This conference was hosted by the Centre for Post 14 Research and Innovation on the 08 November 2011. It focused on young people in London and the challenging, for some potentially hostile, environment in which they find themselves. It looked at what can be done and what is being done as London demonstrates, yet again, its resilience. The conference provided a platform for a dialogue taken forward both by the Institute of Education and by London Councils, as policy makers and practitioners come together to develop a strategy, in London, to rescue young people from the crisis that many of them now face.

1. A LONDON REGION POST-14 NETWORK CONFERENCE
Young People and Opportunity; A Vision for
London
WELCOME
A Network for Lifelong Learning:
an initiative of the Institute of Education

2. A LONDON REGION POST-14 NETWORK CONFERENCE
Welcome and Chair’s remarks: The
challenges facing young people in
London
Ann Hodgson
Institute of Education
A Network for Lifelong Learning:
an initiative of the Institute of Education

3. The challenges facing young
people in London
Ann Hodgson
Assistant Director (London)

4. Education and training ‘push’
factors
1. Raising of the Participation Age legislation
2. An accessible and motivational curriculum and assessment
system?– E Bac, changes to National Curriculum, GCSEs and A
levels, more emphasis on external assessment, downplaying of
vocational awards and changes to performance tables
3. Collaboration between providers to offer a wide range of provision? –
institutional diversity and competition
4. High quality and impartial careers education and information, advice
and guidance? – school-based and all-age careers service
5. Funding for student programmes and for student participation? –
removal of entitlement funding and EMA
4

5. Education and training ‘pull’ factors
1. Access to higher education and good returns for learning? – rise in
fees and possible reduction in places – highly competitive and likely
to become more stratified
2. Availability of apprenticeships? – strong strand of government policy
but difficulties during current economic climate and poor availability
in London
3. Employment opportunities for young people? – high levels of youth
unemployment and continuing recession
5

6. Education and training: some key
London statistics
• 61% 16 year olds achieved 5+ A*-Cs including maths and English in 2011
(58.3% nationally) but big attainment gaps (e.g. SEN, FSM, looked-after)
• 4.7% of 16-18 year olds were NEET in August 2011 (7,655 young people) –
lower than national average but drop out at 17+ higher than national average
• 6,300 young people were in employment without training in 2010
• Approximately 75% of provision for 16-19 year olds was at L3 in 2010 – but L3
enrolments in colleges down (44-42%) and E/L1 up (26-30%)
• School sixth forms and academies – 81% A/AS and 89% L3
• Average points score per candidate at A Level is lowest in the country
• Lowest apprenticeship delivery nationally
• FE L2 and L3 success rates below national average (SFCs perform well)
• Apprenticeship success rates below national average
• Attainment by 19 at L2 and L3 above national average
• University applications in London down by 70,000 (9%)
6

7. The wider context: some key
statistics
• Of those 465 10-17 year olds (59% in London) brought before the courts for
offences related to the riots: ,
– 42% FSMs,
– 66% SEN,
– 36% at least one fixed period exclusion,
– 11% achieved 5 A*-Cs at GCSE incl. English and Maths
• 39% (600,000) of children live in poverty – highest of all UK regions
• 22.1% of children living in workless households in 2010 and rising (16.5%
nationally)
• Unemployment rate of 16-24 year olds is highest of all regions in UK – 23.6%
(117,800 young people)
• Employers less likely to recruit from school/college level in London
• Strongest growth areas for London: Business services, Creative & cultural,
Hotels & restaurants, Retail, Transport & communications, Low carbon
7

8. Key questions for the
conference
1. How do we ensure that all young Londoners still see staying on in
education and training as important given the current balance of push
and pull factors?
2. What examples of good practice in terms of education provision and
support for transition into the workplace are there out there?
3. Do we have the right balance of provision for young people across
London and who is overseeing this at the local and regional levels?
4. What role can each of the key stakeholders in London play in boosting
participation, attainment, progression and transition into higher
education and the workplace?
8

9. A LONDON REGION POST-14 NETWORK CONFERENCE
Key Note: London, a global city
Gus John
Institute of Education
A Network for Lifelong Learning:
an initiative of the Institute of Education

10. Young People and Global London
8 November 2011
Gus John
Honorary Fellow & Associate Professor

11. London – Global City
Education either functions as an instrument
which is used to facilitate integration of the
younger generation into the logic of the present
system and bring about conformity, or it
becomes the practice of freedom, the means by
which men and women deal critically and
creatively with reality and discover how to
participate in the transformation of their world
Paulo Freire

