This white paper outlines proposals to improve the quality of alternative This white paper outlines proposals to improve the quality of alternative provision for young people who are permanently excluded from school or who are otherwise without a school place. Around 135,000 pupils a year, mostly of secondary age, spend some time in alternative provision. About one third are placed in pupil referral units, the rest in a range of places including in further education and the private and voluntary sectors. About half the children are excluded for bad or disruptive behaviour; the rest are in alternative provision for a variety of reasons. 75 per cent of pupils in pupil referral units have special educational needs, 91 per cent are aged 11-15, and 69 per cent are boys. Performance outcomes in GCSEs from alternative provision are very poor, though the data is limited. The strategy is based on core principles: starting with what works best for each person, taking account of needs and in consultation with parents and carers; securing a core educational entitlement for young people; better planning and commissioning of alternative provision; local authorities should be held accountable for outcomes; better professional support, accommodation and facilities; partnership working between alternative provision, other parts of the education sector and other agencies; learning from best practice and supporting innovation. A central aim is for schools to be able to get pupils back on track, and make more use of high quality alternative provisions as an early intervention for their pupils who are at risk of permanent exclusion. The term "Pupil Referral Unit" is considered outdated and unhelpful, and will be changed in the legislation.

This Command paper, entitled "Promoting achievement, valuing success: a stategy for 14-19 qualifications" (Cm. 7354, ISBN 9780101735421), presents the Government's conclusions on establishing a plan to improve and develop the educational opportunities for 14-19 year olds and is part of a consultation process on the strategy for 14-19 qualifications. It also sets out in detail the systemic changes that will be needed to develop existing qualifications, specifically in England. The 2005 White Paper 14-19 Education and Skills (Cm. 6476, ISBN 9780101647625) set out a wide ranging reform programme of the curriculum and qualifications system with the aim of improving the general education and training of teenagers. This strategy document further develops the proposals and examines the ways that reform can be established. Divided into seven chapters, it covers the following areas: the introduction and context of the proposed education reforms; the movement towards a more comprehensive and coherent qualification system; the development of a new diploma programme; the reform of GCSEs and A levels; the apprenticeship programme; the foundation learning tier; the steps needed to achieve the aims set out in the previous chapters. The closing date for this consultation is 23 June 2008.

More and more, teachers in the lifelong learning sector are required to teach the 14-19 age group. This book is a practical guide to delivering learning to 14-19s. It begins by looking at the background to teaching 14-19 in FE and covers current pathways for achievement. Coverage of effective delivery of the new Diploma qualification is included, giving guidance on planning and assessment. It goes on to explore the challenges of behaviour, participation and re-engaging disaffected learners. Finally, it considers the wider context of building partnerships with schools and the needs of industry and employers.

The Children's Plan, conceived after consultation with both parents and professionals, sets out the Government's ambitions for improving children and young people's lives over the next decade. The six strategic objectives are to: secure the health and wellbeing of children and young people; safeguard the young and vulnerable; achieve world class standards; close the gap in educational achievement for children from disadvantaged backgrounds; ensuring young people are participating in achieving their potential to 18 and beyond; and keeping children and young people on the path to success. The ambition depends on all children's services working together at the local level and the final chapter looks at the systems which are needed for this to happen

This White Paper sets out the Government's proposals to invest in education, skills and families in order to equip the UK to meet the challenges and opportunities presented by the global economy. Chapter 1 examines the new opportunities: the emergence of a global "middle class"; new production patterns enabled by technological change; new technologies creating new industries; increased personalisation of goods and services; increasing social mobility. Success in the global economy (chapter 2) will depend on building a world-class business infrastructure (including transport and communications), encouraging innovation and enterprise, and enhancing the skills of the workforce. The Government recognises the importance of child development in early years as crucial to children's subsequent lives, and chapter 3 outlines the proposals on improving the health and well being of children, providing more effective support to families and ensuring access to high-quality early learning and childcare. Education continues as the theme of chapter 4, setting out policies to deliver world class schools and teaching profession. The critical pathway from education to employment for 16-25 year olds is the subject of chapter 5. The Government believes that all those who have the desire and ability to study and train throughout their working lives should be able to access the support needed to raise their skill levels, and chapter 6 introduces new policies to ensure that people's potential to get on in work is supported. Strengthening family life (chapter 7) - through improving parental support, legislating to eradicate child poverty, helping families at risk - will help prevent the pressures of modern life from having a detrimental effect on individuals' life chances. The final chapter outlines a range of programmes to engage young people in community life and empower communities to respond locally to the problems they face.

The 14-19 education reforms planned to be implemented by 2013, the main aims are: to raise the participation of young people in education; to raise the educational attainment of young people. Central to these objectives are a new set of qualifications, the Diplomas, which aim to merge applied and general learning, providing alternative pathways for 14-19 year olds into further education, higher education and employment. The National Audit Office has set out a number of conclusions and recommendations, including: that the diplomas need to be flexible, with an appropriate balance across general and applied education; that the new Diplomas need to gain credible acceptance with employers and higher education institutions; that there should be full co-operation and involvement of partnerships between local authorities, schools, employers, as well as the Learning and Skills Council and Education Business Link Organisations; the importance of good quality information, advice and guidance on the courses to study; effective use of technology-based products, which the Department for Education and Skills should facilitate through partnerships that develop tools to support the integration of young peoples studies and their career aspirations.

Young people not in education, employment or Training : Eighth report of session 2009-10, Vol. 2: Oral and written Evidence