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Young people and opportunity: a vision for london


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This conference was hosted by the Centre for Post 14 Research and Innovation on the 08 November 2011. It focused on young people in London and the challenging, for some potentially hostile, environment in which they find themselves. It looked at what can be done and what is being done as London demonstrates, yet again, its resilience.
The conference provided a platform for a dialogue taken forward both by the Institute of Education and by London Councils, as policy makers and practitioners come together to develop a strategy, in London, to rescue young people from the crisis that many of them now face.

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Young people and opportunity: a vision for london

  1. 1. A LONDON REGION POST-14 NETWORK CONFERENCE Young People and Opportunity; A Vision for London WELCOME A Network for Lifelong Learning:an initiative of the Institute of Education
  2. 2. A LONDON REGION POST-14 NETWORK CONFERENCE Welcome and Chair’s remarks: The challenges facing young people in London Ann Hodgson Institute of Education A Network for Lifelong Learning:an initiative of the Institute of Education
  3. 3. The challenges facing youngpeople in LondonAnn HodgsonAssistant Director (London)
  4. 4. Education and training ‘push’ factors1. Raising of the Participation Age legislation2. An accessible and motivational curriculum and assessment system?– E Bac, changes to National Curriculum, GCSEs and A levels, more emphasis on external assessment, downplaying of vocational awards and changes to performance tables3. Collaboration between providers to offer a wide range of provision? – institutional diversity and competition4. High quality and impartial careers education and information, advice and guidance? – school-based and all-age careers service5. Funding for student programmes and for student participation? – removal of entitlement funding and EMA 4
  5. 5. Education and training ‘pull’ factors1. Access to higher education and good returns for learning? – rise in fees and possible reduction in places – highly competitive and likely to become more stratified2. Availability of apprenticeships? – strong strand of government policy but difficulties during current economic climate and poor availability in London3. Employment opportunities for young people? – high levels of youth unemployment and continuing recession 5
  6. 6. Education and training: some keyLondon statistics• 61% 16 year olds achieved 5+ A*-Cs including maths and English in 2011 (58.3% nationally) but big attainment gaps (e.g. SEN, FSM, looked-after)• 4.7% of 16-18 year olds were NEET in August 2011 (7,655 young people) – lower than national average but drop out at 17+ higher than national average• 6,300 young people were in employment without training in 2010• Approximately 75% of provision for 16-19 year olds was at L3 in 2010 – but L3 enrolments in colleges down (44-42%) and E/L1 up (26-30%)• School sixth forms and academies – 81% A/AS and 89% L3• Average points score per candidate at A Level is lowest in the country• Lowest apprenticeship delivery nationally• FE L2 and L3 success rates below national average (SFCs perform well)• Apprenticeship success rates below national average• Attainment by 19 at L2 and L3 above national average• University applications in London down by 70,000 (9%) 6
  7. 7. The wider context: some keystatistics• Of those 465 10-17 year olds (59% in London) brought before the courts for offences related to the riots: , – 42% FSMs, – 66% SEN, – 36% at least one fixed period exclusion, – 11% achieved 5 A*-Cs at GCSE incl. English and Maths• 39% (600,000) of children live in poverty – highest of all UK regions• 22.1% of children living in workless households in 2010 and rising (16.5% nationally)• Unemployment rate of 16-24 year olds is highest of all regions in UK – 23.6% (117,800 young people)• Employers less likely to recruit from school/college level in London• Strongest growth areas for London: Business services, Creative & cultural, Hotels & restaurants, Retail, Transport & communications, Low carbon 7
  8. 8. Key questions for theconference1. How do we ensure that all young Londoners still see staying on in education and training as important given the current balance of push and pull factors?2. What examples of good practice in terms of education provision and support for transition into the workplace are there out there?3. Do we have the right balance of provision for young people across London and who is overseeing this at the local and regional levels?4. What role can each of the key stakeholders in London play in boosting participation, attainment, progression and transition into higher education and the workplace? 8