12. London – Global City
In fact, while most of the rioters were second
generation immigrant youths, the underlying
issues were far more complex, involving social
and economic exclusion, racial discrimination,
and most importantly the capacity of the French
Republic to respond to these challenges while
maintaining its distinctive model of and formal
commitment to the social integration of
individuals, no matter what their color or creed.
Peter Sahlins, SSRC Director of Academic Programs, 2006

13. London – Global City
“At a time in which ethnic borders are
too often being reinforced rather than
relaxed, London’s ability to be at ease
with itself and its complex history
carries huge potential value”
Naseem Khan - Mayor’s Commission on African
and Asian Heritage(2004)

14. London – Global City
We root our identity in our knowledge
of our past, in the spiritual traditions
of our ancestors, in the profile that
their struggles, achievements and
advances earn for succeeding
generations, and in the sense we
have of the quality of our own
contribution to the present

15. London – Global City
The Ministry of Justice analysis of official
statistics has since revealed that only 13%
of the 1931 people charged or cautioned
for crimes connected with the unrest in
August had any involvement with gangs
and that poverty, not ‘gang culture’ was
the main underlying cause behind the riots

16. London – Global City
100 Black Men of London which provides
leadership development and mentoring
and support to young people and their
parents and facilitates dialogue between
them about parenting and the challenges
facing black young people in school, peer
group and community

17. London – Global City
National Black Boys Can and their
offshoots such as Options for Change
(Streatham, South London) that works to
support the emotional, social, cultural and
academic development of young people
and to give parenting support and
guidance to their parents as necessary

18. London – Global City
Origin in Clapham North which runs a
‘Rites of Passage’ programme for pre-
pubescent boys and provides parenting
support and guidance for the fathers of
those boys, irrespective of whether or not
those fathers share a home with the boys
and their mothers

19. London – Global City
Eastside and Westside Young Leaders
Academies that provide leadership
training for young black boys with a focus
on self management, academic
achievement and the development of
advanced social and life skills

20. London – Global City
From Boyhood to Manhood Foundation that
targets young people on the periphery of gangs,
those vulnerable to pressure to join gangs, those
wishing to leave gangs and those who are good
at self management, are disciplined learners and
high achievers with high ambitions, or who are in
employment, post-16 education or training who
wish to act as peer mentors and give support to
their peers who face multiple challenges

21. London – Global City
The Communities Empowerment Network
and its campaigning arm, Parents and Students
Empowerment, established some twelve years
ago to provide advocacy representation, support
and training for parents and young people in
response to the high levels of school exclusion
among black school students. CEN deals with
an annual average of 1,000 exclusion cases. It
also works with schools to put in place strategies
for eliminating school exclusions

22. London – Global City
The report notes that African and Asian
people make up 1 in 13 of the UK
population and that over the past 20 years
they have accounted for two-thirds of the
growth of the total UK population.
Ethnic Minorities and the Labour Market (produced by
the Strategy Unit in the Cabinet Office in 2004)

23. London – Global City
• problem-solving skills
• adaptability
• flexibility
• confidence - including the
confidence that comes from being
able to communicate effectively

24. London – Global City
• lateral thinking
• effective communication through
proficient use of ICT

25. London – Global City
‘The greatest problem that there are too
many teachers who are killers, cold
blooded murderers. They kill children’s
dreams. That is why after all these years
of compulsory schooling the nation is still
full of, the jails are still bulging with, young
people who see nothing ahead of them but
hopelessness and despair’
Geraldine Connor (1952 -2011)

26. London – Global City
60% of global majority (GM)
students in England are
concentrated in London’s post-
1992 Universities

27. London – Global City
There are more students of Black
Caribbean origin at London
Metropolitan University than at all
the 20 Russell Group Universities
put together

28. London – Global City
Russell group universities with the
highest GM participation rates
(between 30% and 47%) are: UCL,
Imperial, LSE and Kings, all located in
London where approximately half the
GM population in the UK lives

29. London – Global City
People from GM backgrounds have a greater
Higher Education Initial Participation Rate
(HEIPR) than people of White backgrounds.
2001/02 data showed that people of Black
African and Indian backgrounds had the Highest
HEIPR (both above 70%, as compared to
students from Bangladeshi and Black Caribbean
backgrounds with the lowest (39% and 35%
respectively)
Source: Jessica Sims, Runnymede Trust 2007

30. London – Global City
the entitlement of non-traditional
students
(GM , working class, etc):
• To progress to University
• To choose Oxbridge and the Russell
Group, not just post-1992 institutions

