S E I R T S U D N I E V I T A E R C P I H S R E N T R A P EDUCATION
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3 - 4
Report Overview
5 - 6
Creative Routes
7 - 14
Case Studies
15 - 16
Feedback
17 - 18
m ru o F s ie tr s u d In e v ti a Cre
19 - 24
Future Development
T R O P E R W E I V R E OV
to managed relating nd a ed p o el ev d ve we ha ct on practical work fle re to rt n o p re is th duced in, indus tr y-educatio ed st re te in r o , Hub Agency has pro ed lv ls invo eted at professiona rg ta is It n. tio a uc rking strategically volvement in ed o in w y ls tr us na d io in ss e fe tiv ro p ea cr tinent to pment. It is also per o el ev d re tu fu r fo st recommendations rt focuses on the Ea o p re e Th t. en work and provides m p o es devel nd creative indus tri a rm fo re l na tio a th 14-19 educ in the context of bo lly. s relevance nationa ha ut b ut o d ie rr ca s practical work wa Midlands w here the tion and industr y a uc ed h ot b to nt ork is releva The impact of this w development and l na so er p , ns tio ira ple’s asp in terms of young peo ess of the creative cc su re tu fu e th s a l ent as wel academic achievem ctors. across all industr y se ills sk e tiv ea cr nd a industries real work-based and r fo nd a em d g sin the increa The primary focus is ple that will equip eo p g un yo r fo es g experienc t. This work-related learnin ience for employmen er p ex nd a e g d le them with skills, know t in education en em lv vo in y tr us d in and for creates a greater dem rtnerships between a p l a ci efi en b lly ua elop mut re the and the need to dev nt of these reforms a fro re fo e th t A y. tr us & education and ind s being the Creative cu fo r ou – ns tio ca new Diploma qualifi Media Diploma. ucation has alread y ed in t en em lv vo in y d industr The case for increase search repor ts and re nd a es iv ct ire d y e of polic e been made in a rang scape. These includ nd la n tio a uc ed e part of th CE is now an accepted All Our Futures (NAC ), er p Pa te hi (W ills l and Sk in the 14-19 Educationa of Skills, Creative Brita ew vi Re h itc Le e Th n Repor t, ry repor t), The Tomlinso to look at how theo is t or p re is th of e os . The purp and The Cox Review practice. and polic y is put into
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WING O R G E H T E IS N G O C E MY O NOW IS THE TIME TO R N O C E E IV T A E R C ’S RITAIN B IS T A H T Y R O T S S S E SUCC AND BUILD ON THAT. CREATIVE BRITAIN
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rk o programmes of wo The report features tw d ed by Hub Agency an ag an m d an d pe lo deve ver, tive Partnerships Bolso ea Cr by d ne io iss m com (BAM) and Creative Ashfield & Mansfield Partnerships Derby: CREATIVE ROUTES worked industr y professionals e tiv ea cr e er wh ts ec 8 proj was in schools. This work ts ec oj pr on ls pi pu with nships e impact of the relatio th of s rm te in d te ua eval sionals. rs and industr y profes he ac te , le op pe g un for yo FORUM CREATIVE INDUSTRIES Creative stries promoting the du In e tiv ea Cr r fo t en An ev bringing follow up workshops d an a om pl Di ia ed &M to explore d teachers together an ls na sio es of pr y str indu ent. This to Diploma developm es ch oa pr ap ip sh er partn velopment ned with Diploma de ig al s wa rk wo of d stran and coand was suppor ted on gi re re hi ys rb De e in th 9 County Council 14-1 funded by Derbyshire Education Team. s carried work Hub Agency ha on s aw dr so al rt po re The nsor tia & Media Diploma co e tiv ea Cr e re th th wi out l 14-19 yshire County Counci rb De th wi re hi ys rb in De e East th consor tia across th wi d an am Te n io at Educ d Specialist Schools an e th h ug ro th s nd la Mid Academies Trust.
e report outlines our The latter section of th ent of r the future developm recommendations fo our e insight gained from this work based on th ledge r experience and know practical work and ou can be e recommendations of this agenda. Thes : summarised as follows str y nities to develop indu Create more opportu t and innovate, try ou t en rim pe Ex rk. wo n educatio and expand thinking. new ideas, take risks
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ople to rtunities for young pe Develop more oppo e and responsible for, th be directly involved, str y related activity. development of indu
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tion of activity to build
g evalua Carry out an ongoin e that ce of effective practic up a body of eviden t. ire future developmen can inform and insp
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ation about both rm fo in te da to up r Gathe d create resources to an y str du in d an n io educat
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assist practical work.
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d issues and barriers an d an rst de un d an Identify r dealing with them. develop strategies fo
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sional development es of pr ity al qu gh hi Provide education and opportunities for both industr y practitioners.
