Education Business Partnership Issues - Essay Example

Introduction Education Business Partnership is a household phenomenal in the London's Newham Borough. This resulted into the creation of the Newham EAZ, popularly known as the 4e Partnership. Created in 1999 following a successful bid led by the LEA. Twelve core partners, including Arthur Andersen Consulting, British Telecom, Bull Information Systems and Capita Business Services, together with 26 other partners, integrated to support the proposal. Burke J (1995) Partnership was introduced fundamentally for improving teaching and learning, using a competency-based development model; support for information and communication technology (ICT); improving social inclusion, and curriculum developments in the arts. Schools on the other hand supported the initiative unanimously. At the time of the bid, Newham was the most deprived local authority in England, and deprivation in three of the wards in the zone was worse than elsewhere in the Borough. Consequently the aim of this paper is to assess the effectiveness of partnership and the quality and impact on education in Newham. Burke J (1995) Improved Learning Realized By establishing a strong working relationship with a wide range of partners. The business partners are committed to improving education in the area and also making a vital contribution to the zone's work. Schools are frequently working in clusters and as a result head teachers and governors are increasingly responsible for deciding how the zone's resources should be used. This has led to an increase in the number of initiatives, despite justifiable complaints from teachers that there are already too many. Although communications between clusters are not as good as they should be, attainment is improving at a better rate than elsewhere in the country, even if results remain well below national averages in external examinations for 16-year-olds. This improvement is, in part, the result of zone initiatives. Buss D (1995) Attendance is now close to the national average in primary schools and teachers are confident about the improvement in behavior that has been achieved substantially by the zone initiatives. At the secondary school attendance is improving, even among pupils with a history of persistent absenteeism. Green away D & Tuck J (undated) Professional development includes training in lesson observation, and this is improving the quality of teaching and learning in general. Attainment in ICT has improved because teachers are better trained and pupils have access to more and better equipment. At first the activities to promote social inclusion were unsuccessful but the new arrangements are having more impact. Modest expenditure on the arts has raised standards and improved pupils' attitudes to education. Zone support for its one secondary school has been substantial and helped move it out of special measures. Buss D (1995) Increased Enrolment Over recent years there has been a significant change in the population of the area, with a growth in the number of families of minority ethnic background and of refugees and asylum-seekers. One zone school, for example, has over 60 languages represented. At the same time there has been substantial regeneration, including a new exhibition centre and housing redevelopment, bringing with it a mix of residents. From the outset the zone included two nurseries, one infant, 16 primary, and one secondary school. Three of the primaries are church schools. A new primary school, Britannia Village, was added in June 2000, shortly after it opened. Burke J (1995 At the time of the bid three of the primary schools and the secondary school were in special measures and one primary school was judged by its inspection to have serious weaknesses. At the time of the inspection three different schools were in special measures and four had been judged to have serious weaknesses. When the zone started, attainment in its schools was below the national average but broadly in line with those in other LEA schools for pupils aged seven. At ages 11, 14 and 16 attainment was well below national averages and below other Newham schools. Forster F, Hounsell D & Thompson S (1995) Levels of attendance were also low, especially at the secondary Primary and Secondary Schools. However, there were variations, and results in a few primary schools in the zone were better than those across the country. Inspection reports showed there were common shortcomings in over half the zone schools. Weak teaching, poor lesson planning, ineffective use of assessment and a narrow curriculum contributed to the low standards. In many schools provision for spiritual or social development was also lacking. Green away D & Tuck J (undated) Increased Funding Most of the funding has been spent on improving teaching and learning, tackling social inclusion and improving resources, for example in ICT - aspects that rightly warrant the greatest expenditure. There is still a long way to go before the zone's aims are fully realized, but increasing insistence that zone funds are matched equally by money from elsewhere is likely to help ensure that the impact of the work will be sustained after the zone disappears. The programme of professional development, which includes lesson observation, is improving the quality of teaching and learning. Hay M & Abbott S (undated) In the financial year 1999-2000 the zone's income was 1.1 million, of which 178,000 came from businesses (two-fifths in cash and the rest in kind), 121,000 from the LEA and 82,000 from other partners. Thus the zone more than