers and work. The clusters all included primary and secondary schools and one included a strong focus on early learning centres.

Since August 2015 project officers have been working with primary and secondary schools in six school clusters to develop approaches to promoting gender balance in STEM. The learning from the Improving Gender Balance project was showcased at the Scottish Learning Festival in September 2016. The project will have an increased focus on early learning and childcare in 2016/17.

Education Scotland's general inspection and review activity focussed on increased dialogue with early years centres, primary and secondary schools about DYW. Specific reviews covered topics such as: curriculum planning in colleges; youth awards in Scotland; the senior phase in one local authority; and the quality of provision for engineering in colleges.

Progress So Far

Delivery Year 2 - Academic Year 2015 - 2016
Milestone Over-View Progress Detailed Update
DYW programme reflected in college Outcome Agreements and curriculum planning; Completed College Outcome Agreements contain DYW plans which outline how regions will prioritise STEM provision, enhance employer engagement and develop pathways from school through college and into employment as part of their wider contribution to DYW.
Guidance on school/employer partnerships developed with input from employers, local authorities, DYW National Group and other partners; Completed The Guidance on School/Employer Partnerships sets out the benefits and value of partnerships which can enrich learning across the curriculum and help young people's readiness for employment. Following the publication of this guidance for DYW Regional Groups and local authorities, employers, and schools, we have been supporting the development of the Regional Groups' consideration of the criteria of an effective school/employer partnership
A new standard for work placements; Completed The Work Placements Standard, aims to support young people in their career choices by providing a relevant, challenging and enjoyable experience within the workplace

Considerable scaling up of Foundation Apprenticeship pathfinders;

Completed

Foundation Apprenticeships were launched in AY 2014/15, with 2 pathfinders in Engineering in 2 local authorities and involving 2 colleges, expanding in AY 2015/16 to 5 frameworks across 20 local authorities and involving 15 colleges. As of AY 2016/17, there has been further expansion with more than 480 young people now participating in Foundation Apprenticeships. Delivery covers 8 frameworks across 25 local authorities and involves 18 colleges. Expansion of frameworks across years is as follows:

Business Skills - available from 2016
Civil Engineering - from 2015
Engineering - from 2014
Financial Services - 2015
IT Hardware Systems Support - from 2016
IT Software Development - from 2016
Social Services and Healthcare - from 2015
Social Services: Children and Young People - from 2015

Two new frameworks, Creative and Digital Media and Laboratory Skills, will be available for delivery in AY 2017/18.

A review of the early Foundation Apprenticeship pathfinders delivered during 2014-16 was completed in 2016 to capture insight and learning is being shared with stakeholders and delivery partners to inform future development and delivery. The learning has highlighted the benefits of Foundation Apprenticeships to the work-based learning agenda and also included suggestions from delivery partners and participants on ways in which delivery could be further improved.

All Foundation Apprenticeships have an allocated SCQF credit rating and 7 out of 8 have been uploaded onto the SCQF database. The remaining Foundation Apprenticeship in Business Skills will be uploaded in December.

Insight tariff values have been agreed for all Foundation Apprenticeships and will be reflected in the Insight system from 2016/17. An increasing number of universities have agreed to accept Foundation Apprenticeships as part of their entry requirements - both general and faculty admissions. Further work is being progressed with Universities and Colleges Admissions Services ( UCAS) to ensure there is a proper recognition for Foundation Apprenticeships.

Engagement with children,young people, teachers and practitioners, parents and employers to actively promote the range of options available; Completed Schools and their partners are using the guidance and standards documents to support children and young people in thinking about their skills development, links to the world of work and possible career pathways. They are using the documents to reflect on the curriculum and how practitioners can make relevant and meaningful links between subject areas and the economy.
A new standard for careers education (3-18) for all children and young people is in place; Completed The Career Education Standard (3-18), aims to improve learning about the world of work for children and young people. The standard sets out entitlements for children and young people and the expectations of those most closely involved in supporting their learning and the choices they make about possible pathways.
An interim evaluation of the early adopter programme published by SFC in November 2015 with a final report to be published early in 2016; Completed The SFC Early Adopter Programme - Final Evaluation Report was published in July 2016 and emphasises the importance of strategic regional partnership working, the role of regional co-ordinators and effective employer engagement.
A partnership baselining exercise undertaken to establish the nature and effectiveness of local authority-school-college partnership in relation to Senior Phase Vocational Pathways, with a national level analysis disseminated to partners in November 2015. Completed A partnership baselining exercise was carried out July - September 2015. This provided an insight into how partnerships between local authorities, schools and colleges were being further developed in relation to Senior Phase Vocational Pathways. An analysis of the responses was produced and disseminated to partners in November 2015.
An increase in uptake and attainment of vocational qualifications available to those in the senior phase; Completed

