CURRENT POLICY INITIATIVES IMPACTING ON INITIAL TEACHER TRAINING IN

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(CURRENT AS OF JAN 2014) WASHINGTON STATE DEPARTMENT OF

EVERY CHILD MATTERS AND YOUTH MATTERS

CURRENT POLICY INITIATIVES IMPACTING ON

INITIAL TEACHER TRAINING IN SECONDARY EDUCATION


Every Child Matters Green Paper (2003); Every Child Matters: Change for Children (2004); The Children Act (2004)

www.everychildmatters.gov.uk

Some starting points:



ECM is not just a response to the Laming Enquiry; it is also a response to the ongoing political, economic and social challenges related to poverty and deprivation including:


  1. social and educational exclusion of many young people e.g. through school failure, truancy, exclusion, poor attainment, teenage pregnancy, drop-out post-16 and lack of progression to HE;

  2. concerns about perceived ‘breakdown’ in the social order e.g.‘anti-social behaviour’, drugs and alcohol abuse, mental health issues and more recently, issues of ‘community cohesion’.


Key parameters of ECM:


  1. the needs of every child and young person to be at the heart of provision;

  2. services for children and young people integrated under the remit of Children and Young People’s Trusts or Services;

  3. attention to learners’ attainment and wellbeing as part of the drive to raise achievement and improve engagement;

  4. development of Extended Schools as neighbourhood service hubs;

  5. reform of the children’s workforce including greater emphasis on inter-professional working;

  6. focus on inter-connected and holistic ‘5 outcomes’ for children and young people (be healthy; stay safe; enjoy and achieve; make a positive contribution; achieve economic wellbeing);

  7. outcomes now enshrined in England through the Children Act (2004). They also underpin reform of the Professional Standards for classroom teachers and shape the framework of OfSTED inspection for schools, children’s centres and local authority (LA) Joint Area Reviews, as well as the inspection of faculty professional programmes.


Teachers of the future will find themselves inhabiting a different world. They will:


  1. work increasingly alongside others as part of inter-professional teams;

  2. be accountable for meeting the 5 outcomes for all young people;

  3. be embedded in organisations whose mission is to be open to and engaged with the needs of the wider community, including parents/carers – this links with the expansion of Extended Schools;

  4. have the capacity to support children and young people’s wellbeing;

  5. be responsive to the ‘personalisation’ agenda – itself a ‘shifting’ term.


The personalisation agenda, itself informing the Secondary Curriculum Review (see http://www.qca.org.uk/14931.html especially at Key Stage 3, implies shaping teaching around the way different youngsters learn; it means taking care to nurture the unique talents of every pupils (Miliband). See http://www.innovation-unit.co.uk/


The knowledge, understanding and skills they will require to deliver all of the above are now enshrined in the new professional standards for QTS.


CURRENT POLICY INITIATIVES IMPACTING ON INITIAL TEACHER TRAINING IN CURRENT POLICY INITIATIVES IMPACTING ON INITIAL TEACHER TRAINING IN


Common Core of Skills and Knowledge for the Children’s Workforce

http://www.everychildmatters.gov.uk/deliveringservices/commoncore/

One implication of the ECM agenda is the need to have integrated provision of services delivered for children and young people. The Children, Young People and Families Workforce Development Council (CWDC) has been promoting an integrated qualifications framework for all those working with children and young people, with a Common Core of Skills and Knowledge for the Children’s Workforce. This workforce includes education welfare officers, learning mentors, Connexions personal advisors, and children & family social workers – but the common core of skills and knowledge are also now integrated into the professional standards for classroom teachers. The common core includes:

  1. communication and engagement;

  2. child and young person development;

  3. safeguarding and promoting the welfare of the child;

  4. Supporting transitions;

  5. multi-agency working;

  6. sharing information.