met its sponsorship targets. For each pupil 178 of additional funding was available to schools in the zone. Of this, 36 was spent on management and administration, well outside the target set by the DfEE (Department for Education and Employment.) HEFCE (1995) London City Airport Bursary 2004 saw the launch of the London City Airport Higher Education Scholarship Programme. This will span a total of six years with over 100,000 being invested by London City Airport in young people from Newham. The scheme provides three outstanding students with 3000 for each of the three years of their university course. The scheme runs for three consecutive years with the final intake of students graduating in 2008 Partnerships. Birch W (1988) The zone has a very close working relationship with Newham LEA. The LEA provides zone staff with contracts that guarantee employment after zone funding ends and LEA officers lead or support a range of zone activities. Local businesses have been closely involved in the zone from its outset. The Newham Education Business Partnership co-ordinates much zone work and arranges links between schools and businesses. While firms such as Tate and Lyleare local, others, like Capita, British Telecom and Bull Information Systems, have been attracted to the zone through the East London Business Association. Gareth W (1996) First-round zones are funded for three years in the first instance, extended to five years if their forward plans are judged adequate. They receive a grant from the Department for Education and Employment (DfEE) 1of 750,000 per year and are expected to raise a further 250,000 per year from private is carrying out inspections of zones at the request of the Secretary of State for Education and Employment. Goodland S & Hirst B (1989) Weakness of the Infrastructure There remains, however, a substantial deficiency in strategic planning for deploying the bulk of the resources. For a start, the zone's aims and objectives are far too general. The initial bid set out a laudable wish-list backed up with a long list of key developments. This is still at the heart of the zone's development planning. Early action plans had clear targets and performance indicators, some of which were linked to the LEA education development plan. By contrast, the latest zone action plan is weak, as it describes what will happen and what it will cost, but does not identify clearly enough what is to be achieved. Godwin S & Vosper D (1995) Thus those involved in doing and monitoring the work are not sure of the extent to which the zone has achieved its goals. In addition, schools in special measures and those with serious weaknesses are not always given additional resources to help them tackle their shortcomings. The action forum is not sharp enough in setting out what the zone will do or at asking whether spending on any specific initiative has directly contributed to improving standards. Although resources tend to be allocated according to the greatest need, the relationship between resources and need is not tight enough. Birch W (1988) While the forum is mindful of its obligations to ensure that money is spent wisely, it is not sufficiently rigorous in comparing its performance with others, challenging what it is doing, consulting its stakeholders or looking at alternative ways of providing services. These weaknesses not withstanding, relationships between zone staff, LEA personnel and schools are constructive and responsibilities are generally clear. Communications are effective. Publications are frequently well presented so that they are attractive to parents and pupils. Burke J (1995 Strength of partnerships Partnerships in Newham is so monumental, especially the development between schools working in their clusters. Clusters inhibit an enormous strength that provides a framework for mutual support, which fosters the sharing of practice and programme developments. Projects initiated in these clusters are closely linked to schools' priorities, although resources so far have been distributed on the basis of pupil numbers rather than need. Harri-Augstein S & Thomas L (1995) The LEA was the driving force in establishing the zone and remains a major influence in its work. Collaborative activity with the LEA, for example with the Community Learning Team and the Information Technology Advice and Support Service, is extensive and often inextricably intertwined. Zone staffs are appointed to the LEA on permanent contracts, paid for by the zone during its lifetime. This makes recruitment easier and also supports continuity. For the schools, the largely seamless working at the programme level between the zone and the LEA is usually effective. Links between the LEA monitoring and standards officers and the zone cluster development managers are less consistent. Harri-Augstein S & Webb I M (1995) In some cases, uncertainty over their respective roles and insufficient collaboration has reduced their effectiveness in assessing schools' needs and providing the necessary challenge and support. Business partners, coordinated by Newham Education Business Partnership, have played a significant role in establishing and managing the zone's work. They continue to be an important source of practical support for a number of initiatives, including the provision of refurbished computers for loan to parents, developing the work-related curriculum and bringing outside expertise to zone and school governing bodies. Burke J (1995 These partnerships have stimulated new ways of thinking in the zone and are helping to raise standards. Effective links, which