'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'