  9. 9. A LONDON REGION POST-14 NETWORK CONFERENCE Key Note: London, a global city Gus John Institute of Education A Network for Lifelong Learning:an initiative of the Institute of Education
  10. 10. Young People and Global London 8 November 2011 Gus JohnHonorary Fellow & Associate Professor
  11. 11. London – Global CityEducation either functions as an instrumentwhich is used to facilitate integration of theyounger generation into the logic of the presentsystem and bring about conformity, or itbecomes the practice of freedom, the means bywhich men and women deal critically andcreatively with reality and discover how toparticipate in the transformation of their world Paulo Freire
  12. 12. London – Global City In fact, while most of the rioters were second generation immigrant youths, the underlying issues were far more complex, involving social and economic exclusion, racial discrimination, and most importantly the capacity of the French Republic to respond to these challenges while maintaining its distinctive model of and formal commitment to the social integration of individuals, no matter what their color or creed.Peter Sahlins, SSRC Director of Academic Programs, 2006
  13. 13. London – Global City“At a time in which ethnic borders aretoo often being reinforced rather thanrelaxed, London’s ability to be at easewith itself and its complex historycarries huge potential value”Naseem Khan - Mayor’s Commission on Africanand Asian Heritage(2004)
  14. 14. London – Global CityWe root our identity in our knowledgeof our past, in the spiritual traditionsof our ancestors, in the profile thattheir struggles, achievements andadvances earn for succeedinggenerations, and in the sense wehave of the quality of our owncontribution to the present
  15. 15. London – Global CityThe Ministry of Justice analysis of officialstatistics has since revealed that only 13%of the 1931 people charged or cautionedfor crimes connected with the unrest inAugust had any involvement with gangsand that poverty, not ‘gang culture’ wasthe main underlying cause behind the riots
  16. 16. London – Global City100 Black Men of London which providesleadership development and mentoringand support to young people and theirparents and facilitates dialogue betweenthem about parenting and the challengesfacing black young people in school, peergroup and community
  17. 17. London – Global CityNational Black Boys Can and theiroffshoots such as Options for Change(Streatham, South London) that works tosupport the emotional, social, cultural andacademic development of young peopleand to give parenting support andguidance to their parents as necessary
  18. 18. London – Global CityOrigin in Clapham North which runs a‘Rites of Passage’ programme for pre-pubescent boys and provides parentingsupport and guidance for the fathers ofthose boys, irrespective of whether or notthose fathers share a home with the boysand their mothers
  19. 19. London – Global CityEastside and Westside Young LeadersAcademies that provide leadershiptraining for young black boys with a focuson self management, academicachievement and the development ofadvanced social and life skills
  20. 20. London – Global CityFrom Boyhood to Manhood Foundation thattargets young people on the periphery of gangs,those vulnerable to pressure to join gangs, thosewishing to leave gangs and those who are goodat self management, are disciplined learners andhigh achievers with high ambitions, or who are inemployment, post-16 education or training whowish to act as peer mentors and give support totheir peers who face multiple challenges
  21. 21. London – Global CityThe Communities Empowerment Networkand its campaigning arm, Parents and StudentsEmpowerment, established some twelve yearsago to provide advocacy representation, supportand training for parents and young people inresponse to the high levels of school exclusionamong black school students. CEN deals withan annual average of 1,000 exclusion cases. Italso works with schools to put in place strategiesfor eliminating school exclusions
  22. 22. London – Global CityThe report notes that African and Asianpeople make up 1 in 13 of the UKpopulation and that over the past 20 yearsthey have accounted for two-thirds of thegrowth of the total UK population.Ethnic Minorities and the Labour Market (produced bythe Strategy Unit in the Cabinet Office in 2004)