31. London – Global City
... redouble their efforts to restore hope
and dignity to young people and
actively equip them with the
knowledge, understanding, skills and
capacities for building, managing and
sustaining an equitable, fair, just and
socially cohesive capital city

32. London – Global City
‘It must be borne in mind that the tragedy
of life doesn’t lie in not reaching your goal
The tragedy lies in having no goal to reach
It is not a calamity to die with dreams
unfulfilled
But it is a calamity not to dream

33. London – Global City
It is not a disaster to be unable to capture
your ideal
But it is a disaster to have no ideal to
capture
It is not a disgrace not to reach for the
stars
But it is a disgrace not to have stars to
reach for

34. London – Global City
Not failure, but low aim is a sin
- Dr Benjamin Elijah Mays (1894-1984)

35. Professor Gus John
07539 476041
profgusjohn@gmail.com
www.gusjohn.co.uk

36. A LONDON REGION POST-14 NETWORK CONFERENCE
Community, cohesion and engagement
Cllr Rachel Heywood – Cabinet member for
Communities and Community Safety, Lambeth
Council
A Network for Lifelong Learning:
an initiative of the Institute of Education

37. A LONDON REGION POST-14 NETWORK CONFERENCE
The next few years
Mike Pettifer
YPLA Regional Director for London
A Network for Lifelong Learning:
an initiative of the Institute of Education

38. IOE – London Region Post 14
Network
The Next Few Years
Mike Pettifer
Director of Young People – London & the South East
YPLA Championing Young People’s Learning

39. “Before you look down,
it’s often helpful to look up”
Championing Young People’s Learning

40. Nick Gibb Speech
Overarching Principles
Freedom – from bureaucracy to
make own decisions
Fairness – across institutions, across
young people
Responsibility – for your own
decisions and the consequences
Overarching, overarching principle:
Simplification
Championing Young People’s Learning

41. Vision? Yes Prescription? No
What is the vision?
Education White Paper – the importance of teaching
Alison Wolf – review of vocational education
Sarah Teather – Support and Aspiration
What does the vision look like?
Simplification
Removal of unnecessary bureaucracy
Focus on the learner
Freedom of the provider
Equity in the system
Joined up services
Championing Young People’s Learning

42. Simplification – what does it actually
mean?
“Say what you will about the Ten Commandments, you must
always come back to the pleasant fact that there are only
ten of them.”
~H.L. Mencken
Championing Young People’s Learning

43. The first rule of chess, exchange and simplify…
Championing Young People’s Learning

44. OFSTED EFA DFE BIS
DCSF Skills Funding Agency
Funding Statement
Learning & Skills Council Strategy
Skills Investment
data derived automated funding system
Performance Systems Curriculum Quality Funding
Process Capital
TRANSPARENT DATA Allocations ACCESSIBLE DATA
National Priorities
Regional Priorities Regional Planning Groups
Sub-regional offices Partnership Teams Local Priorities
GTC JACQA GOs
LAsQCDA
Local Authorities BECTA OFSTED RDAs TDA
PERFORMANCE – RESULTS – PERFORMANCE - RESULTS
Accountability
Schools Food Trust –
PROVIDERS PROVIDERS - PROVIDERS
Audit Commission
PROVIDERS
CUSTOMERS - CHOICE - CUSTOMERS Championing Young People’s Learning

45. Yes, but what does it all mean?
What will it all look like? How will it
all work?
Championing Young People’s Learning

46. Transparent Rules based
information &(traditional & converter)
Academies automated
data funding system
University Technical Colleges
Empowerment
Studio Schools
School Sixth Form
(Informed)
Choice Free Schools Freedom
Entrepreneurial Hybrid Schools
spirit/innovation Needs based collaboration
Hard & Soft Federations
OFSTED
General Further Education College
Sixth Form College
Independent Provider
Independent Specialist ProviderChampioning Young People’s Learning
Employers (apprenticeships/work experience) – LAs (Gaps/Failure/Advocacy)

47. Some of the
challenges/opportunities ahead
Balance between attainment and progression measures
Balance between raw and mediated data
Balance between self-service and personalised IAG
Balance between choice and budget
Balance between vocational and academic
RPA
Raising aspirations and achievement of disadvantaged
young people
Championing Young People’s Learning