support zone activities, have been established with community groups, for example in the development of the zone's arts work, and with Newham College of Further Education in extending the curriculum at a secondary school. Birch W (1988) Dissemination The zone includes dissemination of good practice as one of its key aims but little attention has been given to dissemination or to ways of improving it. Because relationships between the zone and the LEA are close there is a steady flow of information between zone schools and others in the Borough. Newham Zone development managers work closely with LEA curriculum advisers to provide training for schools across the LEA, most notably on learning styles, assessment management, home-school partnerships and the zone's approach to behavior. Head teachers value cluster meetings because they provide a useful means of sharing information between schools in the cluster. Gellert C (1993) Articles about zone projects are frequently published in the LEA newsletter Live and also the zone uses the local press effectively to present news stories. In addition the zone produces its own high-quality newsletters and leaflets for circulation to all households and businesses. Information is not readily available in languages other than English, despite the high proportion of families from minority ethnic communities. Goddard J B (undated) Zone initiatives have not been well disseminated beyond the LEA boundaries. Within the zone, ICT is used well to inform others of new developments and to share good practice and the web site now provide easier access to information for those outside Newham. The contribution of the zone is generally appreciated by teachers and has an impact on morale. However, the turnover of teachers remains high. The zone and the LEA have worked together to find solutions that have seen a large group of local residents being recruited and trained concurrently. Gellert C (1993) Secondary schools on special measures have benefited from the stimulus of the zone to think afresh about the curriculum it provides. The zone, working with the Newham Education and Business Partnership and the LEA, encouraged business partners to take a greater role in the development of the school. The benefits on the other hand have been very substantial. There are other positive initiatives. Harri-Augstein E S & Thomas L F (1988) Improved Teaching and Learning Competency based model was introduced to encourage teachers to stay in zone schools and to raise the quality of teaching. After an uncertain start, the programme is taking shape, albeit inconsistently across the zone. Forward thinking move it was, but was initially viewed with misgivings by teachers. The programme set out relevant objectives, where accountable completion is taking shape. Harri-Augstein S, Smith M & Thomas L (1982) Head teachers felt there was insufficient consultation about the needs of their own schools, and the process was unwieldy, bureaucratic and made undue demands on teachers' time. Although changes were not made quickly enough when shortcomings were identified, a number of positive developments emerged: teachers recognized the value of lesson observation and many schools used it as the basis for developing their own arrangements. Harri-Augstein S, Smith M & Thomas L (1982) In June 2000, the LEA introduced a new performance management model that takes account of statutory performance management requirements and pay assessment. Consultation with zone head teachers was good. Harri-Augstein E S & Thomas L F (1988)The new model is based on sound principles and connects well with other recent initiatives, providing schools with a satisfactory structure on which they can build. All head teachers and other school managers have undertaken leadership and management training funded by the zone. This has established a culture for improvement and helped to create a climate in which head teachers work more closely with one another to achieve their objectives. Support for Information and Communication Technology ICT provision is better as a result of Newman zone expenditure; teachers are better trained and as a result, standards of work have improved greatly. Schools are newly equipment, including at least one digital whiteboard, better technical help administered and relentless support clusters from advisory teachers well communicated. An ICT officer supports school web sites, over 300 refurbished computers from local businesses are on long-term loan to parents. Gellert C (1993) As a result of the support provided, teachers spend less time maintaining and repairing equipment, which is much, valued by schools. The zone has also provided basic ICT training for classroom assistants so they can provide better support to pupils. Classroom assistants use their ICT training effectively. In one of the best lessons, the teacher and classroom assistant discussed with pupils the errors identified by the independent learning system, purchased by the zone, and pupils corrected them quickly. Harri-Augstein E S & Thomas L F (1988) Most classroom assistants, however, still need further training. Although digital whiteboards are popular with schools, only a few are used well. Few teachers are competent and confident to make full use of them. In some schools only one teacher has access to the whiteboard and a few of the boards were not working satisfactorily. Teachers are beginning to develop their own materials for use with the boards, but few have had sufficient training. The ICT lessons seen were generally good. Teachers make good use of the scheme