  23. 23. London – Global City• problem-solving skills• adaptability• flexibility• confidence - including the confidence that comes from being able to communicate effectively
  24. 24. London – Global City• lateral thinking• effective communication through proficient use of ICT
  25. 25. London – Global City‘The greatest problem that there are toomany teachers who are killers, coldblooded murderers. They kill children’sdreams. That is why after all these yearsof compulsory schooling the nation is stillfull of, the jails are still bulging with, youngpeople who see nothing ahead of them buthopelessness and despair’Geraldine Connor (1952 -2011)
  26. 26. London – Global City60% of global majority (GM)students in England areconcentrated in London’s post-1992 Universities
  27. 27. London – Global CityThere are more students of BlackCaribbean origin at LondonMetropolitan University than at allthe 20 Russell Group Universitiesput together
  28. 28. London – Global CityRussell group universities with thehighest GM participation rates(between 30% and 47%) are: UCL,Imperial, LSE and Kings, all located inLondon where approximately half theGM population in the UK lives
  29. 29. London – Global CityPeople from GM backgrounds have a greaterHigher Education Initial Participation Rate(HEIPR) than people of White backgrounds.2001/02 data showed that people of BlackAfrican and Indian backgrounds had the HighestHEIPR (both above 70%, as compared tostudents from Bangladeshi and Black Caribbeanbackgrounds with the lowest (39% and 35%respectively)Source: Jessica Sims, Runnymede Trust 2007
  30. 30. London – Global Citythe entitlement of non-traditional students(GM , working class, etc):• To progress to University• To choose Oxbridge and the Russell Group, not just post-1992 institutions
  31. 31. London – Global City... redouble their efforts to restore hope and dignity to young people and actively equip them with the knowledge, understanding, skills and capacities for building, managing and sustaining an equitable, fair, just and socially cohesive capital city
  32. 32. London – Global City‘It must be borne in mind that the tragedyof life doesn’t lie in not reaching your goalThe tragedy lies in having no goal to reachIt is not a calamity to die with dreamsunfulfilledBut it is a calamity not to dream
  33. 33. London – Global CityIt is not a disaster to be unable to captureyour idealBut it is a disaster to have no ideal tocaptureIt is not a disgrace not to reach for thestarsBut it is a disgrace not to have stars toreach for
  34. 34. London – Global CityNot failure, but low aim is a sin- Dr Benjamin Elijah Mays (1894-1984)
  35. 35. Professor Gus John07539
  36. 36. A LONDON REGION POST-14 NETWORK CONFERENCE Community, cohesion and engagement Cllr Rachel Heywood – Cabinet member for Communities and Community Safety, Lambeth Council A Network for Lifelong Learning:an initiative of the Institute of Education
  37. 37. A LONDON REGION POST-14 NETWORK CONFERENCE The next few years Mike Pettifer YPLA Regional Director for London A Network for Lifelong Learning:an initiative of the Institute of Education
  38. 38. IOE – London Region Post 14NetworkThe Next Few YearsMike PettiferDirector of Young People – London & the South EastYPLA Championing Young People’s Learning
  39. 39. “Before you look down,it’s often helpful to look up” Championing Young People’s Learning
  40. 40. Nick Gibb SpeechOverarching PrinciplesFreedom – from bureaucracy tomake own decisionsFairness – across institutions, acrossyoung peopleResponsibility – for your owndecisions and the consequencesOverarching, overarching principle:Simplification Championing Young People’s Learning
  41. 41. Vision? Yes Prescription? NoWhat is the vision?Education White Paper – the importance of teachingAlison Wolf – review of vocational educationSarah Teather – Support and AspirationWhat does the vision look like?SimplificationRemoval of unnecessary bureaucracyFocus on the learnerFreedom of the providerEquity in the systemJoined up services Championing Young People’s Learning
  42. 42. Simplification – what does it actually mean?“Say what you will about the Ten Commandments, you must always come back to the pleasant fact that there are only ten of them.” ~H.L. Mencken Championing Young People’s Learning
  43. 43. The first rule of chess, exchange and simplify… Championing Young People’s Learning