48. What about London?
Some trends…
Championing Young People’s Learning

49. London Aerial View
£s 10/11 allocation £951m
11/12 allocation £945m
Places 09/10 planned 178,616
10/11 planned 182,913
11/12 planned 182,700
Budget for 11/12 (-£6m = -0.63%)
Places for 11/12 (-213 = -0.12%)
Championing Young People’s Learning

50. FE places in London
Championing Young People’s Learning

51. Sixth Form Places in London
Championing Young People’s Learning

52. Changing Market Share in London
Championing Young People’s Learning

53. A LONDON REGION POST-14 NETWORK CONFERENCE
Plenary – Towards a vision for London
A Network for Lifelong Learning:
an initiative of the Institute of Education

54. A LONDON REGION POST-14 NETWORK CONFERENCE
Workshops
1. Hackney, Helen McNulty
Drama Studio
2. Islington - Creative Engagement &
Progression, All Change; Suzanne Lee
Room 822 (8th Floor)
3. Citizens UK; Sebastien Chapleau
A Network for Lifelong Learning:
an initiative of the Institute of Education
Clarke Hall (3rd Floor)

55. Partnership in Hackney
Collaborating for Success

56. What we have achieved?
5ACEM up 56.5% - up 1.2%
Just below national; 57.9% for maintained schools
5AC 73.6% - up 2.5%
5AGEM up 94.9%, (1.1% above national 93.8%)
Hackney P16 APS/Student 2006-2011
800.0
750.0
700.0
650.0
600.0
550.0
500.0
450.0
2006 2007 2008 2009 2010 2011
LBH 523.6 542.5 552.3 625.4 649.1 680.3
Inner London 606.5 618.8 621.5 644.1 642.8
National 721.5 731.2 740.0 739.1 744.8

57. How we work together?
14-19
Executive
14-19
Partnership
Participation
RPA Task & Post 16
& Progression
Finish Group Network
Group
Post 16 14-19
Subject Learning
Networks Solutions

58. Maintained School Head,
14-19 Academy & College
Principal, LA reps
Executive
Schools, Colleges,
Providers, HE, EBP,
14-19
LA LA Commissioners,
Partnership
Vulnerable Learners
Leads of Service e.g.
CLA Virtual Head
Heads of Sixth & Participation &
RPA Task & Post 16
Colleges Progression
Finish Group Network
Group
Providers,
Connexions, LA
Data Rep, Post 16 14-19
Attendance Subject Learning
Service, Young
Hackney Service
Networks
Post 16 Subject Solutions
Provider Network
Teachers

59. Strategic Aim 1;
To increase effective participation for all Hackney Young People
aged 14-19.
Strategic Aim 2;
To increase achievement for all Hackney Young People aged 14-
19.
Strategic Aim 3;
To increase progression for all Hackney Young People aged 14-
19.
Strategic Aim 4;
For our quality assurance and improvement programme to
support the continued significant progress at KS4 and KS5
Strategic Aim 5;
For Hackney young people to have highly developed skills in
intelligent management of life

60. Our KPIs
• L2 & L3 @ 19 NI 79 & 80)
• Participation (NI 117)
• Post 16 Level 3 Performance (APS per
student and per entry)
• HE Progression (applications & acceptances)
• Apprenticeship Progression (in development)
• Children’s Services Inspection Post 16
Outcomes

61. Our Focus- Corporate Pushy
Parent
What do our vulnerable learners do
post 16 and post learning?
• Those who drop out at 17 or 19 or 20…
• Our care leavers
• YP who have accessed alternative
provision
• Learners with SEND
• YP from worklessness homes
Anyone who is vulnerable….

62. Hackney now
• Deprived, but also polarized
• Unemployment rate falling, with static &
slightly increasing numbers of
worklessness including IB claimants
• Tech City dramatic increase in digital
media & clothing designers – coupled
with support industries internet cafés &
workspaces
• Population increasing dramatically

63. What we need to do…
• Ensure sustained improvement at all stages
& levels
• Add more pathways for YP
• Increase Oxbridge & Russell Group
Progression
• Maintain independent high quality IAG
• Bring Apprenticeships to the forefront
• In partnership with local LAs increase
provision for learners with SEND
• Increase quantity of places

64. Identified changes in practice since
the change in government
• Self determined rather than imposed
partnerships e.g. post 16 & progression agreements
• Need for easy accessible information
electronically or `breakfast briefing’
formats
• Lead institutions offering services e.g. BSix
college BSeven HE Progression programme
• Demand for SIP Programme, Traded
Services, Foundation Learning Support

