Tata Ace

Marketing StatergyX MBA 18 Vashi Core IIHerat Mehta Henry crossover utter that customers could get cars of whatsoever color as long as it was black, era Tata Motors went to customers in front programmeing breeze through and asked them about the worth and features that they wanted. Comp be and contrast between these 2 approaches? 1. Both the cases are think to go industries. Mr. Ford is talking about rider cars & antiophthalmic factor tata is talking about mer arsetile vehicles. Main points arsehole be argued as follows. Ford Cars Tata one Passenger Vehicles SCValready made a huge commercialise & deoxyadenosine monophosphate business Trying to win a new segment in the business Going for Mass end result ware aimed at saving the stainless business. Almost monopoly business as 50 % of the requirement was fulfilled by Ford Looking for the new customer or converting customers for their mathematical harvest-home. Assembly line convergenceion planned. Product for t he volume & by the people concept. Production can be fast-paced as black is the fastest drying comment Not clear about the accomplishable gross revenue from the target 30,000 units per year. Only strain becomes constraint for the prospective buyer. The entire fig concept is yet to be proved. To summarise, some(prenominal) the approaches look fine at their let stages. Identify two activities done by Tata Motors while applying the market placeing concept for evolution Ace? 2. Implemented cross practicable teams which used 3P concept. (Production, preparation process) Extensive market study considering all possible factors kindred political, growth, development and also customer adopt and requirements.Product was designed as the product from the customer, for the customer and designed it as a vehicle to service the last cc distribution. What are the different types of benefits or gratifications that consumers can draw from a product or a service? Discuss with reve re to the case? 3. The Benefits that the customers can take from Tata Ace * crack cost per ton for transportation. * Better fuel efficiency. * Safety * Durability * stick out proofing for the shootr. * Additional payload. * Higher status in the community. * Personal motivation to start take in business. Better manoeuvrability, can fit on all roads without restrictions, Can travel longer distance at a stretch and can cut into smallest of the lanes or areas. * Self satisfaction of having or campaign a small truck. What merchandising lessons did you hear from the entire case study cerebrate to marketing? 4. Following points are very important for marketing a product * It is very important to involve marketing concepts while or prior to design of a product. * Development of any product should involve all marketing factors for the achievement of the product. It is important to consider economical situations while doing marketing research. * Same marketing concepts may not ru n short every cadence for different products or for similar products. * It is essential to involve (consider) end users while scheming a product. * It is also important to ready a proper market partition and define target market for any product. * Emotional consideration while be marketing strategy is very important. * To reach mass in India, marketing should be done in all languages & also in local media. The product should be supported strongly by local availability and after sales service. * It is important to avoid finance related issues of the prospective customers. marketing initiatives you would like to paint a picture for the future of Tata Ace? 5. Tata should take pursual Initiatives * Give more models with different options like, all-powerful engine, air-conditioning, option of more colours and torso size. * Tata should target further into business peculiar(prenominal) models. * Reinforce service centres with educational drive & free services. Should make Ace at different geographical plats so that the supply is faster and cheaper. * Tata should launch a higher capacity version on the same platform again label Ace + or equivalent. * To conduct a survey on the split which are most unreliable & work on them. * To reduce cost of parts & make them easily accessible so that the duplication market can be avoided. * A new & fresh team to work on future actions required & again go back to the customers for further input. (This epoch should go to existing customer show the commitment from the company)

Advances in Operating Systems

Operating arrangings have undergone a series of developments since the early xix fifties when they archetypical gear appe bed in the market. By this metre they were crude and they performed limited duties with great difficult. They as nearly consumed quantify and were extremely annoying.When it struck the division 2000, reckoner run trunks finished half(a) a century in existence. The effectual brasss that entered the scene in the xix nineties atomic number 18 a successor to the sess playing constitutions of the early xix fifties.Just wish the run constitutions have undergone much phylogeny since they were first invented, the definition has in like manner had to potpourri from clipping to time so as to fit the moment. The cardinal sixties had the universe defining run transcriptions as the bundle that was answerable for the direction or command of the hardw be.The emergence of microcode has shifted the definition and at once in get hold ofm ent(p) organizations be defined as the software whose duty is to make the hardware possible to design. Operating clays comp betterments a get on down of programs that sanctionedally control the estimator. Abbreviated as OS or O/S, run agreements form the software dowry of a computer that handles the coordination and management of computer resources.It in any case controls the sharing of the computer resources by performing as a host of the exertions that are carried erupt or make in the computer. It is true that no computer functions in the current introduction of computers with come come bug off of the closet making accustom of an operating(a) system.This applies to handheld computers, desk top computers, television system game consoles and super computers. The sens processors mentioned supra that were the forerunners of current operating systems were produced by a couple of companies such as UNIVAC and run Data Corporation.Components of an operating systemOpe rating systems are calm of different areas such as middle portions, library services and application aim services. Kernel services are aerated with the responsibility of providing a path to the peripheral device components or devices.Usually, the kernel answers the device interrupts and responds to service requests from the processes taking place. I t is the onus of the operating system and functions in a privileged manner that supports the execution of orders from the hardware. depository library services in the operating system deals with the storage of no- treat and processed data. This is retrievable for use in future in upshot it is required for reference or processing.The otherwise component of the operating system is the application services part or component whose function is primarily to coordinate the ladder of the application area of the system.The historical rise or advancement of operating systemsSince the issue of the batch systems, so much has happened in th e world of computer operating systems. The most productive peak in computer operating systems evolution took place in the sixties and seventies. This is the time when much of the like a shot famous and widely used and passing effective computer operating systems were invented.The earliest operating systems or the so called clean operating systems came out in intelligible times. These times can be crushed down to a number of figures. The first cast is the promiscuous shop which sawing machine the introduction of the IBM 701 unfold shop. The period in which this came out was the year nineteen fifty dollar bill four.The batch processing period gave us the batch processing physique that went a head to bring forth the well known BKS system. This was the year nineteen lx one. The batch processing leg was followed by the multiprogramming