The attainment and leaver destinations statistics 2014-15 published in June 2016 show that the percentage of school leavers attaining vocational qualifications at SCQF 5 or above rose from 7.3% in 2013/14 to 9.0% in 2014/15, with increases in 28 of the 32 local authorities. During this period the percentage of school leavers attaining vocational qualifications increased at all SCQF levels from 2 to 6. Attainment at SCQF level 7 remained the same at 0.1%.

SFC data shows that 2,393 senior phase pupils were enrolled in college courses in 2014-15 compared to 2,101 in 2013-14 (an increase of 14%).

Attainment of SQA Awards, Skills for Work Courses, Personal Development Courses, National Certificates and National Progression Awards in total was up by 17.0% (to over 51,000) in August 2016 compared to August 2015.

An increase in the quality and number of strategic partnerships between local authorities, early years, schools and colleges, to widen the offer to young people in the senior phase; Ongoing

Expectations around the development of Senior Phase Vocational Pathways have been set out clearly, as a priority, within the SFC Outcome Agreement Guidance for colleges.

Discussions on growing senior phase vocational pathways were held with Directors of Education and College Principals in all college regions in 2015-16.

During 2015-16 guidance and arrangements to align inspection and review activities with DYW was progressed. This includes the development of new quality arrangements for colleges requiring a greater focus on partnership working.

Secondary schools have designated DYW staff and are using them to foster partnerships, as well as curriculum planning and liaising with career advisors.

In September 2015 Education Scotland published, Secondary Fieldwork Visits - A Summary Report reflecting information gathered across 40 schools from November 2015 to March 2016 Almost all schools in the sample were developing important links with local employers and partner providers such as colleges, universities and youth groups; all schools in the sample had a range of work relevant learning opportunities in place; and almost all schools hope to introduce more vocational qualifications within curriculum areas going forward.

The third Learning Event - bringing together local and national delivery partners - was focussed on the development of the senior phase offer. This was followed up by a more in depth senior phase service design workshop with a representative group of partners and provides a clear focus for the next stage of work in 2016/17.

DYW reflected in local authority strategic plans and opportunities taken to influence community plans; Ongoing Discussions were held with directors of Education and College principals across Scotland in 2015-16 to look at how they were growing DYW provision, with a particular focus on senior phase vocational pathways. From these discussions it was clear that there is real support for DYW and many regions across Scotland have groups and strategies in place at a local authority or region level to co-ordinate local approaches. Each authority and college has a named DYW lead person, who has been involved in a range of DYW engagement activities and learning events.
Guidance and support developed by Education Scotland and SDS for teachers and practitioners to support young people in S3 to learn about finding, applying and getting a job; Completed The new offer for young people in S2/ S3 as set out in Career Education Standard 3-18 from SDS was tested in a sample of schools over 2015/16 in preparation for the full roll out starting in 2016/17. Learning from this early demonstrator activity was built into guidance and support.
Relaunch My World of Work website with a greater learner focus linked to career pathways. Completed The revised 'My World of Work' portal was launched in March 2016.
Guidance and support developed by Education Scotland and SDS for teachers and practitioners on the world of work aimed at ages 3-18; Completed The first of a suite of Learning resources to support the expectations of teachers and practitioners set out in the Career Education Standard 3 - 18 was published. Lesson plans for careers/guidance staff and lesson inserts for all subject teachers are being co-produced with practitioners. Education Scotland e-bulletin established to share information and links to emerging practice.
Lessons from SFC early adopter activity regions disseminated widely; Completed The SFC Early Adopter Programme - Final Evaluation Report was published in July 2016, emphasising the importance of strategic regional partnership working, the role of regional co-ordinators and effective employer engagement.
A quality assurance review for the careers service as part of a continuous improvement regime is in place; Completed Education Scotland has a programme in place for review and follow-up visits of careers services delivered by SDS to adults and young people.
The continued establishment of DYW Regional Groups working in partnership with local authority education teams across Scotland. Ongoing Good progress is being made in establishing partnership working across the education authorities and DYW Regional Groups.
Appropriate further measures of success for early years, primary and secondary schools in relation to the DYW programme developed. Ongoing Improvement in employability skills and sustained, positive school leaver destinations for all young people is one of the four current priorities for the National Improvement Framework. Employability and partnerships are also highlighted in HGIOS 4 with quality indicators looking at the development and promotion of partnerships and increasing employability skills. This will be reflected in ES inspections going forward.