65. Collaborating for Success
• Shared use of data (14-19 Data Officer)
• Focus on Teaching & Learning
• Used Academy building & BSF programmes
• Increased healthy competition
• Learning lessons from each other
• Interborough collaboration

66. A LONDON REGION POST-14 NETWORK CONFERENCE
Employer engagement in a global city
Dr Anthony Mann
Director of Research and Policy at the
A Network for Lifelong Learning:
Education and Employers Taskforce
an initiative of the Institute of Education

67. Anthony Mann
Education and Employers Taskforce
www.educationandemployers.org

69. YouGov poll: Methodology
• Survey administered by YouGov Polling (pro-bono)
• Sample size: 987 people
• Location: Great Britain
• Age: 19-24
• Fieldwork: February, 2011
• Statistical analysis via SPSS 16.0
• Testing at 10% significance level

70. YouGov Survey
• Survey designed to identify extent to which young people
engage and perceive four key types of employer
engagement activity useful in: deciding on a career,
getting a job and getting in to HE
• Sample large enough to segment by school type, age,
gender and geographical location
• Key questions addressed in presentation: Is there
variation across school types and age groups in terms of
the usefulness of WEX and careers advice? Correlations
with labour market outcomes?

71. Activity participation rates by school type
School type attended between 14-19 * Work experience participation rates
14 – 19 Non-selective Grammar Independent
Work with sixth Form with sixth Form with sixth Form N
Experience Yes 90.0% 86.1% 84.8% 649
No 10.0% 13.9% 15.2% 82
N 530 122 79 731
P-Value 0.229
School type attended between 14-19 * Percentage receiving employer careers advice
14 – 19 Non-selective Grammar Independent
Careers with sixth Form with sixth Form with sixth Form N
Advice Yes 43.8% 48.4% 57.0% 336
No 56.2% 51.6% 43.0% 395
N 530 122 79 731
P-Value 0.076

72. Perceived impacts of activities
School type attended between 14-19 * Work Experience participation rate
14-19* deciding on a Job getting a job getting into HE
Non-selective 54% (16%) 27% (9%) 25% (6%) 441-470
Grammar 59% (19%) 31% (10%) 28% (11%) 94-105
Independent 81% (36%) 47% (15%) 42% (13%) 53-67
P-Value 0.000 0.036 0.032
(Including a sixth form or college)
School type attended between 14-19 * Percentage receiving careers advice
14-19* deciding on a Job getting a job getting into HE
Non-selective 58% (10%) 39% (7%) 37% (10%) 223-232
Grammar 62% (12%) 38% (7%) 46% (7%) 55-58
Independent 81% (28%) 56% (13%) 37% (17%) 40-47
P-Value 0.003 0.389 0.122
(Including a sixth form or college)

73. Age
Pupil age and the usefulness of work experience
deciding on career getting a job getting into HE N
Age WE was Useful Useful Useful
undertaken
14 to 16 50% (13%) 25% (7%) 19% (4%) 588-609
16 to 19 74% (29%) 48% (21%) 47% (18%) 104-123
Did it at both ages 76% (31%) 47% (20%) 51% (24%) 81-96
P-Value 0.000 0.000 0.000
Pupil age and the usefulness of careers advice
deciding on career getting a job getting into HE N
Age CA was Useful Useful Useful
undertaken
14 to 16 54% (9%) 40% (8%) 30% (8%) 130-136
16 to 19 70% (16%) 53% (15%) 53% (16%) 181-190
Did it at both ages 69% (17%) 39% (10%) 43% (9%) 94-101
P-Value 0.016 0.122 0.02

74. NEETs
Correlation between NEET status at 19-24 and number of employer engagement activities
undertaken whilst in education (aged 14-19)
Some schools and colleges arrange for their students (aged
between 14 and 19) to take part in activities which involve
employers or local business people providing things like work
experience, mentoring, enterprise activity, careers advice, CV or
interview practice. On how many different occasions do you
remember such employer involvement in your education?
0 1 2 3 4 or more
Which of the NEETs 26.1% 23.4% 16.6% 15.6% 4.3%
following BEST
Non-NEET 73.9% 76.6% 83.4% 84.4% 95.7%
applies to you?
Weighted Base 272 350 145 64 69
Kendall’s Tau C P value = 0.001