  44. 44. OFSTED EFA DFE BIS DCSF Skills Funding Agency Funding Statement Learning & Skills Council Strategy Skills Investment data derived automated funding systemPerformance Systems Curriculum Quality FundingProcess Capital TRANSPARENT DATA Allocations ACCESSIBLE DATA National Priorities Regional Priorities Regional Planning GroupsSub-regional offices Partnership Teams Local Priorities GTC JACQA GOs LAsQCDALocal Authorities BECTA OFSTED RDAs TDAPERFORMANCE – RESULTS – PERFORMANCE - RESULTS AccountabilitySchools Food Trust – PROVIDERS PROVIDERS - PROVIDERS Audit Commission PROVIDERS CUSTOMERS - CHOICE - CUSTOMERS Championing Young People’s Learning
  45. 45. Yes, but what does it all mean?What will it all look like? How will itall work? Championing Young People’s Learning
  46. 46. Transparent Rules based information &(traditional & converter) Academies automated data funding system University Technical Colleges Empowerment Studio Schools School Sixth Form (Informed) Choice Free Schools FreedomEntrepreneurial Hybrid Schoolsspirit/innovation Needs based collaboration Hard & Soft Federations OFSTED General Further Education College Sixth Form College Independent Provider Independent Specialist ProviderChampioning Young People’s Learning Employers (apprenticeships/work experience) – LAs (Gaps/Failure/Advocacy)
  47. 47. Some of the challenges/opportunities aheadBalance between attainment and progression measuresBalance between raw and mediated dataBalance between self-service and personalised IAGBalance between choice and budgetBalance between vocational and academicRPARaising aspirations and achievement of disadvantagedyoung people Championing Young People’s Learning
  48. 48. What about London?Some trends… Championing Young People’s Learning
  49. 49. London Aerial View£s 10/11 allocation £951m 11/12 allocation £945mPlaces 09/10 planned 178,616 10/11 planned 182,913 11/12 planned 182,700Budget for 11/12 (-£6m = -0.63%)Places for 11/12 (-213 = -0.12%) Championing Young People’s Learning
  50. 50. FE places in London Championing Young People’s Learning
  51. 51. Sixth Form Places in London Championing Young People’s Learning
  52. 52. Changing Market Share in London Championing Young People’s Learning
  53. 53. A LONDON REGION POST-14 NETWORK CONFERENCE Plenary – Towards a vision for London A Network for Lifelong Learning:an initiative of the Institute of Education
  54. 54. A LONDON REGION POST-14 NETWORK CONFERENCE Workshops 1. Hackney, Helen McNulty Drama Studio 2. Islington - Creative Engagement & Progression, All Change; Suzanne Lee Room 822 (8th Floor) 3. Citizens UK; Sebastien Chapleau A Network for Lifelong Learning:an initiative of the Institute of Education Clarke Hall (3rd Floor)
  55. 55. Partnership in Hackney Collaborating for Success
  56. 56. What we have achieved? 5ACEM up 56.5% - up 1.2% Just below national; 57.9% for maintained schools 5AC 73.6% - up 2.5% 5AGEM up 94.9%, (1.1% above national 93.8%) Hackney P16 APS/Student 2006-2011 800.0 750.0 700.0 650.0 600.0 550.0 500.0 450.0 2006 2007 2008 2009 2010 2011 LBH 523.6 542.5 552.3 625.4 649.1 680.3 Inner London 606.5 618.8 621.5 644.1 642.8 National 721.5 731.2 740.0 739.1 744.8
  57. 57. How we work together? 14-19 Executive 14-19 Partnership Participation RPA Task & Post 16 & Progression Finish Group Network Group Post 16 14-19 Subject Learning Networks Solutions
  58. 58. Maintained School Head, 14-19 Academy & College Principal, LA reps Executive Schools, Colleges, Providers, HE, EBP, 14-19 LA LA Commissioners, Partnership Vulnerable Learners Leads of Service e.g. CLA Virtual Head Heads of Sixth & Participation & RPA Task & Post 16 Colleges Progression Finish Group Network GroupProviders,Connexions, LAData Rep, Post 16 14-19Attendance Subject LearningService, YoungHackney Service Networks Post 16 Subject Solutions Provider Network Teachers
  59. 59. Strategic Aim 1;To increase effective participation for all Hackney Young Peopleaged 14-19.Strategic Aim 2;To increase achievement for all Hackney Young People aged 14-19.Strategic Aim 3;To increase progression for all Hackney Young People aged 14-19.Strategic Aim 4;For our quality assurance and improvement programme tosupport the continued significant progress at KS4 and KS5Strategic Aim 5;For Hackney young people to have highly developed skills inintelligent management of life
  60. 60. Our KPIs • L2 & L3 @ 19 NI 79 & 80) • Participation (NI 117) • Post 16 Level 3 Performance (APS per student and per entry) • HE Progression (applications & acceptances) • Apprenticeship Progression (in development) • Children’s Services Inspection Post 16 Outcomes
  61. 61. Our Focus- Corporate Pushy Parent What do our vulnerable learners do post 16 and post learning?• Those who drop out at 17 or 19 or 20…• Our care leavers• YP who have accessed alternative provision• Learners with SEND• YP from worklessness homes Anyone who is vulnerable….