of work produced by the LEA ICT service to help them plan effective lessons. Harris M (1996) Despite of a few shortcomings, initiatives are helping teachers' on tailoring skills. Paired observation lessons in different clusters, have helped teachers recognize the features of good ICT teaching and a recently appointed advisory teacher in another cluster is observing staff and modelling lessons, focusing on good practice. Working with Capita, one of the zone's sponsors, and the LEA ICT service, two zone schools are piloting a program to improve the management of assessment data. The aim is to simplify administration and provide better information on individual pupils' progress, their strengths and their weaknesses. As a result one school provides parents with a termly attainment update and a detailed annual report. Gellert C (1993) The provision of quality of ICT teaching and the incorporation of updated software and hardware standards are better although these improvements are not consistent across Newham entirety. Changes have been made in the light of experience, but the impact of the zone's investment has not been well monitored or evaluated. Gellert C (1993) The link is not explicit enough between the zone's ICT activities and the targets for improving pupils' attainment in schools. Improving social inclusion. Behavior has been identified as one of the most significant factors that have hindered pupils' progress. With assistance from the LEA, a zone-wide approach to behaviour management was developed with training for staff in all schools. This approach provides schools with an effective series of approaches that work with pupils and as a result there have been significant improvements in behaviour. The number of fixed-term exclusions has reduced and attendance has improved. Harvey L et al (1997) Several projects have been developed using money that would have been spent on the Family and School Support Team. Many schools now fund school counseling learning mentors or support voluntary organizations, which focus on behaviour strategies and managing change in schools, for example 'Live Line' and Conflict and Change. Nursery schools have developed toy sacks, homework bags and improved the facilities in parents' rooms. Although funding is modest, benefits have been tangible and good value for money. Attendance was low across the zone and, in partnership with the LEA; a major initiative was introduced in an attempt to tackle underlying causes. At secondary school pupils aged 11 to 14 are involved in a re-integration project, in part funded by the zone. Pupils are positive about the scheme and pleased to continue their studies while working on their inappropriate behaviour with a dedicated member of staff. As a result, attendance and behaviour amongst these and other pupils has improved. Goddard J, Charles D, Pike A, Potts G & Bradley D (1994) In order to tackle disaffection amongst pupils aged 14 to 16 the zone has developed partnerships and provided a small amount of funding for alternative provision; for example, NEWCAD at Newham College, the Re-activate for non-attenders. Some excluded pupils, persistent absentees, those with learning difficulties and the poorly behaved have been successfully re-integrated into education. Attendance and levels of attainment have improved. The school monitors provision closely and has introduced changes as a result of early feedback. Hartingsveld L M van (1994) EAZ designation has enabled the LEA to prioritize work in zone schools, mainly through the Community Education Division, which organizes a range of family learning workshops. Language is a barrier for many of the parents who come from minority ethnic backgrounds and numbers attending are generally small, especially amongst men. Gellert C (1993) Curriculum Developments in the Arts The arts work, which has grown as the zone has developed, attracts only modest funds, but helps the zone meet several of its goals. The success of early initiatives has prompted schools to continue and extend the work. Pupils involved in the various initiatives are fired with enthusiasm and take a pride in exploring and exploiting their creative potential. The foundations for the current arts work were established before the zone was created. The aim is to improve arts education by giving pupils opportunities to work with professional artists and by encouraging teachers to use different styles of learning. Pilot projects were introduced in six primary schools and a secondary school in 1999. Funding came from various sources, and the initiative involved a wide range of partners including Theatre Venture, Theatre Royal and East London Dance at Stratford Circus. A useful evaluation report was produced and funding was granted from the London Education Arts Partnership for an extension in spring 2000 and again in autumn. Hartingsveld L M van (1994) The initiative fits in well with other zone work and developments elsewhere in the area. Those involved in managing the programme are quick to build partnerships with other organisations and thus avoid unnecessary duplication and bureaucracy. Schools in one cluster have decided to develop the arts further, with training for teachers and artists. The training session held during the inspection was well led. The expert tutor built on existing skills and knowledge, his expectations were high and much was achieved. There are other initiatives too, for example Newham Music Trust is experimenting with a programme of 15-minute lessons taught by a musician, followed through each day by the class teacher. There are a number