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regional strategic A collective effort by suppor t agencies to or ct se d an t en pm develo t activity. promote and suppor
of the eased involvement The demand for incr citing ation presents an ex uc ed in s ie str du in e creativ hip a dynamic relations opportunity to create oves that significantly impr s or ct se o tw e th n betwee ung nal experience for yo the existing educatio cure talent required to se e th ps lo ve de d an people s in the creative industrie the future growth of the region. are velop this work and We will continue to de hers to make links with ot s tie ni rtu po op r fo g lookin port y elements of this re an If st. re te in an e ar who sh ease get in touch. resonate with you pl
ITKEN
STEVE LITTLE & ROB A cy
Directors - Hub Agen
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T C E J O R P E H T O T N IO T C U INTROD nd cy to develop a stra en g A ub H d ne o si is comm ps BAM and Derby hi rs ne rt Pa e e tiv a re C tries in education. Th us d in e tiv ea cr f o t en ting to the involvem la re rk o w d se a b ct of proje le’s aspirations . p eo p g un yo g in is e work was ra overall context of th ed developed a focuss cy en g A ub H s ct je ry pro per iod of explorato l a iti in n a g , in w llo Fo by City and Bolsover er D e th in ls o ho sc Eight d Creative Routes . lle ca rk o w f o e m m progra e a pproached er w s a re a ) ire sh m ttingha Derbyshire and No h rt o (N ld fie ns a M m Ashfield and y an organisation fro tif en id to ed rt o p p as su ject. Each school w ro p e th in ed lv vo in to be r. A budget of he et g to rk o w to s elop idea partner and to dev a s a es tri us d in e the creativ r each partnership. fo ed d vi ro p s a w £5,000
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. G IN G N A H C IS S D L O YEAR 9 -1 4 1 R O F N IO T A C U ED N IO T A C U D E N A E T A E R TO C THESE REFORMS AIM YERS O L P M E F O S D E E N E H SYSTEM THAT MEETS T E. IK L A E L P O E P G N U O Y AND
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S E I D U T CASE S N IO T C U D O R P M IL F IA SECTOR: MED ENTRE C G IN N R A E -L E M A H OTTING N D N A L O O H C S D L ASHFIE
tember Levels 1-3 from Sep n tio a ic lif ua q ia ed dM e offering an Applie b d ul o w l o ho sc e f the teacher and entified that th o id s er ed ch ne a te PD e C Th e : er ns w entified Initial discussio n’s deliver y. Also id tio a ic lif ua q is th g opin could assis t in devel ct je ro p is th t a th 2008 and andard equipment. st y tr us d in to s es acc
arning Centre was Le ee Th n. tio uc d ro film p king area as a centre for e th g in ot m tr y, develop film ma ro us p d in film e a th e of uc ss d ro ne p re awa Working to a brief to course to raise their ia ed m e th on ts en k with stud se. commissioned to wor Applied Media cour e th r fo ts en m re ui q rriculum re tr y skills and meet the cu resources. The indus nd a t en m p ui eq ’s entre and s to the e-Learning C es cc a d rding, camera work ha oa b nd y a s or st up g ro in g ll ud a cl sm in uction The class worked in rief. aspects of film prod ll a in le p eo p g un ded to the above b yo on e th sp re to t g a in th in ed tra uc ve d a ro ere p partner g a number of films w n, tio ca lo a s a ol ho editing. Using the sc
VA O N A R R E T SECTOR: TEXTILES / M U R O F IGNER S E D D N A L O O H C S Y IT BEMROSE COMMUN g it.
ndin er 50 countries atte ov m fro ts en ud st with ry diver se make up ve a s ha l o ho by sc e rum was identified Fo r Initial discussions: Th ne ig es D . ns tio ira l ambitions and asp na so er p e is ra to s a ject w to work with again. The focus of this pro ire es d a d ha nd a with d previously worked ha ey th n tio sa ni a nd the school as an org ccess to resources a a ed d vi ro p nd a t emen ile y for project manag ilit sib on sp re wareness of the text a ok ’s to le m p ru eo Fo p r g ne un ig yo es D d the at ess. The project raise in us b ith w make a tent, aimed ks nd lin a n nd ig a t es d en m to p le ui p eq g peo t a brief for the youn se nd a y sit er iv d its industr y and arket. the music festival m ts. urces for the studen so re nd a s sit vi y tr us ind anufacturer, provided M nt Te re hi e deciding on the ys or b ef er b D s a rd , a oa b ov N d oo rra Te ed m to research and produc et rk a m d et they were unable te g uc ud nd b co nd s a up le ro ca g es e Th e tim fortunately within th Un . nt te e er ised existing tents th of om st e cu em ts th en or n ud st ig e es d erefor entire process and th e th h ug ro th ts en take the stud
ION T C U D S O D R N P O E B R A T A G E A H V T : G R IN O L T B C B E A S AND B L O O H C S R IO N U J D GLAN N E F O H C R U H C R E V BOLSO pic based curr iculum
w to terms work in the ne a lf ha rm fo to ed is project was intend l performances . o ho Initial discussions: Th sc g in uc d ro p hen at could be used w th ts en ud st nd a ff a to s in st and to develop skill nd afterwards talked a l o ho sc e th to e anc dow puppet perform a sh a ve a g s nd o b The Babbling Vaga t of the project. en m p o el ev d e th the staff about ils to enable year 3 pup s; im a in a m o tw ve ld ha rough that the project wou d te a st s d on ance, from ideas th b a rm g fo Va er p g l lin ca b b tri Ba ea e th Th ga of bs involved in realisin jo e th re lo p arding the direction ex g re nd s a on te isi a ig ec st d ve nd in a to oices e pupils to make ch th w llo a to nd a n, to presentatio ut its deliver y the project througho ed stor y that they want e th e os ch ; ow sh a ting rded ever y aspect of crea on d ke or w te a script and reco y ro el w iv , ct fe em ef th s e d up a ro m g , ll ts A en ets, sets and environm p up p e th r pupils, teachers d he ne ot ig to es it d , ed on rm k fo or w er p to and d a show, rehearsed te ea cr s, tickets), distributed ct fe nd ef a d rs un te so os (p ed ls d d ria a te it, a ge created marketing m ey th is th e in charge of the sta sid e er ng w lo ts A s. en nt ud re St a p . d nd ve a arri the audience as they ed et re g nd a ts ke them, sold tic r own shows. management of thei
M M CITY IL F SECTOR: TEXTILES / FIL / M U R O F R E N IG S ND DE A L O O H C S Y IT N U M HERITAGE COM
to the r companies local fo ng ki o lo e er w ol w ho ntacted by the scho co e er w e cy en g A ub ience to assis t in th er p ex rk Initial discussions: H o w r ffe o fs and set real design brie s, tie rm te ng lo h lis had uld es tab reative Partnerships C . school w ho they co a m lo ip d g in ur nufact n to deliver the ma tio a lic p p a y a w te a rG ject. development of thei Creative Routes Pro a l o ho sc e th r ffe o ble to Hub Agency was a nd a e g a g N m fro received funding