Youth Matters Green Paper (2004); Youth Matters: Next Steps (2006)

www.everychildmatters.gov.uk/youthmatters/

www.dfes.gov.uk/publications/youth/


The Youth Matters Green Paper (2004) focussed on improving outcomes for 13-19 year olds. After consultation, Youth Matters: Next Steps (2006) was published, subtitled: Something to do, somewhere to go, someone to talk to. The policy claims to be listening closely to the voice of young people and to promote their engagement and empowerment, especially in areas of deprivation. Key features include:


  1. statutory duty on LAs to provide access for young people to wider range of positive activities, based on their views (Education and Inspections Act 2006);


  1. Youth Opportunity Fund and Youth Capital Fund that young people can access to give them more choice and control over how resources are spent (£115 million provided to LAs to make this a reality over next 2 years);


  1. Youth Opportunity Cards to be piloted in 10 areas over next 2 years to allow young people to spend as consumers on activities. Original proposal was that young people would earn credit through volunteering, and that credit could be withdrawn as a consequence of anti-social behaviour, linked to a national database on young people. This was controversial. The Next Steps document just says the pilots will ‘address concerns from the consultation’;


  1. Reform of the financial support system for 16-19 year olds, including: financial support to engage 16-17 year olds not in employment, education or training (NEET); learning agreements for 16-17 year olds in employment without training; extension of child benefit, child tax credits and education maintenance allowances (EMAs) for young people on entry to employment (E2E) programmes, and for trainees beyond 19 years old;


  1. Connexions funding to go direct to LAs, who have responsibility through CYP Trusts for planning and commissioning integrated youth support services. Schools and colleges to work with LAs CYP Trusts including Connexions in provision of Information, Advice and Guidance (IAG) in partnership. New IAG standards by April 2007;


  1. development of active citizenship through a range of volunteering activities, in line with the recommendations of the Russell Commission and to seek ways to accredit this activity. To include peer mentoring schemes in secondary schools. This now links to a new ‘Respect’ Action Plan ‘a cross-government strategy to tackle bad behaviour and nurture good…enforcing a modern culture of respect’ (www.respect.gov.uk)


CURRENT POLICY INITIATIVES IMPACTING ON INITIAL TEACHER TRAINING IN

ECM and Youth Matters are also closely linked to reform of 14-19 provision.


14-19 Education and Skills White paper (2005); 14-19 Education and Skills Implementation Plan (2005); Education and Inspections Act (2006)

www.dfes.gov.uk/14-19/


Currently almost 1 in 4 young people drop out of education or training at 16. The aim is for 90% of 17 year olds to be participating in education and training by 2015. In addition, over 40% of young people fail to achieve 5A*-C at GCSE or equivalent (level 2 qualification) by the age of 16. Including English and maths the percentage leaps to 55%. In some areas of multiple deprivation the figures are much higher still e.g. in one school in Bristol South in 2006 only 9% of young people at 16 achieved this. A further target is to increase the number of young people having HE experience to 50% by 2010.


The 14-19 Education and Skills White Paper aims to:


Rejecting Tomlinson’s proposals (2004) for an overarching 14-19 Diploma structure, current 14-19 reform aims to retain GCSEs and A levels but also to provide:


  1. 14 specialised vocational Diplomas designed in collaboration with employers and HE and open to learners from 14 years of age. To be introduced 2008-2010 and by 2013 wherever they are in the country all young people will have the choice between all the specialised Diplomas alongside the national curriculum. This will be facilitated by local collaborations between 14-19 providers including schools and colleges. Areas and consortia that have successfully gone through the ‘Diploma Gateway’ process and are thereby approved to deliver the first 5 diplomas in 2008 have recently been announced;


  1. GCSE English, maths and ICT to include functional skills relevant to their adult lives and the world of work;


  1. a general Diploma awarded to those young people who achieve equivalent of 5 GCSEs at A*-C including English and maths;


  1. greater flexibility in the KS3 and KS4 curriculum;


  1. an extended project, HE level modules and more demanding optional questions at A level for ‘stretch' and to differentiate applicants to HE.


In the Welsh context, a parallel development is the implementation of the Welsh Baccalaureate. This is an overarching qualification that promotes learning pathways at levels 1, 2 and 3, with strong emphasis on work-based learning, citizenship and key skills. The Welsh Baccalaureate aims to give parity of esteem between vocational and academic routes with a more unified grouped award qualification structure than in England.

Lynn Raphael Reed: June 2007


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