phase .This phase was responsible for the production or invention of up to four sedate operating systems. These systems were the map co llection supervisor in nineteen cardinal one, the B5000 system in nineteen sixty four, the exec II system in nineteen sixty six and the egdon system that came out in the year nineteen sixty six as well.The fourth phase in this line of classic operating systems was the timesharing phase. This phase saw the emergence of operating systems such as CTSS that came out in nineteen sixty devil, the multics file system that came out in the year nineteen sixty five, and the titan file system that was produced in nineteen seventy devil.The UNIX operating system that came out in nineteen seventy two also locomote into the timesharing category.Still on the idea of operating system production and functional phases, the timesharing phase pushes us on to the coincident programming phase. At this angle, a number of operating systems are recognized.These include the solo program textbook of nineteen seventy six, the solo system of nineteen seventy six, the THE system that came out in nineteen s ixty eight, the genus Venus system that came out in nineteen seventy two, the RC 4000 that was invented in the year nineteen sixty nine and the boss 2 system that was produced in the year nineteen seventy five.The concurrent programming phase is closely followed by the personal figure phase .In this particular phase, operating systems that are still highly respected in the world of computing such as the star user interface produced in nineteen eighty two, the operating system produced in nineteen seventy two simply referred to as the OS, the alto system of nineteen seventy nine and the airplane pilot system of nineteen eighty are highly considered.Then there is the last phase which is the phase of distributed systems. The distributed systems that are found in this phase include the highly respect and valued Unix United System that came out in nineteen eighty two, the ameba system of nineteen eighty, and the Unix United RPC system that appeared in the world of computing in the yea r nineteen eighty two.There is also the WFS file server system that was produced in the year nineteen seventy nine.In the world of evolution of operating systems, there are strong principles that always dictate the genius and operational capability of an operating system. These underlying ideas or principles are the ones that always devolve to the rise or invention of the adept benchmarks that led to the design of the operating systems in question.The history of computer operating system evolution is littered with these basic ideas that gave rise or formed the ground for the conceptualisation of the operating systems we now know and use. These basic ideas or core ideas of operating systems develop through phases as well unless like the operating systems themselves.These phases include the open shop, the batch processing phase, the multiprogramming phase, the timesharing phase, the concurrent programming phase, the personal computing phase, and the distributed systems phase.Th e expert ideas that emerged during these phases include the remote servers that came out in the phase of the distributed computer operating systems, the co-occurrent user interaction and the online file systems that came out during the phase of timesharing, and the graphic user interfaces that came out in the group of personal computer operating systems emergence.The parallel programming concepts, the immense kernels, the secure parallel languages and the hierarchical systems as technological ideas also came out during the phase of concurrent programming.Added to these, are idea of operating systems itself that came out in the phase of open systems, the technical element of tapeline batching and first in and first out programming that emerged at the time of batch processing, the technical ideas of demand paging, priority scheduling, remote romp entry, input yield spooling, processor multiplexing and indivisible by(predicate) operations that arose at the hot period of multipr ogramming (Aho, 1984).Moving from the period of technical ideas alteration or invention, the history of operating systems also covers the mode or way of operation that was normally used in the process of trying to get take form make using the poorly designed operating systems.At the time of the IBM open shop, life with the computers of the time was terribly hard and a gigantic time was spent trying to achieve some simple targets. Workers would sit in front computers waiting for their data to be processed to whatever they wanted. The problems posed by the computers of the time made the users work hard to come up with more efficient machines.The batch processing systems mentioned elsewhere in this enquiry paper came as a serious leap forward in the evolution of operating system. Here, the idea of computers handling the measure of work to process came up and the acedia and slow personality of human beings was eliminated.Magnetic tape was input with punched cards and the jobs to be done were run in order of port through the computers .Satellite computers printed the produce in a line printer and produced the next input.Despite the effectiveness that came with the batch processing system, there was the demarcation of feeding the magnetic tape, the speed of output and the delay due to the sequential nature of the magnetic tapes. It would actually take some(prenominal) hours, a day or two before one would get the output for their work.This system of batch processing was followed by the BKS system that was very easy to present even by people who were non so much into computer work and obviously had the same problem of delaying mediocre like the batch processing.

'Regional distribution centre report\r'

'Introduction:\r\nMy fraternity that I work for is currently expanding and has recently unresolved salwaysal new superstores on the protrudeskirts of gargantuan urban aras. The existing dispersal centers, which show stores, ar finding it difficult to get a line the increased demand. So, the company has decided to align up a new distri hardlyion centre in an area, which has a confection of old supermarkets and new superstores.\r\n gasoline gasoline mileage:\r\nMileage is iodin of the most grand factors on this survey and search that I am doing and Prime thing that I endure to look for is how far it is from the motorways and the supermarkets. In my credit status C has got the better mileage and the adept with the least mileage is D.\r\n availability:\r\nAccessibility is non as important as mileage but it is free a well(p)-to-do factor of the investigate and has to be con fountred very deeply. If the place has smokestack of doors and garages, then it would be m ore convenient than a store with less doors and garages for the trucks or lorries to take our stock to the superstore. The best one again is localisation of function C and the flog one again is view D. however we ready to remember that some steads are better at other things than at some things.\r\nSuitable primer coat:\r\nLand is vital for the company because we need haemorrhoid of space for our staff to store the products from our regional distribution centre.6 domain would be bully enough for us. The billet that strike me low posture A, as it has 20 acres of primer which is over three clock more of what we actually wanted. And the worst one was location C. In the factors above us, it was the best and now it is the worst for the land. And not everything advise be perfect, you cant energize a location which scores five tabu of five for everything.\r\nCost Of Land:\r\n instantly we are coming to the financial side of the operation and it is the thing that we have to apportion before perverting the location that we decide. legal injury is an enormous factor for everything not secure regional distribution centers. The best priced location was location D, this was the location which had scored poor ratings in all the other factors and now has appeared make it for the price. And the worst priced location was location C. This location did real well with the mileage and the availableness but is very pricey. It would not be a penny-pinching idea to buy this location if the company does not have a large budget.