n and resources tio a rm fo in e d vi ro p m: to is work. Designer Foru ung th ke ta er d un to ns tio lm City: to develop yo sa Fi ni s. a g se or es o in tw us b d ile ne xt io iss cal te choice Hub Agency comm relationships with 3 lo op el ev d mote it as a career to s ro p ct a nd nt a y co sit nd er a iv y d tr s us and it’ about the textile ind t the textile industr y ou b a film a e uc d ro skills and p hool. people’s film making ualifications in the sc q s ile xt te r fo g tin ui well as recr nical for young people as of fashion and tech ew vi er ov n a ve a g ts and lm City m to staff and studen ru Fo r ne duction of the film. Fi ig ro es p D e y b th r fo ed h er iv rc el a d se s their re The initial session wa ations interviews at students used in nt th se s re ce p ur es so ud re cl ed in d vi the film m also pro e film. The content of th e textiles. Designer Foru uc d ro p nd a t rip e young people to sc then worked with th xtile businesses. and visits to local te
N IG S E D IC H P A R G : R O T SEC OO ID K S 3 2 D N A E G E L L O ORTS C P S Y IT N U M M O C K O LEES BRO
dus tr y rrent practices in in cu f o s rm te in t en elopm e need for staff dev th d ie tif en id tive l o ho e sc er s deliver ing crea ch a te to Initial discussions: Th d re ffe o s ct wa lification. The proje ua q EC BT g tin is ex ct to their and to link the proje tr y cess . orked with the indus ro w p nd g a in r er fe of nd e te th a to h subjects throug design teacher responded students were set 3 The graphic design e Th . 09 20 h rc a M ptember 2007 and s, designed and p m a st e tiv a partner between Se or em m com ey designed a set of Th . d io er p is th er ov briefs ed a design for the uc d ro p nd a ns tio a s decor produced Christma or t. Creative Routes rep tial oppor tunities en ot p of ew vi er ov n ts; a oo gave the studen id Sk 23 is th to help students s to ol to on iti c. d et , g In ad in g a ck ign, pa design, graphic des eb w r fo introduced them y tr nd us a d s, in el e he w in th ity tiv nd crea including research a , ss ce ro p ership is currently n ig rtn a es p d e e Th . g in th in m or brainst rch techniques and a se re s, rd ultant to help the oa ns b co d r/ oo to en to m m a s a cting ing with 23 Skidoo a nd fu t ou ith w ng ui in cont op projects. young people devel
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NTASTIC A F LY E T U L O S B ‘A S A W TATED THE PROJECT
ONE TEACHER S H. THEY LEARNT SO MUC
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OGY L O N H C E T IC RTS S A U H M T : U R O Y Y T SECTO N U O C D E AN G E L L O C Y G O L O N H C TE MEDEN SCHOOL AND e following aims; th g in lin ut o in ed d lu e initial session conc Initial discussions: Th e se for resourcing th ca e th ng ki a m t, andard equipmen access to indus tr y st ple tions of young peo ira sp a e th g in is ra and music department
learn work in the industr y, to le p eo p g un yo of iration yed to raise the asp lo p em e redit participants. er w cc a rts A to h nd ut a Yo y rts a nt h ou ut C unty yo s to resources at co es cc a e d vi ro p , ills technical sk se – the project was ur co e th on ce la p in a ation process go ga lic p p a n a good behaviour h r fo ug e ro tiv th o en g nc to /i d rd a ha w s a re The students the music industr y, a in ed st re time of the project. te e in th e g er in w ur d ho w ol ts ho en sc t ud ed a offered to st for the work they miss up ke a m students learnt to nd ed a re ns g a io ss ho se w 6 ts er en ed ov and for stud ch OCN was deliver Ea s. se ur co N C O o n tw County Youth Arts ra g. n to sound recordin tio la re in ills sk l ca ni various tech
ATION IC L B U P / IO D A R : R O T SEC PHICS A R G X O F / M F T N E DERW D N A L O O H C S K R A P MURRAY
eir ievers to improve th ch a w lo ith w rk o w nted to l identified they wa o ho sc e Th : ns io ss Initial discu . The intention to es tri us d in e tiv ea cr of the ise there awareness ra nd a s ill sk ng ni , literacy and lis te liment the curr iculum p m co to rk o w e th for classes for six weeks o tw r o ne o ith w ct run a proje st within the school. ca d a ro b f o e us e aff and develop th provide CPD from st s to and find oppor tunitie io d ra of ce ie p a e erwent FM studio, uction, produc PHASE 1 D d e ro p th io d ed ra sit vi in le ills p sk eo ung p ct was to develop very positive. The yo s a w ck a intervention from b The aim of the proje ite ed p fe es d nd a nd ul a sf m es tu cc en mom al sessions were su ent. The project lost m p ui eq rd a broadcast it. The initi nd a st y dustr spired when using in in e er w nd a ills sk t learn number of reasons. a r fo n ow d ke ro b p tionshi Hub Agency the rela game producing a board of ea id t 1s e Th . se cour ed to produce, the graphic design PHASE 2 in ng k lle or a w ch s e ou er vi w re ts p en on . Stud oked at building the initial discussions in d ne the most money efi d ise Initially the project lo s ra im to a r to he d ot on ch sp ea re to on with as too restrictive nd were in competiti a s up ro g e distribution and 2 was not used as it w th in e d g ke na a or w m y, ey p Th co s. e duc ge colour booklet klets, design and pro oo b r ei th r fo market and sell 8 pa e em th ea d in teams to decid ke or w s up ro management. G ct y. je rit ro a p nd a for ch s et g ud for b as being responsible l el w s a ts en ev ch laun
ETING K R A M & G IN IS T R E V D bfcc D N SECTOR: A A E G E L L O C S T R MING A R O F R E P D N A L O O H ST BENEDICT SC
nd equipment to a e tis er p ex to s es acc e would benefit from sh t a th d te a st er ch e tea itially providing in ; ct je ro p e Initial discussions: Th th f o y eliver o elements to the d tw e er w e er Th y. tr us dge of ind t design briefs . se nd a increase her knowle ss a cl e th ith work w indus tr y partner to e th r fo en th nd a / CPD her with mentoring bfcc lly the teacher visited a iti In . 08 ly Ju nd a er 07 ts between Septemb en ud st ple settingt a brief to nd eo a p er g ch un a yo te e e th th ith ith w w k worked ned to wor of the project. bfcc t en m bfcc were commissio op el ev d e th uss mentoring and disc its. to access CPD and lling exotic dried fru se ny a p m co a r fo n g campaig act of develop an advertisin t the school the imp a s ce ur so re to s es acc communication and ith w es lti cu iffi d , es ng a a number of staff ch Unfortunately due to lt to evaluate. this project was difficu
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O G E R E W E W T A H W T U D ABO E K L TA E W T A E R G S A IT W . TO DO THEN WE DID IT
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K C A B D FEE e the teacher s and th , le p eo p g un yo e for th rms of the benefits te in d te a lu a ev s a have Each partnership w f each project. We o d en e th t a nd a way iews carr ied out mid rv te in a vi ls na io ss indus tr y profe below: m these interviews fro ck a b ed fe t en collated the per tin
s cts were beneficial a je ro p e es th t a th ed Teachers identifi andard equipment st y tr us d in to s es cc they provided a ss of potential career ne re a w a r ei th d ise and software, ra of to date knowledge up ith w em th ed d routes and provi mmented that work co ll A s. nd tre nd a e industr y practic ere very beneficial. w s sit vi nd a om ro ss outside the cla
their awareness of op el ev d to nd a p d ynamic relationshi s highlighted that er rtn a p y tr us d In s. student’s capabilitie was nically aware and it ch te ry ve re a ts en many stud n planning and he w nt ou cc a to in is impor tant to take th delivering projects.