Key themes and milestones for schools

Achieving our ambitions for the young workforce requires a focus on the following themes by local authorities, schools and their delivery partners:

  • Expanding the offer - increasing the routes from school into employment, or further and higher education which is closely linked to employment.
  • Promoting and shaping the offer - engaging with young people, parents, teachers and practitioners, partners and employers.
  • Supporting teachers and practitioners to develop children's and young people's learning about the world of work.
  • Providing earlier relevant labour market focussed careers advice when young people need it, leading to better outcomes.
  • Embedding meaningful employer involvement.
  • Consolidating partnership working with colleges and other training providers.

The milestones set out below detail what this will involve over the lifetime of the programme.

During 2016-17, we will see:

  • An increase in the uptake of vocational qualifications available to those in the senior phase;
  • The review of the early Foundation Apprenticeship pathfinders was completed in November 2016 and the insight and learning captured is being used to inform future development and delivery;
  • More local authorities engaged in Foundation Apprenticeship pathfinders;
  • Delivery of Foundation Apprenticeships across 8 frameworks, across 25 local authorities and in 18 colleges;
  • Employability and enterprise professional standards in development;
  • Education Scotland further develops its capacity to evaluate in relation to employability and employment;
  • A new focus on work placements and the quality of careers guidance as part of secondary school inspection programme.
  • New work experience model for young disabled people introduced and improved approach to careers services for young disabled people implemented.

During 2017-18, we will see:

  • An increase in the uptake of vocational qualifications available to those in the senior phase;
  • Further expansion of Foundation Apprenticeships across Scotland with new Foundation Apprenticeships in Laboratory Skills and Creative Digital Media available to study, increasing the number of frameworks to ten
  • A significant expansion in the number of pupils participating in Foundation Apprenticeships and covering every Scottish local authority area.
  • Delivery of mentoring support for young people in care as part of the Investors in Young People accolade;
  • Two new frameworks available for delivery in AY 2017/18;
  • From inception the Insight online benchmarking tool reflects a wide range of awards, including a range of vocational qualifications, undertaken in schools or through school college partnerships where these awards meet the criteria for inclusion.
  • School/employer partnerships operating in most secondary schools

During 2018 - 2019, we will see:

  • An increase in the uptake of vocational qualifications available to those in the senior phase;
  • Pathfinder activity on Foundation Apprenticeships and equalities being rolled out across the country;
  • All secondary schools will have active partnerships with regional colleges;
  • Further expansion of Foundation Apprenticeship delivery across Scotland;
  • Meaningful and productive school/employer partnerships operating in all secondary schools.

During 2019 - 2020, we will see:

  • An increase in the uptake of vocational qualifications available to those in the senior phase.
  • During 2020-2021, we will see:
  • An increase in the uptake of vocational qualifications available to those in the senior phase;

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Expanded provision fully embedded within Curriculum for Excellence, tested by Education Scotland, and valued by young people, their parents and teachers and practitioners as evidenced by uptake and outcomes.

Education Working for All! Recommendations

This activity delivers recommendations 1, 2, 3, 16, 26, 27, 28, 33, 37.


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