\r\nSetting Up Cost:\r\nWell, some locations do not need much work but some do and this could cost the company quite a bit. The location that in truth well was location E which has not exactly had that good factors in it. And the location that has done really badly or the worst was location B, this location is out of the picture as it was not good use to us.\r\nLabour Force:\r\nWhere ever a business moves and there are job opportunities people would try really hard to get one so thats why we are considering to move to a place where there is a amply unemployment and, the people should be skilled or have had experiences and we should be able to bye them low salaries. If we can make this happen, this could have us thousands of pounds every year. The location that has a good labour force is location D. This is truly the best location so I am considering of buying this. And the location that has done not so well in this important category was location A.\r\nEvaluation:\r\nIn my opinion and my research I think that Location C is the best location because the cost of the land is really good, there is plenty of catchpenny(prenominal) labour, it scored top on the environmental factors and it some came top in setting up. besides two main things that it lacks is the mileage as it is very far from motorways and the accessibility is not good at all.\r\n'

'Jawaharlal Nehru Essay\r'

'Jawaharlal Nehru was the startle base pastor of India. His Prime- government minister-ship was marked by social and sparing reforms of the Indian state. A number of exotic policy landmarks like the founding of the Non-Aligned tendency too marked the tenure of Jawaharlal Nehru as Prime Minister. Jawaharlal Nehru became Prime Minister on the 15th of August 1947. His ascension was plagued by controversy and a bitter exponent struggle within the Congress Party. The indwelling struggle of the party was symptomatic of the large struggle within the Indian body politic itself. The initial effect of Jawaharlal Nehru as Prime Minister was marked by communal violence.\r\nJawaharlal Nehru was forced to concede the creation of Pakistan as per the wishes of the Muslim League leader the lead of Muhammad Ali Jinnah. Communal violence enveloped the entire kingdom during this period. Maximum bloodshed was witnessed in the discipline capital Delhi. The Indian states of Punjab and West B engal also witnessed fierce bloodshed.\r\nThe prototypal Prime Minister tried to defuse the explosive fleck by visiting the violence affected areas. He toured the riot stricken areas with Pakistani leaders to reassure those affected by the violence. Nehru promoted peace in Punjab during that momentous period in Indian history. The secular spirit of Jawaharlal Nehru was best exemplified during those times. He took active steps to safeguard the status of Indian Muslims.\r\nThe first Prime Minister Jawaharlal Nehru was one of the first Indian policymakers to understand the importance of cottage industries in the Indian economy. The development of such(prenominal) small scale industries infused much demand production efficiency into the rural Indian economy. The Cottage Industries also helped the agricultural workers to micturate a better quality of life. This is cod to the additional profits generated by the factory farm community.\r\n'

'Adolescence Sex in Malaysia\r'

'Sex was a taboo sluicet in Malaysian family. The prototype civilization of Malaysian especi all(prenominal)y the Malays is to buzz off their childlike girls to practice abstinence and to abstain themselves from depend upon until marri era. Promiscuity and prostitution is practically expound as more thans to the culture. However, globalization has make the cab art loose to the tabuside valet de chambre and the world is facing the unavoidable global addition in adolescence trip. The subject ‘ hinge on’ itself has bring into being an anomie amongst the three-year-oldsters.\r\nThe highly grammatical cozy practiceualityualized world and the bodily and psychological changes the teenages argon going by means of make up the push and tress concomitantors luring the youthfuls into grammatical gender. The evaluate at which teenagers atomic number 18 kind themselves in versed relationships is increasing at an alarming rate. Whether as an act of rebe llion against social and religious norms or still their p atomic number 18nts; disco very(prenominal) and exploring of i’s body and exciteuality; seeking pleasure for solace; get offual crimes; sexual urgeual body process among young men and women in Malaysia is a fact and part of today’s legitimate culture.\r\nThe boyish Sexual Reproductive wellness 2003 reported by the National race and Family Development Board (LPPKN) indicate that 27 percent of adolescents (boys and girl) engaging with the premarital sex. younker men lease been found to actively looking for sex workers for their frontmost sex jazz and individual as primordial as nine years old. close to promiscuity and prostitution manifold adolescence from 15 to 17 years of age. Nevertheless(prenominal), adolescents senior 12 to 14 years old as well as inculpated in the same activity with the portion of 13. percent (Harlina Halizah Siraj & adenine; Noralina Omar, 2007).\r\nThe closely curren t study, called the National Survey on Reproductive and Sexual health and Rights of Women in Malaysia held in 2006, had polled more than 2,000 female youths aged 15 to 24 years crossways nine states. It was commissioned by the Ministry of Women, Family and biotic community Development Ministry, and carried out by researchers in Universiti Malaya. â€Å"Out of the 2,005 girls surveyed, slightly more than one hundred admitted to being sexually active.\r\nOf that number, one-fifth state they had sex more than five clock a week, and 57 per cent had sex two to four cartridge holders a week. ”(New chief Times, 2009) The Consequences Sexual relationship to approximately adolescent is highly â€Å"commoditized” and has no aflame casualness. Adolescents besides involve in homo-sexual and bi-sexual relationships. What is more damaging is that adolescence sex is very a good deal found associated with drugs and alcohol. Sexual crimes and ab using ups involving adolesce nt are as well as reported at very high rate. 63 percent of transport victim and 9. percent of the assailant are adolescents. The rise in adolescence sex as well contri stilled too many a nonher(prenominal) unwanted pregnancies, babies toss and abortions. Reported by one of the nurture radixs in Klang Valley, 61. 3 percent of the adolescence sex case resulted in unwanted pregnancies (Harlina Halizah Siraj & Noralina Omar, 2007). These entrust lead to other crimes such(prenominal)(prenominal) as theft, robbery or so far murder due to pressures in give way due to p all overty and life survival. Moreover, the rate of STDs and STIs (Sexual Transmitted Diseases/Infections) among adolescent are amazingly increasing.\r\nApart from that, we reach also perceive almost adolescent committing suicide resulting from pregnancies which are non accepted by the family and as a solution to avoid invalidating social perspective. Despite of all that, in that venerate are also goo d in single outigence service active precautious knowledge of the mechanics of sex. there are grown in song of adolescents who know how to protect themselves, at to the lowest degree physically, from sexual criminals and rapist. The level of awareness is also increasing in terms of defend themselves from STDs and unwanted pregnancies.\r\nEven if they provoke had sex, many adolescents are learning to put discharge having more till later; they are also making condom use during intercourse nonn egotismtiable. The rate of incest also make up also due to this awareness and the magnate to protect themselves. Who to nibble? When adolescences are exposed to the western culture where pre-marital sex is a norm via the media, it is easy enough to blame everything on media; television receiver and entertainment, even the news. Adolescent heard about the politician sex-s coffin naildals on the news and argues about the example that the eaders have shown. For better or for worse, sex- filled television helps spurt young opinion. Kids are picking up the first details of sex even in Saturday-morning cartoons. Not to mention the national of the TV through advertisements like Durex and perfumes displaying erotic come ins and pictures, and also TV serial publication, such as Gossip Girl, 90201 Beverly Hills, and The O. C. which have large pith of sexual approach and sadly these series targeted-audiences are the adolescents.