e, child and safety, insuranc lth a he s se ca e m In so hool prevented out of sc ts en sm es ss a k ris protection and e ifficult it was to arrang d w ho of n io in p O visits and trips. d to organise this varie d re ui q re s a w k or w and how much in t on the culture with en d en ep d e b to and this seemed ted by these issues. ric st re lso a s a w y tr us the school. Ind able enefited from being b d ha ey th t a th d Teachers state teaching (by the to es ch a ro p p a t en to observe differ eing d resulted in staff se ha is th nd a ls) na io industr y profess to articularly in regard p ts en ud st e th of r. different sides suppor ted each othe ts en ud st e th w ho group work and rve allowed her to obse d ha ct je ro p is th id One teacher sa and to see how the g in ch a te l na io ss fe the industr y pro put aching styles. The in te t en er iff d to ed d students respon e lessons a different th ve a g er rtn a p y tr from the indus ents was seen by the stud er rtn a p y tr us d in e d ynamic as th cher. ld rather than a tea fie ic p to e th in l na as a professio me at they would welco th id sa s er rtn a p y tr All of the indus t oppor tunities for join er rth fu re lo p ex to ty the oppor tuni ld have stated that they wou er rtn a p y tr us d in deliver y. One more ing time to create a nn la p l a on iti d d a liked to have
ld like to develop ou w ey th t a th d te a All of the teachers st ps with industr y hi ns tio la re th ep -d in on-going and more elop to continue and dev ire es d a d ha nd a partners e project. All felt th g in ur d e d a m d relationships they ha r knowledge and ei th d se ea cr in d ha that these projects been useful to ve ha ld ou w it n io ct skills but that on refle ey could assist the th so ct je ro p e th e have training befor g the process. students more durin projects had little e th in ed lv vo in s er Some of the teach s were tr y and in some case us d in of e nc ie er p or no ex ledge of. Many of ow kn tle lit d ha ey th teaching subjects iven them more g d ha k or w e th t a the teachers said th learning but that d te la re y tr us d in er confidence to deliv y suffer without the a m k or w e th of y lit the qua industr y partner. e partnerships es th of ts efi en b e th Teachers said that and iver y of project work el d e th d on ey b e had gon oping mentoring el ev d in ed st re te in that they would be nals. One school io ss fe ro p y tr us d in e relationships with th dustr y partner and in e th ith w ng ki or w is now interested in to them. outsourcing deliver y
duced surprised and ro p ey th s ut tp ou e y of th e professional qualit Th & e tiv aged by this type of a g re en C e g or in g m er lso a em e e er th t of nts w place in the contex spired students. Pare in t ou tputs and how the st ou te of to s This work has taken ty rd a ni tu nd a or st p h op g an the hi e projects provided ork commenting on w y tr working. Where us of d y in a w ith t media Diploma. Thes w s en p er hi iff d ns e tio th la re enjoyed at provide CPD, develop young people had feedback showed th ol ho Diploma-style work, sc e th of st re to the al issues. of work was presented and identify practic ssed with the quality re p im e er w ts en ud other staff and st l tia en ot p e th lore ers were keen to exp the outputs. e th m Some industr y partn fro ng rri cu oc s and the oppor tunitie derstanding of ia un r ed te M et market in education b nd a a e ed tiv in a a g re C e had or form, particularly th udents said that they St r te et owledge of the sect b a kn , 14 -19 educational re ed ills in sk l a a g ic d ct ha ra p ey th gained tr y partner said that industr y processes, r fo s sed knowledge of ce ea ur cr in so Diploma. One indus re d ha ed it op lso el A ev y. dd industr eir own practice, ha and routes into the s ct timescales, finances je to ro p n r understanding of th tio he la ot re in in rly ed la us be articu at have potential to w industr y works – p ho g and n tio a uc use in this project th ed k in consisted of plannin or ns w r io fo ss s se ie l a ilit iti sib in e os p Th wareness of and team work. ical work straight ct ra p and have a raised a in eg b to ed nt ts wa hereas some studen w r cess. Students also fo ro g p in e rn th a le of rt ith a w p s ed a lp w he d this that the project had awa y they understoo erstanding of trends ed d ct un a p Teachers remarked d im se d ea cr ha in ct n je a ro p ey had school said that the . commented that th nd a s other subjects. One es sin and responds to them s Bu y, nd g a st lo er no d ch un Te y tr & us n d r both Desig and how the in aths M s on the curriculum fo a l el w s a , lt) cu they usually find diffi all identified the ased le ts re en e Enterprise (something b ud st to ts nd a en ls ud na st fessio the projects required achers, industr y pro Te e b project. Projects to e ed th ed of and English. Some of ne m s tu er en ch a om te m r he ing the nd in some cases ot impor tance of keep to deliver sessions le b a from other classes a un e er w s er rtn . tr y pa lfil ject was wor thwhile suffered when indus s were required to fu er ch a convinced their pro te n he w , es ur press g ecause of business b e or lessons or respondin m r es he yl st ot g g in rin rn ve a le co s ts a en such cts suited some stud other commitments her commitments ot ld d ou These types of proje ha w ts ey en th t ud a st th n d he te nd w e teachers commen to other demands, a ho w ls than others but som ua tify the individ nd curriculum work. en a id ys a to d le ts b a or n sp s ee a b such not necessarily have e focus of these Th . ct je ro p of ng ni at the begin ch other comments erally en ea g of is l benefited the most th ca iti nd cr a t e b en to sm