The report compares findings from a survey of 204 schools and colleges, half of the 408 secondary schools and colleges in the region. The aim of this article is to highlight information which may be of interest and relevance to EnterpriseUpfront readers.
The report explores the following aspects: extent of whole school
approach to enterprise, types of delivery, use of external partners,
Continuous Personal Development (CPD) use of budget, impact of
enterprise and Education barriers and possible improvements.
The report also examines differences within sub regions (North Yorkshire, West Yorkshire, and Humber) and LEGI/ non LEGI areas.
Focusing on the whole school approach, the results show that two
thirds of schools have a policy of strategy for enterprise education
which leaves 35% of school’s not having a strategy to deliver enterprise
education. The region as a whole has a wealth of experience with 55% of
enterprise coordinators having been in the role for more than two
years, however 96% of these coordinators have other roles, with the
majority having only 2 hours per week to focus on Enterprise.
Main barriers for this include: difficult to integrate enterprise policy
within the constraints of the current timetable. 38% rank time as the
main barrier followed by curriculum demands (26%) and cost (15%).
The report examines tools for enterprise education with 65% of teachers cited as viewing CPD as a valuable tool for enterprise education, 3 in 5 schools provide CPD on Enterprise Education with some sub-regions and LEGI areas providing a wider offering.
A staggering 61% of the schools and colleges do not deliver Enterprise, and many were unaware of how many Enterprise qualifications were available.
The report also examines opportunities for improvements such as: assessing existing Enterprise policies and practise and sharing best practice amongst schools: reviewing the reduced amount of teaching hours that Enterprise Coordinators are getting; and, encouraging more schools to offer enterprise education qualifications.
The report then examines budgets for enterprise and how these are spent. Spend is mainly used to fund in-school projects (71%) and to bring in external delivery partners. Paying for teacher cover (37%) and CPD (36%) are less of a priority. The report findings show schools are delivering most of their Enterprise Education in house and developing resources of their own. The research then highlights the vast majority of teachers would welcome ring-fencing however awareness of budget seems to be immediate priority.
To download ‘The State of Enterprise Education - Yorkshire and Humber Enterprise Education Research 2009 Sumary ” visit: http://www.enterprisingyorkshire.co.uk/keyprojects/yh_enterprise_education_research_2009/