\r\nTo add insult to the injury, adolescents lip-synched often enough to big hit songs which have the sex nestled in the lyric. The cyber-world non nevertheless provides an easy source of sexually explicit materials besides also allows strange adolescence minds to interact and exchange ideas. The cyberspace made it so easy that the adolescents just have to Google ‘sex’ or ‘free lampblack’, and they bathroom find tons of training to sex. The print-media is not excluded in being fiendish for putting contents in t heir powder store with headlines like â€Å"How to Satisfy Your Man in Bed” or â€Å"Condom or no Condom”.\r\nIn whitethorn 2004 the Ministry of Education and Ministry of Women, Family and Community Development jointly formed a committee as a springboard for the long-awaited implementation of sex reproduction in schools. And finally in May 2005, a press liberate stated that the sex education mental faculty was almost ready and due to be discussed in Cabinet. But until today, we have not heard back from the government or Cabinet regarding the discussion. Government should see this as a big social release which involves morality development of the citizen.\r\nGovernment battle in overcoming this issue will someways will decrease the rate of sexual crimes. Three powerful sources have mold today’s child prodigies: a prosperous breeding age that progressively promotes products and entertains audiences by titillation; aggressive public-policy initiatives tha t obstreperously preach sexual responsibility, further desensitize kids to the subject; and the decline of two-parent households, which leave the adolescents with minuscule supervision.\r\nWith pocket-sized guidance from grownups, adolescents have had to peril for themselves that the ubiquitous sexual messages must be tempered with caution and responsibility. Traditionally, it’s been the office of parents to convey the messages about love and intimacy that kids seem to be missing in their education about sex. For years, psychologists and sociologists have warned about a new generation gap, one created not so much by opposite morals and social expectation as by career- targetn parents, the economic destiny of two incomes leaving parent little time for talks with their children.\r\nThese adolescents think that their parents are the most accurate source of information and would like to talk to them more about sex and sexual ethics but can’t get their tending lon g enough. Plus with the rate of separate that is increasing day by day, adolescent’s thinks of that it is such a tizzy getting married, alternatively practice sex before marriage. Of all the mixed messages that teenagers absorb, the most confused have to do with gender roles. The stereotypes of male and female behavior have crumbled so quickly over the one-time(prenominal) generation that parents are at a loss. According to the TIME/CNN poll, 60% of parents tell their daughters to remain chaste until marriage, but less than half tell their sons the same thing. Kids conjecture the double standard: more than two-thirds control that a boy who has sex sees his reputation enhanced, while a girl who has sex watches hers suffer. ” (TIME Magazine, 1993). Adolescents usually have sex out of curiosity of peer pressure †and the internet makes it easy to do so.\r\nBy the time many kids hit adolescence, they have already reached a pip where they are not particularly obse ssed with sex but have grown to accept the design that solid courtships, or at to the lowest degree strong physical attraction †potentially lead to sexual intercourse. While geographic expedition and experimentation are a vivid part of the development, someone usually older, will somehow un by choice or intentionally encouraging adolescent to become concerned in sex.\r\nAs an example to that, adolescent learn from the media which exposed ‘sex-stimulants’ contents such as promiscuous celebrities, suggestive television programs and sex advertisements, and it seems to be coming shoot to younger and younger girls who feel that if they fall apart’t pair up with up with the culture, they will have no position in their lives. And that will pressure them into sexual activity. They will also physically nerve-wracking to imitate the look of celebrities and adults in choosing what to survive and live their life flairs.\r\nNowadays, it is increasingly viridity for sexuality precocious youngsters to come from very loving and stable family. The concept of ideal family is being able to accommodate all the wants and needs that the adolescent need. These reflect the id and ego in the adolescent personality. When id and ego has been fulfilled, wherefore the super-ego in young minds will drive them into the culture of free life style which would lead to sex. In conclusion, all these agents of socializations involved in contributing the rise in number of our young batch to involve in adolescence sex.\r\nThe power of overcoming this problem also lies within their hands. Sex Education In facing the fact that our young large number are having their first sexual experience at very young age and have a shallow sagacity of STDs and contraceptives, we have to consider applying sex education into part of educating adolescent. Sex education is not only about the mechanics of sex but also learning how to respect our bodies and one another. It need not go on promiscuity, but properly taught can go on abstinence till marriage.\r\nAge-appropriate science base education should be taught to young kids. If sex education is going to be efficacious it needs to include opportunities for young people to develop skills, as it can be hard for them to act the basis of only having information. Starting from the primary group, adolescents can substantially have one-to-one discussions with their parents or careers which way on specific issues, questions or concerns at home. Sex education at home also tends to take place over a long time, and involve stacks of short interactions between parents and children.\r\nIn school, the interaction between the teacher and students takes a different form and it is often provided in organized blocks of lessons. School programs which involve parents, notifying them what is being taught and when, can support the initiation of dialog at home. Sex education also can be incorporated into other subjects t aught to the students such as moral studies, Islamic Studies, Health Studies, Science and Biology. The involvement of adolescents themselves in development and providing sex education has increased as a means of ensuring the relevance and approachability of provision.\r\nFor example, Raymas Quah led 250 students from five secondary schools, during the jejuneness Abstinence Walk at millennium Park in SS2 in 2007. The students first attended a four-hour abstinence workshop in their schools, developed by way on the Family Malaysia (FOFM). The non-governmental organization was originally get up up in the United States in 1977 to restore values to the family unit. (The New Straits Times Press, 2007) Consultation with adolescents at the point when programs are designed, helps to ensure that they model attitudes and behaviors to their peers.\r\n'

'Education and Skills Bill Essay\r'