es asked duction and not ass When partners were t a th s proved difficult, d ha te s a st ol projects was on pro er ho sc ch a e te th ne ith w O . ation , ivation from students included; communic d se the industr y partner m ea cr fro led to increased mot in d ism m ha a s yn se d ur e co d mor ject ts opting for design one teacher expecte keeping, in one pro e the number of studen tim ith w s ue iss ct d je ers ha is was due to this pro some industr y partn of department was d a and that they felt th he e th es ng a staff ch due to a number of e er nded outcomes, w te in nd a nd es a s lin d im a ea d its to nd nd ject a ly worked in teams a not aware of the pro y el of controlling the iv y ct a fe w Students successful ef k nd a or w ns t tio no ta id d ec y, exp it would have if they teacher’s personalit r fo some cases the ty ni nd tu a y aware of the impact or p er iv op el e d th on lly ct ua a r imp that there was not us students has a majo k or w line when they felt t ip ec isc oj in this wa y. All stated d Pr . of l id d ro nt ey th co nt ke te to ta k in teams to the ex industr y partner had ills sk e or er. m young people to wor ed in the role of the teach n ical work and ga ee ct b ra p ve e ha or m ld id ou d sh ts this meant that studen . ise rw he ot ve would ha in this area than they
Creative orum F Industries us Professional uo in nt o C a p o el ev M to d tive Partnerships BA a re C y b d ne o si is mm n and Hub Agency was co nals from educatio io ss fe ro p r he et g to ring mme designed to b ra g ro p ) PD (C h t en m Develop us tries Forum. Throug d In e tiv a re C d lle ca nt programme was lta su re e Th . es tri us d the creative in me was aligned with m ra g ro p e th m a Te ation Council 14-19 Educ ty un o C re hi ys b er unty negotiation with D gion. Derbyshire Co re re hi ys b er D e th ma in e and Media Diplo tiv a re C e th f o t en the developm e. pport the programm su to g in nd fu l na o ed additi Council also provid
S: E G A T S D E T A L E R R E T TINCT IN IS D 2 O T IN IT L P S S A UM W R O F S IE R T S U D IN E IV CREAT ENT V E M IU S O P M Y S – 1 STAGE
ation ing Derbyshire Educ ud cl (in rs he ot 8 nd a and stud y presentations ncil, Derby University, ou C rts A , ia ed -M EM , Business Partnership ation Team) Derbyshire 14-19 Educ
rofessionals to raise p es tri us d in e tiv ea t cr An event targeted a ight oppor tunities hl g hi , a m lo ip D ia ative & Med ols and awareness of the Cre nity to meet the scho tu or p op n a e d vi ro p for involvement and ment in Derbyshire. ack from event: op b el ed ev d Fe e th in ed lv colleges invo finding out about of y a w es tri ul ef us d us in a e s a tiv crea id it w ations covering; the ustr y professionals sa nt d se In re p • e the schools and th of ll ed a t ud cl ee m to a m nd lo a ip a The event in cal D iplom tional reform and lo Creative & Media D a e uc th ed 9 -1 14 network with other , s et a l rk el a w s a a t m en lo ev ip in toda y’s m e D sam edia ges involved at the the Creative and M lle of co ew vi er ov n a , ts k developmen ctor studies from Lees Broo se ca es ut Ro fessionals from the se t e ro p tiv a re C nd a t, en ol d oppor tunity to mee ho oo Sc g a ity s and its cont un a w m it om id C sa e s g rita • Consortia teacher ollege, 23 Skidoo, He ho they had not w e os th rly la cu rti Community Spor ts C a tr y, p fessionals from indus ro p . ity and Film C e d contact with befor ha n really well – ow d t en w of le g p in eo ist p ns g co youn lace’ presentations by the ere was a ‘market p e th Th ns • tio a nt positive effect that se e re th p e on s re cu hi fo ys b er em D Following th th ade m the egates said that it m iploma consor tia fro el D d ur fo e young people. Th : lls on a st ve g ha n ca nd a n n tio to a the followin educ s, Ilkes ustr y involvement in ks & Derbyshire Dale d a in Pe h g Hi , mme the young ld ra fie g y er ro st p nt es ou C ut re Ro hi e ys tiv region (Che b a n, Der e Cre hen we evaluated th ia Diploma informatio W ed M & e e experience and tiv a th re d C ne ), re tio hi ys en b m er t D en Derby City e the ev and th evelopment Officer l eople who attended D p es tri us d In e tiv a re from an educationa em th r Council C fo d oo g n ee e them said that it had b Partnership. dults and also mad a to nt Education Business se re p to ve perspective to ha y tr us d in e tiv cluded 49 crea their achievements. in of is Th ud t. ro p en el ev fe e th ed 81 delegates attend ple involved in case eo p g un yo 8 s, er b nsor tia mem professionals, 16 co
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OTHER R O F G IN IT A W , D R A H . N WORKING IN TEAMS IS O E V O M N A C U O FORE Y E B S K S TA H IS IN F O T E PEOPL
PS STAGE 2 – WORKSHO
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ut from teachers p in ith w ed ed ne is ionals g for industr y profess in in a Tr • ching communication pportunities for tea o d g un in ro d a vi ro rn p ce ew s p on o C sh • n industr y point of vi A series of work a m fro it t ou b a ng inki lved age • Teachers aren’ t th fessionals to be invo ro p try us arents and younger d p in t e ou tiv b a ea n cr er nd nc a co ls ut –b professiona • Fantastic session e th to g tin la re ly ct ity dire development activ ? nd a g 14 year olds in nn la p t in ents within restrictions in jo ud st ith w e on d e b n • Practically what ca soon as possible . s a a ’ m lo ea id ip D ig ia ‘b ed or M e them Creative & • Desire to identify e teachers perspectiv et g on to g ul in ef ss us cu ry fo , ve a n Diplom • It has bee e Creative & Media th of ew vi nding of the issues er a ov st s l er a up d iti ro un g r to te a in re lit g After an in r sp • A need fo elegates were