Consultation Responses
Raising Expectations: enabling the system to deliver - June 2008
The main emphasis of the White Paper was that the Government wants every 16 and 17 year-old to participate in education or training, and to have the chance to improve their skills in order to find work or progress in their current employment. The changing nature of the world economy makes increasing participation in education and training an urgent necessity.
The Government wants local authorities to provide the leadership role in allowing every young person to be pursuing a programme which engages them and enables them to progress in learning and employment. They believe successful implementation of this programme requires leadership at the local level.
In June 2007, as part of the Machinery of Government change, the Government announced that funding for 16-18 participation would transfer to local authorities, subject to consultation and the necessary legislation. This gives local authorities clear responsibility for 14-19 provision, in line with their responsibility for commissioning children and young people’s services, and enables them to take decisions at a local level about how services can best be delivered for young people. Across all parts of the education and training system it will be critical to intervene less where there is success but take robust action where there is failure.
The consultation paper proposed two new systems responding to these challenges and reflecting the different needs of young people and adults.
- In the system for young people, responsibility and accountability is given to local authorities, to deliver the right education and training provision for every young person in their area.
- The system for the adult sector is focused on establishing a market which rewards success and brings together education and skills in a high quality offer to respond to the needs of adults and employers.
View Raising Expectations: enabling the system to deliver a response by the Association of North East Councils