75. Future perceptions and employer
engagement activity intensity
Correlation between number of employer engagement activities undertaken whilst in education
(aged 14-19) and perceptions as a young adult (aged 19-24) of usefulness of current activity to
future career aspirations.
Some schools and colleges arrange for their students (aged between 14 and 19) to
take part in activities which involve employers or local business people providing
things like work experience, mentoring, enterprise activity, careers advice, CV or
interview practice. On how many different occasions do you remember such
employer involvement in your education?
0 1 2 3 4 or more
Thinking about the Very Useful 35.7% 38.0% 40.7% 45.8% 54.4%
sort of job you’d like
to be doing in 5 to 10 Useful 31.6% 32.5% 37.2% 25.4% 30.9%
years time, how Not that Useful 15.8% 13.3% 10.3% 11.9% 7.4%
useful do you think
what you are doing
now is as a way of Not at all Useful 16.9% 16.2% 11.7% 16.9% 7.4%
achieving this?
Weighted Base 266 345 145 59 68
Kendall’s Tau C P Value = 0.002

76. Wage Premiums I
• 176 report annual salaries bounded between £10k
and £30k in £1k ranges
• Predominantly 20-24 with L3 as highest qualification
• Correlating against number of employer engagement
activities recalled
• Controlling for effects of gender, age, ethnicity,
school type, regional area and highest level of
qualification attained

77. Wage Premiums II
• Positive correlations exist (94.5% certain not due to
chance, p = 0.055) (as number of emp eng act
increase so do wages, were 95% sure that this is not
due to chance)
• Each additional employer engagement activity is
linked on average with an extra £750 (4%) increase in
annual salary
• Confirmed by DfE analysts

78. What is happening?
Textual analysis of written comments to a general
question on value (if any) of employer engagement
activity, suggests that human capital accumulation
rarely occurs. Rather, interventions serve to increase
social capital resource (access to non-redundant,
trusted information) which serves to change attitudes,
ambitions, self-perceptions (cultural capital).

79. More is more
Frequency of careers advice and its usefulness in...
deciding on career getting a job getting into HE
1-2 times 69% (15%) 55% (14%) 49% (13%)
3+ times 85% (26%) 77% (28%) 75% (22%)
N 47-80 43-78 45-76
P-Value 0.016 0.000 0.006

82. www.inspiringthefuture.org
www.speakers4schools.org
http://www.educationandemployers.org
/research.aspx
Anthony.Mann@educationandemployers.org

83. A LONDON REGION POST-14 NETWORK CONFERENCE
The experience of learners at the sharp end
Gemma Painter
Head of Further Education, NUS
A Network for Lifelong Learning:
an initiative of the Institute of Education

84. A LONDON REGION POST-14 NETWORK CONFERENCE
A national rescue plan for young people –
what would it mean for London?
Ken Spours
A Network for Lifelong Learning: Institute of Education
an initiative of the Institute of Education

85. The need for Plan B for education,
training & employment
What would it mean for London?
Ken Spours
Centre for Post-14 Research and
Innovation

86. The squeezed middle and
bottom
• 1 million 16-24 year olds unemployed (20+%)
• Contagion will spread to 14-19 year olds with the
reversal of PPT push/pull factors and future dips
in 16+ participation progression and transition
(PPT)
• Policy is fuelling the crisis – curriculum,
organisation and labour market
• Middle and lower attainers will be particularly
affected - those on Level 1 pre-16 and L2 and
below post-16

87. Plan B for education, training &
employment
• Employment and growth – National Investment Bank; tax on
banks for youth employment schemes; expansion of
apprenticeships (more flexible?); framework for internships;
expansion of vocational HE linked to regeneration
• Curriculum and qualifications – more balanced 14+ curriculum
framework; knowledge and skill; more innovative,
technological curriculum for all; more opportunities for
vocational learning up to and including HE – need a full bac
system
• Ecological vision of organisation – high opportunity
progression eco-systems, bringing all the social and economic
partners together, committed to the PPT of 100 per cent of
learners in an area.

88. Action points for London
• New types of provider agreement and collaboration (bottom-up) rather
than top-down that promotes efficiency and curriculum choice
• Harnessing the learner voice and community-based participation
• Idea of 14+ Progression and Transition Boards that has an economic,
organisational collaboration and curriculum agenda
– Vertical integration of educationalists, employers, regeneration
agencies and community organisations
– Developing provision for the underserved particularly middle and
lower attaining learners
– Progression routes pre- and post-16
– Transitions at 17 and 18+ and removing barriers to labour market and
apprenticeship opportunities
• Rebuilding a pan-London vision that unites providers in their diversity and
poses question of role of local and regional agencies as brokers
88

89. A LONDON REGION POST-14 NETWORK CONFERENCE
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