'The gentility and Skills mensuration introduces a untried business on impertinentlyfangled the great unwashed in England to infix in pedagogics or reproduction until the sequence of 18. The broadsheet come asides the park makeup elevator Expectations: staying in pedagogics and raising, which expound the perceived benefits to individuals, the economy and bon ton of recentfangledborn mountain staying in information or nurture for longer. Responsibility for pay scat currently carried push through by the Connexions avail will be transferred to local reproduction authorities (LEAs).\r\nThe flush makes heightens relating to adult skills. The carte besides r extirpateers for the transfer of the regulatory g everywherenment for indie informs in England from the escritoire of estate for Children, Schools and Families to the Chief tester of didactics, Children’s serve and Skills (the new Ofsted) at that transport ar various furnishs i n semblance to educatee behaviour, impertinent qualifications, surveillance of t to each nonpargoniler fostering, and Schools Forums.\r\n in both case a poser power is countenanced for the internal Assembly for Wales to overhaul in relation to the inspection of pre-16 bringing up and fosterage. The territorial period of the charge up varies according to the scope of the contrary victuals. The blame contains provender that trigger the Sewel Convention. Christine gillie Social Policy Section Contri exceptions: Ed Beale, Paul Bolton, Grahame Danby, Susan Hubble, Vincent Keter House of commonality Library.\r\n novel Library research Papers everyow in: 07/72 07/73 The ‘Governance of Britain’ blue jet Paper Child Maintenance and other(a) Payments appoint citizens committee St divisions describe 07/74 07/75 07/76 07/77 07/78 07/79 07/80 economical Indicators, November 2007 Channel Tunnel Rail intimacy (Supplementary preps) shoot down Un phys ical exercise by Constituency, October 2007 The European Communities (Finance) mea accredited [ carte 2 of 2007-08] Sale of Student Loans bank n unitary Housing and Regeneration observation [Bill 8 of 2007-08] The EU Reform.\r\nTreaty: amendments to the ‘Treaty on European Union’ 07/81 07/82 07/83 07/84 07/85 07/86 Health and Social C ar Bill House of Lords †developments since January 2004 Economic Indicators, December 2007 gentility Bill [Bill 11 of 2007-08] Crossrail Bill: Committee Stage Report The Treaty of capital of Portugal: amendments to the Treaty establishing the European Community 22. 11. 07 03. 12. 07 04. 12. 07 06. 12. 07 06. 12. 07 06. 12. 07 06. 11. 07 09. 11. 07 14. 11. 07 15. 11. 07 15. 11. 07 22. 11. 07 22. 11. 07 26.\r\n10. 07 02. 11. 07 explore Papers argon lendable as PDF files: • to members of the general public on the parliamentary web site, URL: http://www. parliament. uk • within fan tan to users of the fan tanary Intr anet, URL: http://hcl1. hclibrary. parliament. uk Library research Papers ar compiled for the benefit of Members of Parliament and their soulal staff. Authors be available to discuss the contents of these publishers with Members and their staff but can non advise members of the general public.\r\nWe welcome comments on our newspapers; these should be sent to the Research Publications Officer, Room 407, 1 Derby Gate, Lon bear on, SW1A 2DG or e-mailed to w eitherpaperS@parliament. uk ISSN 1368-8456 Summary The grooming and Skills Bill was presented in the House of Commons on 28 November 2007. At the same era Explanatory n iodines, an strike sagacity and a Memorandum of Delegated Powers were also published. The Bill, as presented, is in five move. Some of the pabulum argon linked to the establishment’s policies for reforming 14 to 19 didactics and improving the teaching and skills of boyish passel and adults.\r\nOther start ups of the Bill are on reveal matters itemly relating to the regulation and inspection of self-directed educates and colleges. dispel 1 introduces a new transaction on upstart plurality in England to move into in program line or training until the age of 18, and creates a statutory frame encounter to support and lend oneself it with new duties on local gentility authorities (LEAs ), informational givers and employers. The raising of the lodge age will be introduced in two stages: to 17 by 2013 and to 18 by 2015. readiness is made for LEAs to implement the federation handicraft, if necessary.\r\nThey may paying back attention nonices to unsalted throng who refuse to mapicipate. in the altogether attendance panels will be created to perk up appeals and to monitor the enforcement exhibit. LEAs may also issue parenting contracts or parenting orders to parents of juvenility nation who are failing to fulfil the duty to get in. The proposals follow the super acid paper superlative Expec tations: staying in nurture and training ( establish 2007), which describe the perceived benefits to individuals and society of teenaged people staying in nurture and training for longer.\r\nWhile on that point has been wide acceptance of the doctrine that spring chicken people will benefit from active until they are 18, concern has been expressed to the highest degree make it supreme. disassociate 2 makes cookery for the transfer to LEAs of the information, advice and support services for newborn people currently provided by the Connexions service. This follows proposals in the Youth Matters unripe paper (July 2005). The documentation for the Connexions service will be transferred to LEAs in April 2008.\r\nIt is mean that LEAs will continue to remark the Connexions database so as to help them provide the good support services to four- year-old people and promote the new duty on little people to participate in knowledge or training. segment 2 also places a dut y on LEAs to arrange for the assessment of the discipline and training adopts of a individual with a statement of peculiar(prenominal) readingal needs (SEN) during their stopping point course of study of training. This takes flavor of the change in the Bill to call on the carpet the exponentiation age.\r\nOther plannings in Part 2 include: a fate for indirect schools to present careers information in an impartial way and to provide careers advice that is in the best interests of the child; an overt duty on the Learning and Skills Council (LSC) to provide proper facilities for apprenticeships for 16 to 18 stratum sure-enough(a)s, and to make reasonable provision for apprenticeships for those patriarchal 19 and over; a requirement for LEAs to have regard to trip quantify in preparing their channelise policies for students of one-sixth-form age attending trainingal establishments; and a requirement for LEAs to co-ope put with partners who are responsible for 1 4 to 19 teaching method and training.\r\nPart 3 contains provisions in relation to adult skills. The issue of maintaining a sufficiently skilled take a leakforce to witness the economy’s needs in the face of growing global contention has become increasing prominent, particularly since the consequence of the Leitch Review of Skills in 2006. In its solvent to the review, the brass correct out a range of goals relating to workforce skills for 2020 and outlined how it intended to achieve them.\r\nThis Bill places duties on the LSC to provide a free entitlement to training for all adults in England aged over 19 up to their first full direct 2 qualification, with a akin entitlement up to Level 3 for those aged 19-25. Provision is also made to enable the sharing of data amidst relevant departments and the devolved administrations in order to assist in the efficacious assessment and provision of gentility and training for those aged 19 and over. Part 4 creates a wider de finition of an item-by-item preceptal institution in England, which includes certain underemployed groomingal provision, to which the regulatory regime for individual schools in England will go through.\r\nThat regime, currently contained in the facts of life Act 2002, is restated in Chapter 1 of Part 4. The regulatory framework for ‘ self-sufficient cultivational institutions’ is changed so that the Chief Inspector of command, Children’s Services and Skills (the new Ofsted) and not the Secretary of State is the registration authority. The kick the bucket of approving non- keep special schools is also transferred from the Secretary of State to the Chief Inspector. Sixth-form scholarly persons in non h elderly special schools are effrontery a unspoiled to opt out of religious worship. (Pupils in mainstream maintained schools already have this right under the Education and Inspections Act 2006.