concer ns around d ut t, b en y tr em us lv d in vo in ith y w tr us ialogue the demand for ind nals and asked t to be involved in d a io re ss G fe ro • p y tr us d in ucation and the cultural sector to t ou e d g ol r sa a es ye m with a mixture of ed 9 e -1 a of 14 getting th ould have happened of work for a group sh e y m tr us he d sc in g ith tin . w ci le ct ex a sib n cont is pos to vision a • Getting students strictions – anything re o N r. a ye a of d io students over the per ible long time ago ld make it more tang ou w on a m lo ip d e th • A theme to hang : ed ud cl in d ut will take time b g tin ci ex lly a re is The ideas generate • This reform at all levels is key n tio a ic un m om C • face work between anies p to m ce co fa tre of ea e p th ty is ng hi th ve • Establis • It is essential to ha ls a iv st fe g in er iv el ustr y professionals d in • Organising and d nd a s er ch a te edia events e scale • Putting on multi m Concerns around tim • tr y partners involved us d t in en nd m a s op ie el sit ev er d t iv un • Produc and • Want to see more ncer ns around time co s – ul ow ef sh us n io ry sh ve fa n g ee sb • Runnin • The workshop ha ivity ct a e tiv ea cr r fo es ents • Developing venu how to sell to stud eate young people cr to l tia en ot p e th have exciting – diplomas s and barriers that ry ue Ve iss l • tia en ot p on to reflect uipped for work ey might th eq r w te They were then asked ho et b nd re a a g in ho w en p p vent the work from ha lving to find solutions so m ed le b sk a ro p e e er w tiv s ea would restrict or pre nt a cr r particip • Need fo d of the workshops en e th t A e. es th nd e na overcom • It’s challenging! them from the sessio ed young people ith ne w – d ift te sh l na ra so re ltu t a cu th a and to identify one thing for partnership work d ee N • : ow ent marised bel to help with recruitm their replies are sum g to be advocates d there own learnin a le to le p eo p n g tio a un r yo educ • There is scope fo between industr y and e g ua ng la on m m king • Struck by the co for calculated risk ta he Diploma) is, vels (t d it ee t N ha w • r ea cl ke a lifications at higher le to m ua q ed ne ise – ra l ill tia w en er g ot p un yo • Lots of • Starting students s) nt re a include mentoring d ul ill w co s ut p b hi y tr ns us tio d (particularly to p la in re s ste of • Industr y as project manager ive an over view or ta tly g y en a er m iff d ts en ng ki m or ce w la s p er • Work • It will involve teach ity? tiv ea cr or s el od m s ing coming from? nd fu ? this cover busines e le th sib ’s re on sp he re W ’s • ho ed is the main issue – w needs to be sustain ation and nd uc a y • Child protection ed ke in is k y or lit w ua to Q es • time to sort out links or t for compani p p ed su ne e b ey th to s nd ed a ol ne ho • There • Lots of work for sc on placements ke ta to ” es ni a p m or fall on partnership nd a help for small co st le s ro a t m en lo er ip iff “D d a • oad for teachers and • It is an extra workl to be on students • The focus needs
development Future sight into indus tr yin le b a lu va a us given and managed has ed p o el ev d ve ha e The work w recommendations nd a ns tio a rv se b o f ries o have collated a se e w w lo Be . rk o w d education relate n: r debate and actio he rt fu r fo us ul im st to provide
PRACTICAL WORK
nd ever evolving a se er iv d , d a ro b a es is The creative industri iplines including isc d of e ng ra e id w a sector incorporating erforming arts, p , rts a l a su vi n, ig es cd film, radio, TV, graphi uter gaming and p m co , g in rit w e tiv crea publishing, fashion, licly private business, pub es ud cl in It . re a ftw interactive so ntary sector as lu vo nd a lic ub p e th , funded organisations iness sectors. In us b r he ot in s le ro e tiv well as the many crea mainly of small to up e d a m is or ct se e l the East Midlands th esses and individua in us -b ro ic m , s) E’ M (S medium enterprises dustries data stud y in e tiv ea cr s nd la id M practitioners. An East d that in 2005 there te a st ng lti su on C P y BO published in 2008 b s in the region and se es in us b es tri us d in were 13,400 creative sector. Interestingly e th in d ye lo p em e wer as that 62,500 people tive industries jobs w ea cr of er b m nu e t th tries the repor t found tha more creative indus e er w e er th ut b ts ric higher in urban dist istricts. businesses in rural d volvement of the in e th r fo e op sc e rg Evidently there is a la potential will require is th ck a p un to ut b n industr y in educatio place. As well as ke ta to ity iv ct a l ta en significant developm ps there is a need hi ns tio la re nd a ity iv act building on existing ideas, take risks and w ne t ou y tr , te va no to experiment and in tlined different wa ys ou ve ha e w 21 e g a think creatively. On p ation and how they uc ed ith w ed lv vo in that industr y can get to use as a stimulus ed uc d ro p e w rt a ch a could benefit. This is artners. These are p y tr us d in e tiv ec sp ro for discussion with p n exhaustive list. a ns ea m no y b ut b s e a range of example unwilling, to offer mor lly a iti in or , le b a un Many businesses are lacements for young p k or w s a ch su ts intensive commitmen can be involved in ut b g in ch a te in ed lv people or to be invo