  62. 62. Hackney now • Deprived, but also polarized • Unemployment rate falling, with static & slightly increasing numbers of worklessness including IB claimants • Tech City dramatic increase in digital media & clothing designers – coupled with support industries internet cafés & workspaces • Population increasing dramatically
  63. 63. What we need to do… • Ensure sustained improvement at all stages & levels • Add more pathways for YP • Increase Oxbridge & Russell Group Progression • Maintain independent high quality IAG • Bring Apprenticeships to the forefront • In partnership with local LAs increase provision for learners with SEND • Increase quantity of places
  64. 64. Identified changes in practice sincethe change in government • Self determined rather than imposed partnerships e.g. post 16 & progression agreements • Need for easy accessible information electronically or `breakfast briefing’ formats • Lead institutions offering services e.g. BSix college BSeven HE Progression programme • Demand for SIP Programme, Traded Services, Foundation Learning Support
  65. 65. Collaborating for Success• Shared use of data (14-19 Data Officer)• Focus on Teaching & Learning• Used Academy building & BSF programmes• Increased healthy competition• Learning lessons from each other• Interborough collaboration
  66. 66. A LONDON REGION POST-14 NETWORK CONFERENCE Employer engagement in a global city Dr Anthony Mann Director of Research and Policy at the A Network for Lifelong Learning: Education and Employers Taskforcean initiative of the Institute of Education
  67. 67. Anthony MannEducation and Employers Taskforce
  68. 68. YouGov poll: Methodology• Survey administered by YouGov Polling (pro-bono)• Sample size: 987 people• Location: Great Britain• Age: 19-24• Fieldwork: February, 2011• Statistical analysis via SPSS 16.0• Testing at 10% significance level
  69. 69. YouGov Survey• Survey designed to identify extent to which young people engage and perceive four key types of employer engagement activity useful in: deciding on a career, getting a job and getting in to HE• Sample large enough to segment by school type, age, gender and geographical location• Key questions addressed in presentation: Is there variation across school types and age groups in terms of the usefulness of WEX and careers advice? Correlations with labour market outcomes?
  70. 70. Activity participation rates by school type School type attended between 14-19 * Work experience participation rates 14 – 19 Non-selective Grammar Independent Work with sixth Form with sixth Form with sixth Form NExperience Yes 90.0% 86.1% 84.8% 649 No 10.0% 13.9% 15.2% 82 N 530 122 79 731 P-Value 0.229 School type attended between 14-19 * Percentage receiving employer careers advice 14 – 19 Non-selective Grammar Independent Careers with sixth Form with sixth Form with sixth Form N Advice Yes 43.8% 48.4% 57.0% 336 No 56.2% 51.6% 43.0% 395 N 530 122 79 731 P-Value 0.076
  71. 71. Perceived impacts of activities School type attended between 14-19 * Work Experience participation rate14-19* deciding on a Job getting a job getting into HENon-selective 54% (16%) 27% (9%) 25% (6%) 441-470Grammar 59% (19%) 31% (10%) 28% (11%) 94-105Independent 81% (36%) 47% (15%) 42% (13%) 53-67P-Value 0.000 0.036 0.032(Including a sixth form or college) School type attended between 14-19 * Percentage receiving careers advice14-19* deciding on a Job getting a job getting into HENon-selective 58% (10%) 39% (7%) 37% (10%) 223-232Grammar 62% (12%) 38% (7%) 46% (7%) 55-58Independent 81% (28%) 56% (13%) 37% (17%) 40-47P-Value 0.003 0.389 0.122(Including a sixth form or college)
  72. 72. AgePupil age and the usefulness of work experience deciding on career getting a job getting into HE NAge WE was Useful Useful Usefulundertaken14 to 16 50% (13%) 25% (7%) 19% (4%) 588-60916 to 19 74% (29%) 48% (21%) 47% (18%) 104-123Did it at both ages 76% (31%) 47% (20%) 51% (24%) 81-96P-Value 0.000 0.000 0.000Pupil age and the usefulness of careers advice deciding on career getting a job getting into HE NAge CA was Useful Useful Usefulundertaken14 to 16 54% (9%) 40% (8%) 30% (8%) 130-13616 to 19 70% (16%) 53% (15%) 53% (16%) 181-190Did it at both ages 69% (17%) 39% (10%) 43% (9%) 94-101P-Value 0.016 0.122 0.02
  73. 73. NEETs Correlation between NEET status at 19-24 and number of employer engagement activities undertaken whilst in education (aged 14-19) Some schools and colleges arrange for their students (aged between 14 and 19) to take part in activities which involve employers or local business people providing things like work experience, mentoring, enterprise activity, careers advice, CV or interview practice. On how many different occasions do you remember such employer involvement in your education? 0 1 2 3 4 or more Which of the NEETs 26.1% 23.4% 16.6% 15.6% 4.3%following BEST Non-NEET 73.9% 76.6% 83.4% 84.4% 95.7%applies to you? Weighted Base 272 350 145 64 69Kendall’s Tau C P value = 0.001