\r\n) The Bill also looks to amend scratch 347 of the Educ ation Act 1996 to remove in England the division of approved independent school for the spatial relation of a child with a statement of SEN, and to remove the requirement for LEAs in England to estimatek consent to place learners with statements of SEN in non-approved independent schools. Other changes in Part 4 include the introduction of a new anxiety standard for independent educational institutions, and changes relating to fees for registration and inspection. Part 5 includes miscellaneous provisions in relation to pupil behaviour, the Qualifications and Curriculum Authority (QCA) and the approval of external qualifications, the inspection of teacher training, and the constitution of Schools Forums.\r\n in whatever case Part 5 creates a framework power for the internal A ssembly for Wales to legis late in relation to the inspection of pre-16 education and training. The Bill pass overs to England and Wales. Many of the provisions apply to England altogether. A number of new or spread out powers are conferred on welch Ministers. (These are set out in table 1 of the Explanatory Notes to the Bill. )\r\n pentad clauses that relate to sharing information retire to Scotland and trigger the Sewel Convention. Two clauses relating to the remit of the QCA extend to northern Ireland. This research paper outlines the key provisions of the Bill, and provides background on them. It is not intended to be a general account of the clauses. A detail clause by clause account is inclined in the Explanatory Notes to the Bill.\r\nLibrary contacts: Christine gillie : raising the participation age, Connexions service, special educational needs, post-16 transport, regulation and inspection of independent schools, pupil behaviour and attendance and Schools Forums Paul Bolton: statistics on the higher(prenominal) up Ed Beale : apprenticeships, training and adult skills Grahame Danby: data touch Susan Hubble: monetary support for students and external qualification s Vincent Keter: employers and business CONTENTS I Part 1 of the Bill: duty to participate in education or training (England).\r\nA. B. unveiling Background 1. autobiography 2. intricacy of 16 and 17 yr olds in education, engagement and training 3. The third estateness paper and the case for change 4. Responses to the green paper C. D. Overview of the proposed system for raising participation 7 7 8 8 8 12 15 20 Suitable provision and enabling raw people to participate: the ‘ quadruple grammatical construction blocks’ 23 The Bill 1. Key provisions 2. Comment 31 31 35 38 38 38 40 41 42 43 43 E. II\r\nPart 2 of the Bill: Support for participation in education or training: young adults with knowledge difficulties and young people in England A. Provision of support services (Connexions Service) 1. Background 2. The Bill B. C. D. E. F. Assessments relating to eruditeness difficulties Careers education Apprenticeships Provision of transport for persons of sixth form age: journey clippings Co-operation as regards provision of 14 to 19 education and training 44 45 45 47 49 III Part 3 of the Bill: Adult Skills A. Background 1. The Leitch Review of Skills 2. contemporary measures to address adult skills 3. House of Commons Education and Skills Committee report: Post-16 Skills 51 B. The Bill 1.\r\nReaction IV Part 4 of the Bill: regulation and inspection of independent educational provision in England A. Current arrangements for regulation and inspection of independent schools Consultation proposals Response The Bill 53 54 55 55 57 61 63 64 64 65 66 68 69 69 70 B. C. D. V Part 5 of the Bill: miscellaneous provisions A. B. C. D. E. F. Pre-16 education and training:\r\nWales Maintained schools in England: behaviour and attendance External qualifications Inspections of teacher training in England Schools Forums General provisions VI VII Data processing Appendix I: Reaction from specialized organisations to the green paper, Raising expectations: stay ing in education and training 73 Appendix II: relevant documents 85 VIII.\r\n inquiry piece 07/87 I A. Part 1 of the Bill: duty to participate in education or training (England) Introduction In March 2007 the Government’s green paper Raising Expectations: staying in education and training post-16, proposed that the minimum age at w hich young people should leave education or training should be raised to 18.\r\n1 The participation age would be increase in two stages: to age 17 from phratry 2013, and to 18 from September 2015. The green paper set out a fine package of measures for consultation. Alongside the green paper the Government published an Initial restrictive Impact Assessment on the estimated be of the proposals.\r\n2 (These projections have been reviewed and revised and are now published in the Impact Assessment that accom panies the Education and Skills Bill †see on a trim back floor). In July 2007 the Government published a report of the consultation on t he green paper’s proposals. While it mention that on that point had been wide acceptance of the principle that young people would benefit from go on to develop their skills formally until they were 18, it also notable that there was concern about making participation compulsory. 3 Also in July 2007, the Government published World pattern Skills: Implementing the Leitch Review of Skills in England. 4 This set out the Government’s plans to remediate the skills of young people and adults.\r\nThe Government’s Draft Legislative Programme, published on 11 July 2007, announced that a send would be introduced to ensure that young people stay in education or training until age 18, and to provide new rights to skills training for adults.\r\n5 In his Fabian Society lecture on 5 November 2007, Ed Balls, the Secretary of State for Children, Schools and Families, described the Government’s proposals, and published a advance document †From indemnity to leg islation. This explained how the Government intended to proceed, and what aspects of the policy required legislation. 6 Also on 5 November 2007, the Government published its st saygy for reducing the correspondence of young people not in education, employment or training. 7 1 2 3 4 5 6 7\r\nRaising Expectations: staying in education and training post-16, Cm 7065, March 2007: http://www. dfes. gov. uk/consultations/downloadableDocs/6965-DfESRaising%20Expectations%20Green%20Paper. pdf Initial Regulatory Impact Assessment for Raising Expectations: staying in education and training post16, DfES, March 2007:\r\nhttp://www. dfes. gov. uk/consultations/downloadableDocs/RIA%20[FINAL]%20word%20version. pdf Raising Expectations: Consultation Report, DCSF, July 2007: http://www. dfes. gov. uk/consultations/downloadableDocs/Raising%20Expectations%20Consultation%20R eport. pdf http://www. dfes. gov. uk/skillsst lay outgy/uploads/documents/World%20Class%20Skills%20FINAL. pdf http://www. cabineto ffice. gov.uk/reports/governance. aspx Raising Expectations: Staying in education and training post 16: From policy to legislation, DCSF, November 2007:\r\nhttp://www. dfes. gov. uk/14-19/documents/Raising%20Expectations. pdf Reducing the number of young people not in education, employment or training (NEET) by 2013, DCSF, 5 November 2007: http://www. dfes. gov. uk/14-19/documents/NEET%20%20Strategy. pdf 7 seek theme 07/87 The Education and Skills Bill was presented in the House of Commons on 28 November 2007. 8 Explanatory Notes9, an Impact Assessment10, a Memorandum of Delegated Powers11 and a Short study 12 were also published. B. 1. Background memoir\r\nThe Education Act 1918 raised the compulsory school going age from 12 to 14. It also made provision for all young people to participate in at to the lowest degree temporary education until they were 18 but this provision was not implemented. The end of the First World war was followed by a period of asceticism; public ex penditure cuts dubbed the ‘Geddes axe’ 13 meant that the aspiration of increasing participation was not achieved. The Education Act 1944 made provision to raise the school deviation age to 16 but this was not implemented until 1972. 14 The 1944 Act also re-enacted the 1918 provision to extend participation at least part- era until the age of 18 but again this was not implemented.\r\nThe school going away age has remained at 16 since 1972, although the leaving fancy was amended in 1997. 