tant/ und that the consul fo ve ha e w le p m a lding other wa ys. For ex starting point for bui d oo g a n te of is le re mentor type of ro in terms of when, whe le xib fle e b n ca ut p s to relationships as in . This role often lead ce la p s ke ta ct a nt and how often co ops. e relationship devel th s a t en em lv vo in further and ld on previous work ui b to d te a lu a ev e Activity should b fective ce to help identify ef en id ev of y od b ng This collect an evolvi future development. ire sp in nd a rm fo in practice to both and nt all partners aims ou cc a to in ke ta ld tive. It evaluation shou n education perspec a m fro y el ur p e b t objectives on no ct with industr y a nt co ny a t a th e t to assum is also impor tant no identify quality to lp he lso a ill w n tio evalua are is good contact; the arriers and how they b nd a s ue iss ht ig hl practice and hig ddressed. being successfully a uild there is a need to b ity iv ct a f o n tio a lu a Along side the ev vant to this work. le re ce en g lli te in te to da up and maintain up This would include: the creative industries in e th t ou b a n tio a rm • Industr y: Info l career routes, a ic p ty s, tie ni tu or p ent op region, employm ustr y tive roles in other ind ea cr s, nd tre re tu fu current and ces ces, potential resour en er iff d n a b ur nd a sectors, rural •
e need for industr y th of t en sm es ss a n Education: A and qualifications, es g a ll a s os cr a n atio involvement in educ edia ing the Creative & M op el ev d m tiu or ns details of co rts iceships, Specialist A nt re p p A e tiv a re C Diploma and and resources es nu ve d te la re y tr dus Colleges, creative in cilities), young fa ng iti ed film s, ite su (e.g. theatres, media people’s interests
YOUNG PEOPLE
IPS H S R E N T R A P L IA IC F E MUTUALLY BEN
ween education and et b s p hi ns tio la re ul sf be In order to be succes of e rtnership ethos and a ng p ra ng e ro th st d a se on es d itn w se ve ba s to industr y need to be e Routes work we ha y tr of these relationship us d ts in efi Through the Creativ ith en w b l ng tia ki en or ot w p h e ug Th help r young people thro mutually beneficial. l tr y needs time and a ic us p d ty in positive outcomes fo m ut b fro r t ea en cl er iff re d a is ing n the success is that it teaching and learn e develop their offer. O th to s nd a a l s professionals. Part of el er w s ch a a te t em th no r re a ts fo es new people who to assess the benefi otential benefits p e th t of a e th m z so uz b d school work; it involv e ne Th d. outli ited and task focuse on page x we have rt lim a e our ch tim e , th d se a b e ct or je m ul starting point with to be ef work is pro ed us a nd is te s th ct d je un ro fo p for industr y and have aintain attention and rtner can see a a p e y th tr s a us l d el in w e s A th . If this creates helps m s. ed artner focuss tions with industr y p more intensive and ia e ot er g w ne ey th ey are more likely n th l a he ed re w lu a ul va is s e el er fe th successf k lso in a nd we th m the relationship a sonal development fro t er any p efi en nd b a g in rn a le p hi ns it is surprising how m tio ut la b re benefits to s ic ou m vi a ob yn s d d e un or so m g people to have a to sta y involved. This been treated ve ha s e er or m rtn a e p se y tr to oppor tunity for youn us e d re in ould lik s we have seen whe le y involvement and w p tr m us a d ex in of their requirements a r d fo en l ht g a g a iti ou in th e a th t with the in ou ed with involved and taken for grant area. They could be rly is th oo p in k based on clearly or is w t es ng m en ki m he or w sc ip n la sh p develop er t in rtn s, jo ul pa with industr y partner lationship. Successf g re tin e ia th ot in g ne een established by b nd a y ve g er ha iv t el a d th t es en contactin iv m ct elop obje the professional dev roles and aims and ith d w ne ed efi lv d vo in e b nd of work a n. s though negotiatio er rtn a p s. er for teach nt and ung is extremely impor ta yo s ip ith sh w t er efi rtn a en p b e y tr es us th d who ential for tangible in The brokerage role in s ea id hools need to know s a Sc nd is: There is also vast pot a th s r le fo ro ns h so rc a a re se re of rketing and market there are a number h it costs. Often uc y m ud w st ho m lu nd a cu le rri people acting in ma sib cu pos their t is out there, what is r example as part of ha Fo w . rs nd to a a er source industr y en to g t e g en er d ut le p m ow kn co r and cont or fo ty briefs paci out market research s do not have the ca who y ol rr ho ca sc d ul co le p nd a eo lecting the partner se arket in m young p st lp ve he in ls, to a iv e st tim fe film little nal roduce content for partners and have g in et rg ta help to find educatio rs ed ne game developers, p ne ig y es tr d us n d io In . sh ct fa r a p fo nce and develop ideas will have the most im of n otential offer, assista io p g r re ei organise arts events e th th m in fro s t le efi p m en a b ex d ere are some good institutions that coul nd understanding a ks g ec in ch op RB el C ev the youth market. Th g d sin and cces g with young people cticalities such as a ra tin p ul ns ith w co tia y find it difficult to or a ns m s. s er co er re rtn ca l Pa tia n. Diploma io en ct ot nd p prote essments and child eir needs, interests a ss th a to k d ris on dustr y is giving sp in re n t a a if , th le e p th m a of ll ex projects a r t fo almos hips, that adults develop cal of these relations is iti e cr e nc b ie er p environment that ex n r a ou s. te , nt ea ie cr p u ci re However yo e o d th how eing nd resources for free with young people b a y tr e us tim d in ts in the outcomes ith w en s m p s ve hi a d ro p en g im a to relations e s th d e lea vance criticism and therefor ese areas would ad s that th w in llo t a en m op el ld ev d wou key role in ensuring a nd y a Further la ity p iv ct lso a a n d le ca le s p er ing and young peo of partnerships. Brok cts keep to task je ro p ia l, a ed ci M efi & e en b tiv of personalised learn a lly re mutua the C ualifications such as nships are genuinely q tio to la re ic m a yn