  74. 74. Future perceptions and employer engagement activity intensityCorrelation between number of employer engagement activities undertaken whilst in education (aged 14-19) and perceptions as a young adult (aged 19-24) of usefulness of current activity to future career aspirations. Some schools and colleges arrange for their students (aged between 14 and 19) to take part in activities which involve employers or local business people providing things like work experience, mentoring, enterprise activity, careers advice, CV or interview practice. On how many different occasions do you remember such employer involvement in your education? 0 1 2 3 4 or moreThinking about the Very Useful 35.7% 38.0% 40.7% 45.8% 54.4%sort of job you’d liketo be doing in 5 to 10 Useful 31.6% 32.5% 37.2% 25.4% 30.9%years time, how Not that Useful 15.8% 13.3% 10.3% 11.9% 7.4%useful do you thinkwhat you are doingnow is as a way of Not at all Useful 16.9% 16.2% 11.7% 16.9% 7.4%achieving this? Weighted Base 266 345 145 59 68Kendall’s Tau C P Value = 0.002
  75. 75. Wage Premiums I• 176 report annual salaries bounded between £10k and £30k in £1k ranges• Predominantly 20-24 with L3 as highest qualification• Correlating against number of employer engagement activities recalled• Controlling for effects of gender, age, ethnicity, school type, regional area and highest level of qualification attained
  76. 76. Wage Premiums II• Positive correlations exist (94.5% certain not due to chance, p = 0.055) (as number of emp eng act increase so do wages, were 95% sure that this is not due to chance)• Each additional employer engagement activity is linked on average with an extra £750 (4%) increase in annual salary• Confirmed by DfE analysts
  77. 77. What is happening?Textual analysis of written comments to a generalquestion on value (if any) of employer engagementactivity, suggests that human capital accumulationrarely occurs. Rather, interventions serve to increasesocial capital resource (access to non-redundant,trusted information) which serves to change attitudes,ambitions, self-perceptions (cultural capital).
  78. 78. More is moreFrequency of careers advice and its usefulness in... deciding on career getting a job getting into HE1-2 times 69% (15%) 55% (14%) 49% (13%)3+ times 85% (26%) 77% (28%) 75% (22%)N 47-80 43-78 45-76P-Value 0.016 0.000 0.006
  79. 79. www.speakers4schools.org /research.aspx
  80. 80. A LONDON REGION POST-14 NETWORK CONFERENCE The experience of learners at the sharp end Gemma Painter Head of Further Education, NUS A Network for Lifelong Learning:an initiative of the Institute of Education
  81. 81. A LONDON REGION POST-14 NETWORK CONFERENCE A national rescue plan for young people – what would it mean for London? Ken Spours A Network for Lifelong Learning: Institute of Educationan initiative of the Institute of Education
  82. 82. The need for Plan B for education,training & employmentWhat would it mean for London?Ken SpoursCentre for Post-14 Research andInnovation
  83. 83. The squeezed middle andbottom • 1 million 16-24 year olds unemployed (20+%) • Contagion will spread to 14-19 year olds with the reversal of PPT push/pull factors and future dips in 16+ participation progression and transition (PPT) • Policy is fuelling the crisis – curriculum, organisation and labour market • Middle and lower attainers will be particularly affected - those on Level 1 pre-16 and L2 and below post-16
  84. 84. Plan B for education, training &employment• Employment and growth – National Investment Bank; tax on banks for youth employment schemes; expansion of apprenticeships (more flexible?); framework for internships; expansion of vocational HE linked to regeneration• Curriculum and qualifications – more balanced 14+ curriculum framework; knowledge and skill; more innovative, technological curriculum for all; more opportunities for vocational learning up to and including HE – need a full bac system• Ecological vision of organisation – high opportunity progression eco-systems, bringing all the social and economic partners together, committed to the PPT of 100 per cent of learners in an area.
  85. 85. Action points for London• New types of provider agreement and collaboration (bottom-up) rather than top-down that promotes efficiency and curriculum choice• Harnessing the learner voice and community-based participation• Idea of 14+ Progression and Transition Boards that has an economic, organisational collaboration and curriculum agenda – Vertical integration of educationalists, employers, regeneration agencies and community organisations – Developing provision for the underserved particularly middle and lower attaining learners – Progression routes pre- and post-16 – Transitions at 17 and 18+ and removing barriers to labour market and apprenticeship opportunities• Rebuilding a pan-London vision that unites providers in their diversity and poses question of role of local and regional agencies as brokers 88
  86. 86. A LONDON REGION POST-14 NETWORK CONFERENCE Thank you for attending We hope you have a safe journey home Please complete your feedback form in the back of the booklet and leave it with your A Network for Lifelong Learning: badge on the registration tablean initiative of the Institute of Education