15 2. betrothal of 16 and 17 family olds in education, employment and training At the end of 2006 around six out of every seven 16 and 17 course olds were provisionally estimated to be in rough form of education or training. The large major(ip)ity were in fullmagazine education, others were in Government support Work found Learning (WBL)16, Employer Funded learn 17 or other types of education and training including part-time courses.\r\nThe latest data are summarised downstairs : 8 9 10 11 12 13 14 15 16 17 Education and Skills Bill, Bill 12, Session 2007-08: http://www.publications. parliament. uk/pa/cm200708/cmbills/012/08012. i-v. html Education and Skills Bill Explanatory Notes: http://www. publications. parliament. uk/pa/cm200708/cmbills/012/en/index_012. htm Impact Assessment of the Education and Skills Bill, DCSF, 29 November 2009:\r\nhttp://www. dfes. gov. uk/publications/educationandskills/docs/impact_assessment. pdf Memorandum of Delegated Powers, DCSF, 28 November 2007 (an electronic transcript was not available at time of writing but a hardcopy was available from the Vote Office) DCSF, Short Guide to the Education and Skills Bill: http://www. dfes. gov. uk/publications/educationandskills/docs/BillNarrative.\r\ndoc subsequently(prenominal) Sir Eric Geddes who chaired a committee set up to apprize economies SI 1972 No 444 The 1997 change introduced a single school leaving date †the last Friday in June in the school course in which a youn g person reaches age 16: DfES airman 11/97, School Leaving get a line for 16 affable class Olds, September 1997 http://www. teachernet. gov. uk/management/atoz/S/schoolleavingdate/index. cfm? code=furt Includes Advanced Apprenticeships, Apprenticeships, intromission to involvement and NVQ Learning.\r\n adolescent people who reliable training in the previous four workweeks, includes non-WBL apprenticeships. 8 RESEARCH theme 07/87 Education, employment and training status of 16 and 17 category olds in England, 2006 16 category olds number % of world 17 course olds number % of population 16 and 17 family olds number % of population Full-time education Work found Learning Of which also in regular education Employer Funded Training Other education and training wide education and training Not in any education or training Of which also not in employment descent: 516,900 37,700 1,300 15,000 25,600 593,800 68,400 42,800 78.\r\n1% 5. 7% 0. 2% 2. 3% 3. 9% 89. 7% 10. 4% 6. 5% 428,600 51,600 1,200 26,700 32,000 537,600 122,000 62,700 65. 0% 7. 8% 0. 2% 4. 0% 4. 9% 81. 5% 18. 5% 9. 5% 945,500 89,300 2,500 41,600 57,600 1,131,400 190,400 105,500 71. 5% 6. 8% 0. 2% 3. 1% 4. 4% 85. 6% 14. 4% 8. 0%.\r\n meshing in Education, Training and Employment by 16-18 Year Olds in England: 2005 and 2006 and Participation in Education and Training by 16 and 17 Year Olds in each local Area in England: 2004 and 2005, DCSF general participation order were higher for 16/17 year old females at 88% compared to 83% for males.\r\nThe gap was to a greater extent or less 10 percentage points for full-time education participation, but young men were to a greater extent probably to be in one of the training categories. These figures are based on the schoolman year age of young people, i. e. their age at the start of the donnish year. on that pointfore 16 year olds are in their first year after the end of compulsory education.\r\nThe data are estimated as at the end of the schedule year, and then round of these young people will have had their 17th/eighteenth birthdays. Among the one million 16 and 17 year olds in full or part time education in 2006, 426,000 were in kick upstairs education/ medical specialist colleges, 366,000 were in maintained schools, 130,000 in sixth form colleges and 82,000 in independent schools. The boilers suit number in full-time education has increase by 14% over the last decade; the largest semblanceate increases were at sixth form colleges (22%) and at maintained schools (19%). There was sexual intercoursely little difference of opinion in the type of education go to by 16 and 17 year olds. A slightly higher proportion of 17 year olds attended further education colleges at the expense of maintained schools.\r\n18 Trends in participation by broad status are summarised in the table at the end of this section. In the early 1950s (when the school leaving age was 15) fewer than one in five 16 year olds and fewer than one in ten 17 year olds were in full time education in England and Wales.\r\nImmediately in the beginning the leaving age was increased to 16 (1972) these figures had increased to around one in iii 16 year olds and one in six 17 year olds. The 16 year olds’ participation rate reached 50% in the mid seventies; the 17 year olds’ rate reached this level in the early nineties. 19 At the end of 2006 78% of 16 year olds and 65% of 17 year olds were in full time education in England. 20 Both were record highs. 18 19 20.\r\nDCSF SFR 22/2007, Participation in Education, Training and Employment by 16-18 Year Olds in England: 2005 and 2006 and Participation in Education and Training by 16 and 17 Year Olds in each Local Area in England: 2004 and 2005 Statistics of Education 1962 part one, Ministry of Education; Education and training statistics for the unite Kingdom 2006 and earlier, DfES DCSF SFR 22/2007F 9 RESEARCH PAPER 07/87.\r\na. 16 and 17 year olds not in education or train ing The earlier table showed that there were an estimated 190,000 16 and 17 year olds not in any education or training ( network), 106,000 of whom were not in work and hence not in any education, employment or training (NEET). The NEET rate among 16 and 17 year old males was 9. 5% compared to 6. 4% for females. 16 year olds had a lower NEET rate than 17 year olds (6. 5% v 9. 5%). Around 60% of those in the NEET family unit were classed as unemployed21, the rest were economically inactive.\r\n22 While there is a particular focus of attention on young people who are not in education, employment or training (the ‘NEETs’), the Bill proposes a duty on those in employment to participate in al some training or education †hence it is also relevant for the ‘NETs’. The latest similar sub-national data collected is for the end of 2005.\r\nThis only looked at education and Work found Learning (WBL) and showed that the total proportion of 16 and 17 year olds no t in either category was lowest in London (16%), the southernmost East (18%) and the due south West (18%) and highest in Yorkshire and the Humber (23%) and the East Midlands (21%). 23 More recent data from Connexions, which is not directly comparable, gives NEET rates at the end of 2006 which vary from 5. 6% in the sulphur East and 6. 0% in the South West to 10. 5% in the North East and 9.\r\n2% in Yorkshire and the Humber. 24 b. Trends The table at the end this section summarises trends in NET and NEET rates. These are also illustrated in the charts below. 45% 40% 35% 30% 25% 20% 15% 10% 5% 0% 1985 NET NEET 16 year olds 45% 40% 35% 30% 25% 20% 15% 10% 5% 0% 1985 17 year olds NET NEET 1987 1989 1991 1993 1995 1997 1999 2001 2003 2005 1987 1989 1991 1993 1995 1997 1999 2001 2003 2005 There was a break in the serial in 1994 and there have been some recent more minor inconsistencies. However, some trends are clear. The NEET rate among 16 year olds shake off in the early 1990s and increased steadily for much of the last decade to a high of 8.\r\n1% in 2005. The provisional fall to 6. 5% in 2006 takes it to its lowest level for almost a decade. The NET rate for 16 year olds fell by a larger amount in the late 1980s and 21 22 23 24 ILO definition of unemployment DCSF SFR 22/2007 ib. NEET Statistics †Quarterly Brief, DCSF 10 RESEARCH PAPER 07/87 early 1990s as there was a general monger from employment and WBL to full-time education. This rate increased from 9. 2% in 1994 to 14. 3% in 2001, but has since fallen to 10. 3% in 2006. The NEET rate among 17 year olds fell by around half mingled with 1984 and 1994 to 7. 7%. This rate has increased more recently to 10. 9% in 2005 onward dropping back to 9.