of common features in the lessons seen during the inspection; most of this are very good. The teachers, whether from the schools or professional artists, were all well qualified and knew the pupils well. Hartingsveld L M van (1994) They had high expectations and knew how to get good results; they used praise effectively. Teachers were not afraid to stop and rehearse when performances fell short of their expectations. Lessons were often condensed into short periods of time - only 15 minutes in music and about half an hour for dance - during which time pupils mad every good progress. Not only has this programme helped raise attainment, but it is changing pupils' attitudes to education, promoting greater teamwork, better behaviour and responsibility for learning. Harri-Augstein E S & Thomas L F (1988) London Airport initiative The Tricolore Challenge, coordinated by London City Airport and Newham Sixth Form College, is designed to encourage students to test and improve their French language speaking skills while gaining an understanding of how a language can be used in a working environment. In May 2002, local students, impersonating Customer Services agents, greeted, checked in and provided travel information to French speaking staff at the Airport in a simulation of a typical departure. Community & Environment Review London City Airport Building Opportunities Skills Seminars (BOSS) in partnership with NEBP, Airport representatives regularly attend Building Opportunities Skills Seminars (BOSS). These creative forums take place once a month in every secondary school in Newham. Airport staff offers their experience and knowledge and deliver interactive sessions to 15 and 16-year-old students. The purpose of the day is to offer an insight into the skills and attributes employers look for in prospective employees. Harris M (1996) Workshops focus on completing application forms and CV's as well as interview techniques. Mock Interview Programme Following the BOSS Day, London City Airport invited students to the Airport to participate in a mock interview. Students from local schools and colleges visited the Airport and were guided through the interview process by Airport staff and provided immediate feedback on how the interview went. Harris M (1996) The process is designed to prepare students for a genuine job interview. Author in Residence Week London City Airport sponsored the 'Author in Residence' Week that was held in November at St. Luke's Primary School in Canning Town. During the week the author taught the students about different aspects of writing and each child worked on their own piece of work. At the end of the week, local puppeteer Gavin Skerritt hosted a puppet-making workshop for the children. Goodland S (undated) The weeklong placements are offered to students, at least sixteen years of age, studying a travel industry related course. Priorities are given to students living in the London Borough of Newham. Hartingsveld L M van (1994) During the week, students gain an insight into all aspects of the operation of the Airport, with time being spent in a variety of departments, including Airfield Operations, Business Development, Customer Services, and our Corporate Aviation Centre. Students are matched with a member of staff and are exposed to the daily tasks of each department. The knowledge gained from the experience also helps students think about future careers. The Airport sponsors the Newham Sixth Form College Diploma for Contribution to Foreign Languages. Where outstanding students receive the award in recognition of their knowledge of their chosen European languages. And as a result, the same students are given the opportunity to visit different countries from London City Airport. Airport Authorities have necessitated the importance of teaching local students. Harri-Augstein E S & Thomas L F (1988) The Airport conducts educational tours on a regular basis for local organisations and interested parties within the community. Tours take about an hour and introduce visitors to areas of the Airport not normally accessible to the public. Guests are taken through the motions of both a departing and arriving passenger and enjoy hearing about the growth of the Airport and how this growth has been possible. Hartingsveld L M van (1994) Meridian Business Centre played host to the Seventh Annual Arts Awards in 2004. Every year the event, jointly sponsored by the Airport and Newham Council, uncovers new artistic talent in the local area. Budding artists and photographers (both amateur and professional) within a five-mile radius of the Airport are encouraged to submit their work for judging. The only rule; their work must feature their interpretation of the Airport and its surrounding location in any way their imagination sees fit! The Annual Arts Awards are an excellent example of how companies like London City Airport can contribute and become involved in their local community. These events have made Newham a better place to study, live and work. Harris M (1996) Conclusions Newham zone is been doing well, with strong leadership and support from the LEA. With the development of cluster work, head teachers and school governors are now increasingly involved in steering the work of the zone. Cluster work brings greater diversity and a closer match with school priorities, but already there is duplication, and lessons learned in one cluster are not communicated to other clusters quickly enough. Schools complain, rightly, that there are too many initiatives, but the number is likely to increase as cluster working develops. The