8.1 Schools
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Schools
Young people would benefit by gaining from their school education a solid grounding in the general transferable and enduring skills that they will need in work, and which will underpin their later learning of industry-specific or transient skills. Self-education skills ('learning how to learn') need to be instilled at school, as well as creativity and technological literacy. Broad information literacy, including effective use of the Internet and search engines and an awareness of the value of intellectual property, should also be promoted.
61 This is not to say that use of specific software packages should be comprehensively taught in schools, but rather that pupils should at least be exposed to a representative sample of typical ones and given a basic awareness of the types of software tools that they might be using later on in work.
Schools
Young people would benefit by gaining from their school education a solid grounding in the general transferable and enduring skills that they will need in work, and which will underpin their later learning of industry-specific or transient skills. Self-education skills ('learning how to learn') need to be instilled at school, as well as creativity and technological literacy. Broad information literacy, including effective use of the Internet and search engines and an awareness of the value of intellectual property, should also be promoted.
- Curriculum developers and teachers should ensure that basic work and life skills, such as team-working, communication and inter-personal skills, time management and presentation skills, are part of education for 14-16 year olds, supported by industry-informed careers information advice and guidance.
- Curriculum developers, awarding bodies and teachers should ensure that creativity and the development of visual literacy continues to be central to the school curriculum and, wherever possible, that combined creative and technical thinking is encouraged (for example, through the teaching of broad design subjects).
- Curriculum developers and teachers should also ensure that ICT (Information and Communication Technology) literacy is taught throughout the curriculum (i.e. in context, not just as a separate subject). In addition to standard office and business software packages that are essential for the workplace, pupils should be made aware of 'creative media' tools (and especially software for image manipulation techniques) and gain an understanding of what they are and what they do61 .
- Schools should also teach the health and safety aspects of working with computers, digital equipment and other relevant technologies to ensure the long-term productivity of the workforce.
- Schools should ensure that children are aware of the concept of copyright and are taught to understand the constraints surrounding the use of material created by others. Although there is currently substantial publicity in this respect around the music industry, the same issues are equally relevant to the use of images and indeed all types of media. This is particularly significant as children increasingly use the Internet for projects and homework. It may be necessary to begin by ensuring the teachers themselves have sufficient knowledge in this area.
- Curriculum developers and teachers should seek ways to make business and management related subjects attractive to young people. In particular, at ages 17-19, Young Enterprise and other similar schemes that aim to develop business skills and experience should be further promoted, with parents and teachers encouraging pupils to participate. Elements of work experience should be included in the curriculum wherever appropriate.
- Policy makers need to make it easier for industry to work with schools and for schools to enlist the help of companies and industry organisations when designing courses. Excessive paperwork and bureaucracy have been reported as barriers to industry's involvement in education or to receiving pupils on placements. Clearer and more streamlined systems are needed.
- School staff should have access within their own CPD (Continuing Professional Development) to the introduction and application of digital imaging technology. They should also be able to ensure that digital imaging techniques are integrated into the taught curriculum relating to ICT and Art & Design, at all levels.
- The 14-19 Education and Skills White Paper, published in February 2005, proposes significant changes to the school curriculum in England, including the development and implementation of Specialised Diplomas at levels 1, 2 and 3. Diplomas will be developed in fourteen lines of learning, one of which is Creative and Media. The Creative and Media Diploma is due to be available for first teaching in 2008; diplomas in all fourteen lines of learning will be a national entitlement in England by 2015.
- Sector Skills Councils (SSC) are leading the development of the 14-19 Specialised Diplomas. Skillset is the convening SSC for the Creative and Media Diploma, working in close partnership with Creative and Cultural Skills and Skillfast-UK (for fashion design). The diploma will be developed in consultation with a range of key stakeholders, including employers, schools, FE, HE and awarding bodies. The principle aim of the Creative and Media Diploma is to create a credible and broad programme of experiential and applied learning in the context of Creative and Media, developing the essential skills and capabilities that meet employer needs and which support progression into Higher Education.
- In Scotland, new 'Skills for Work' courses are being piloted for young people. The aim of these is to enable 14-16 year olds to develop practical vocational skills and improve their employment prospects. The first four pilot subjects were launched in May 2005 and a further tranche of pilot subjects will be developed for the 2007/2008 session.
- In Wales, an action plan to take forward the 14-19 skills agenda has been set by the Welsh Assembly Government. This identifies six key elements that will contribute to improving learning opportunities for young people in Wales. These include Individual Learning Pathways, a Learning Core for all pathways (including Key Skills, Welsh Language skills and work related skills), the support of a Learning Coach for all learners, and access to independent and impartial Careers Advice.
61 This is not to say that use of specific software packages should be comprehensively taught in schools, but rather that pupils should at least be exposed to a representative sample of typical ones and given a basic awareness of the types of software tools that they might be using later on in work.