\r\n5% in 2006. The NET rate fell from 44% in 1984 to below 20% in 1993 as there was a major shift from employment to full-time education. The scale of this was even greater than that seen among 16 year olds. The level of this rate increased from the late 19 90s before to almost 22% before falling back to below 18% in 2006. Trends in education, employment and training status of 16 and 17 year olds in England Percentages (a)(b) 1985 Full-time education Work Based Learning Employer Funded Training (c) Other Education and Training Total Education and training Total Not in any education or training Of which also not in employment Notes: 1990 51. 1 19. 1 7.\r\n5 3. 5 79. 7 20. 3 8. 0 1995 65. 6 11. 6 4. 0 4. 3 84. 7 15. 3 6. 7 2000 65. 6 9. 5 3. 7 4. 9 83. 5 16. 5 7. 1 2001 64. 8 8. 4 3. 9 5. 2 82. 1 17. 9 8. 4 2002 65. 4 7. 9 4. 0 5. 2 82. 4 17. 6 8. 2 2003 66. 0 8. 1 4. 1 5. 2 83. 2 16. 8 7. 7 2004 67. 2 7. 9 3. 8 4. 9 83. 6 16. 4 8. 3 2005 2006p 69. 2 7. 4 3. 5 4. 5 84. 5 15. 5 9. 5 71. 5 6. 8 3. 1 4. 4 85. 6 14. 4 8. 0 39. 7 16. 1 9. 2 4. 5 68. 2 31. 8 11. 0 There was a break in the series in 1994 due to changes in the offset of further and higher education data. (a) Participation estimates may be slightly underestimated for 16 year o lds between 1999 and 2000 and 17 year olds between 2000 and 2001.\r\n(b) There is a discontinuity from 2002 onwards whereby participation in additional institutions are included for the first time. This increases the full-time education rate by around 0. 1 points and the any education or training rate by around 0. 4 points (c) Includes other part-time education not included elsewhere and full- or part-time education in independent further or higher education institutions. Source: Participation in Education, Training and Employment by 16-18 Year Olds in England: 2005 and 2006 and Participation in Education and Training by 16 and 17 Year Olds in each Local Area in England: 2004 and 2005, DCSF c.\r\n global comparison of inventory in education 16 year old enrolment rate in secondary education, 2005 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% FRA GRE AUS SWE NOR KOR OST lx IRE BEL glass SWI 0% US politico SLO JAP UK ITA POR OECD MEX second sight CZ FIN NED DEN NZ TUR OECD data on enrolme nt by age look at the actual age of pupils/students, the rates calculated are different from those given earlier. In 2005 94% of 16 year olds and 80% of 17 year olds were in ‘secondary’ 25 education in the UK. The 16 year olds’ rate was three percentage points above the OECD average, the 17 year olds’ rate three points below.\r\nThe UK’s relative position is shown opposite. Source: Education at a Glance 2007, OECD. mesa C2. 3 25 This is based on the assessed academic level using international sort which at their highest level split education into primary, secondary and tertiary.\r\nIt does not mean these pupils are in secondary schools. 11 GER HUN RESEARCH PAPER 07/87 Although the UK’s participation rate for 16 year olds was above the OECD average it was still below that of most other countries as the average was reorient downwards by much lower levels in Turkey and Mexico.\r\nThe UK ranked eighteenth out of 29 states included in the 16 yea r olds measure and twentieth on the 17 year olds rate. 17 year old enrolment rate in secondary education, 2005 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% SLO 0% KOR HUN NOR CZ GER SWE BEL POL FIN JAP OST OECD POR GRE MEX DEN NED TUR AUS ICE SWI ESP FRA LUX IRE NZ US UK Some of the countries ranked Source: Education at a Glance 2007, OECD. Table C2.\r\n3 below the UK have comparatively high enrolment rates in non-secondary education, 26 but direct comparisons cannot be made due to a pretermit of comparable data on enrolment on these types of education in the UK. 27 3. The green paper and the case for change The green paper, Raising Expectations: staying in education and training post-16, described the perceived benefits to individuals and society of young people staying in education and training for longer.\r\n28 It proposed a detailed package of measures for consultation. These were summarised in the DfES press honour launching the green paper: • From 2013, young people should remain in education or training after 16 †this means the first pupils to be touched would be those entering secondary school in September next year.\r\nYoung people would be required to work towards accredited qualifications at school, in a college, or in â€Å"on the hire out” training or day fall by the wayside; Apprenticeships will be significantly expanded so that they are available to any qualified young person who wants one; Participation should be full time for young people not in employment for a significant part of the week and part time for those running(a) more than 20 hours a week;\r\nBetter advice and guidance for young people to enable them to access the provision that’s right for them; A high quality, complete registration system to keep frustrate of the education options a young person has chosen and to make sure they don’t drop out; edifice on the Education Maintenance pay we will consider new pecuniary support measures to ensure y oung people from low income • • • • • • 26 27 28 Tertiary and post-secondary non-tertiary Education at a Glance 2007, OECD.\r\nTable C2. 3 Raising Expectations: staying in education and training post-16, Cm 7065, March 2007: http://www. dfes. gov. uk/consultations/downloadableDocs/6965-DfESRaising%20Expectations%20Green%20Paper. pdf 12 ITA RESEARCH PAPER 07/87 backgrounds get the support they need to overcome any barriers to participation. To make sure the right provision is in place the new requirement would not be implemented until 2013 by which time the new Diplomas will be a National Entitlement.\r\nThis will give young people a choice of A levels, GCSEs, the International Baccalaureate, the new Diplomas, Apprenticeships, and accredited in work training. Young people would be supported to re-engage if they drop out through integrated Youth Support Services. Any enforcement process would be used only as a last resort if a young person refused to re-engage. 29 Chapter 2 of the green paper set out the evidential basis for raising the education and training participation age. This referred to research covering that young people who stay on in education and training after 16 are more likely to gain further qualifications by 18 than those who go into employment without training or drop out altogether.\r\nIndividuals with qualifications earn more than those without. In addition to higher wages, betterqualified individuals have improved employment prospects and an increased likeliness of receiving workplace training. There are also wider benefits associated with higher qualification levels, such as improved health and better social skills. The green paper observe demo on the relationship between higher levels of skills and qualifications and economic performance and productivity. It highlighted evidence suggesting that up to one fifth of the UK’s siding per hour productivity gap with Germany and an ordinal of the g ap with France results from the UK’s relatively unworthy skills.\r\nThe green paper also noted the wider benefits to society from increased participation. It stated that those who participate are less likely to run into teenage pregnancy, be involved in nuisance or behave anti-socially. The green paper refers to a study that looked at Offender Index data between 1984 and 2001 which showed that an additional year of compulsory schooling decreases conviction rates for property crime, and that it has also been estimated that compulsory schooling lowers the likelihood of committing crime or going to prison. 30 The green paper went on to outline t e combination of measures taken so far to h encourage increased participation.\r\nThese include changes to the 14 to 19 computer programme and the introduction of new specialist diplomas with an wildness on applied and practical learning; changes to the curriculum for 11 to 14 year olds to allow greater flexibility and personalisati on of learning; an expansion of work-based learning; from September 2007 a ‘September Guarantee’ of an offer of an suspend learning place for every young person leaving school at 16; improvements in information, advice and guidance for young people to help them make choices; and financial support through educational living allowances.\r\n \r\n'