zone's aims and objectives are too general and the latest action plan does not spell out how each activity contributes to meeting specific targets. As a result, those involved in doing, monitoring and evaluating the work cannot be sure if the zone has achieved its goals. It is hardly surprising, therefore, that there are significant gaps in monitoring and evaluation. Furthermore, schools in special measures and those with serious weaknesses are not given additional resources appropriate to their needs and numbers have increased. Hartingsveld L M van (1994) These are significant weaknesses. However, the incorporation of partnerships has brought in lots of benefits. Attainment is improving in the zone and results in national tests are almost as good in the primary schools as they are in other LEA schools. The rate of improvement amongst pupils at age seven is slightly better than the rate in the rest of England, but significantly better at the age of eleven. Improvements by pupil's aged fourteen are good in English and about average in mathematics. There have been good gains by sixteen-year-olds even though results remain well below national averages in external examinations. These improvements are, in part, the result of zone initiatives. Harvey L et al (1997) Attendance is improving in the primary schools and is now close to the national average. If the trend is maintained, attendance in primary schools will match the national average in 2001. Again, in part, this is the result of zone initiatives. At the secondary school attendance is also improving even among pupils with a history of absenteeism. Although there are no data to prove it, teachers are confident that behaviour has also improved, largely because of zone involvement. Links with partners are strong. Business partners are committed to the zone's work and contribute their expertise generously. Links with the LEA are effective and boundaries are usually, but not always, well understood, so the work of one complements the work of the other. Cluster working is helping schools use their resources more efficiently. After it ceases to exist, much of the zone's work will continue using funds from the LEA and school budgets. Harri-Augstein E S & Thomas L F (1988) Although there are a few good examples of parental involvement, the zone has been less successful in its work with parents and the wider community. During the lifetime of the zone the nature of the area has changed, and is now home to families from a wide range of minority ethnic heritage. The zone has not kept pace with this in its aims and initiatives or by communicating in community languages. Harvey L et al (1997) By participating in this partner-ship, the Airport has forged links with Local schools and is a proactive supporter of new, innovative and creative methods of teaching. For example, with the Newham Education and Business Partnership (NEBP), London City Airport has participated in programmes that provide a link between business and education. The aim is to help young people develop the skills and attributes required for future employment. We are committed to employing local people, we believe that providing development opportunities which prepare local people for employment are essential. Below you will find some of the highlights from our diary of events that involved students of all ages from schools, colleges and higher education institutions local to the Airport. Harri-Augstein E S & Thomas L F (1988) References: Birch W (1988) the Challenge to Secondary and Primary Education: Reconciling Responsibilities to Scholarship to Society. Burke J (1995) Outcomes, Learning and the Curriculum Implications for NVQs, GNVQs and other qualifications, The Falmer Press Buss D (1995) The Impact of Modularity on Art and Design in Higher Education, University of Plymouth Forster F, Hounsell D & Thompson S (1995) Tutoring and Demonstrating Education. Gareth W (1996) paying For Education beyond Eight. Gellert C (1993) Higher Education in Europe, Jessica Kingsley Publications Goddard J B (undated) Universities, Communities and Regeneration. Goddard J, Charles D, Pike A, Potts G & Bradley D (1994) Universities and Communities, CVCP Godwin S & Vosper D (1995) Income Generation in the University and College Sector, HEIST Goodland S & Hirst B (1989) Peer Tutoring: A Guide to Learning by Teaching, Kogan Page, London Goodland S (undated) The Quest for Quality: Sixteen Forms of Heresy in Higher Education, SRHE and Open University Press. Green away D & Tuck J (undated) Economic Impact of International Students in UK Higher Education: A Report for the Committee of Vice-Chancellors and Principals, CVCP Harri-Augstein E S & Thomas L F (1988) Constructing environments that enable self-organized learning: the principles of Intelligent Support. Harri-Augstein E S & Thomas L F (1988) Software for use in Self-organized Learning Environments: Harri-Augstein S & Thomas L (1995) On Becoming a Learning Organization, Harri-Augstein S & Webb I M (1995) Learning to Change, A Resource for Trainers, Managers and Learners based on Self-Organized Learning, McGraw-Hill Book Company Harri-Augstein S, Smith M & Thomas L (1982) Reading to Learn. Harris M (1996) Review of Elementary Education. Hartingsveld L M van (1994) Looking inside the Black Box: Aspects of Education Partnership. Harvey L et al (1997) Graduates Work: Organisational change and students attributes, Centre for research into Quality, The University of Newham Hay M & Abbott S (undated) Investing for the future HEFCE (1995) Average Units of Council Funding for Academic. Read More