ally. d w ey ne bring a re evaluated imparti ers said that th a rtn a nd p a y et tr g us d ud in b in of ith er and are w ly a numb involved et g Diploma. Interesting to s st ue q re to to positively respond ing. would be more likely eople doing the ask p g un yo s a w it if k with education wor e of enterprise. In som t a th is es ris a t a th por tunity A further potential op uced during the d ro p es ic rv se nd a products cases the quality of of programmes of es p ty e es th h ug ro ject and th Creative Routes pro uently this creates eq ns co nd a s rd a nd ional sta sly work reaches profess generation. Obviou e nu ve re nd a ity iv ct terprise a oppor tunities for en learning that takes nd a ss ce ro p e th main on the focus needs to re provide resources d ul co es ic rv se nd roducts a place but sales of p nships. Enterprise tio la re of es p ty e es bility for th a and create sustaina vel or be applied in le l a ci er m m co y el ur te on a p activity could opera of social enterprise. s ho et e th er d un t Creative Britain community contex
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ping ip u q e is ia m e d a c a t Ensure tha need to y e th s ill k e th h it w ts studen ibution tr n o c e v ti c e ff e t s o m make the y. m o n o c e e v ti a re c e they can to th
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ESSING R D D A D N A G IN Y IF T IDEN ISSUES AND BARRIERS
FUNDING
ing but the lack of fund ic st a nt fa is y tr us d m in in The potential offer fro issue. There is a certa n a s a ed tifi en id ly quent for involvement is fre d without the need ve ie ch a e b n ca t a ent th amount of involvem good will or the on g in ly re y nd b a er ss th ne ei re ation, the ill help to build awa for financial remuner re in the repor t, but he Evaluating activity w w se el d ile a et d of have mutual benefits we at affect the impact th rs ie rr a the potential. We b ck lo nd a un es ly su nt is a e fic th ni f o sig g would under standin provision of funding s to be financed ed . ne k em or th w y g tr in us ss d re in d ll d that a elop strategies for a are not suggesting l benefit equation. ua ut this work and to dev m e th of rt a p e ld b ch just that funding shou er rri pa y for expenses su a b to t ey en on id m ev t t os ou m ith e w ustr y communication is th Negotiating with ind e they are spending tiv a e re tim C From our experience e e th th d nd in a m r ct je ve ro ls, ne es e Creative Routes p as travel and materia in . The creative industri nd sy a to success. In both th ea t tic a no m is le , b ity ro iv p ct n a ee iness mmunication has b awa y from their bus edium n ee w Industries Forum co et b inantly small and m nship om tio d la re re p e re th a s of n nd la ow s e breakd in the East Mid nd dividual practitioner a in s some cases led to th ue nd a iss s se on es m in m us co b er micro industr y partner. Oth enterprises (SME’s), s s larger organisations ue a iss ty the school and the t, ci a en p ca em lv e m vo in sa y e tr ve th of funding for indus and they do not ha or l r work or to see the va ei rri th a barriers are the lack in te ith la w e t th en nd em a lv ol n invo e g people out of scho to include educatio rms of recruitment. Th te around taking youn in le p m a ls. ex r na fo io ss k, wor tive ions by industr y profe direct benefits of the rticularly by the Crea a cancellation of sess p , d re ui q re t en lvem rt scale of industr y invo re funding to kick-sta ed ui tifi q re en st id a n le a ly ry ve on e m th m ill at d well there was co & Media Diploma, w Where projects worke to ly s. uick develop relationship ol who responded q nd ho a sc ity e iv th t ct a a n so er p ith ivity w contact d role organising act a le a ok to ho w nd mmonly that they t of the co is ou communication a es le g p lle eo p co g nd un a s yo ol ho e staff team. Getting The message from sc of s rm development money te ut in b other members of th s ue et g iss n ud a b r ly ei nt th ue m fro iven tr y settings was freq do not have funding nd a t or and consor tia are g p a ns class for visits to indus m lo tra ip n D e ow r th ei r th fo d le ilab ics. Some schools ha has been made ava y tr us d ar for each Diploma in ye both cost and logist to er s p sit 0 vi 00 rs £1 he ly ot te a in xim teacher cover but extra funding (appro y rit or tia in the region a cl ns could be flexible with of co e ck m la a So t. lso en a s a nm over not feasible. There w student) from the G e lationship building nc re ra settings were simply su ce in ur , so ty re fe sa to g nd in a fund und issues of health are using part of this k or w fresh look at how r a fo is and consistency aro nd n a tio em es d g g g su sin l a ea ic rad procedures. The incr with industr y. A more g un yo r l Authorities or within fo ca and child protection es Lo y nc b ie er ed p ut ex rib g ist in d are tr y to work related, learn education budgets . ing funding for indus ed nc ss based, as opposed re -fe d g d rin a e nd b a to es g ed lle co at this agenda will ne individual schools or t a g nificant role required lin sig el people will mean th e nc th ca of t or en ns io em g ss d se wle ls turning up late to involvement in ackno re a and learning. There ut g b in Industr y professiona es ch ur a ss te re p to s ts es efi in en us le b ten attributed to b and the considerab re he W tions to make funds . sa ew ni the last minute are of vi a g of or nt ic oi g p te g ra in st r ch ty fo ed manage from a tea is also an oppor tuni e g na a ntly launched a fund m ce obviously difficult to re to r A D sie EM ea is k. is or w th t e en m ls are working for a fe available for develop boosting industr y t a industr y professiona . ed ry a im nt a s lu d vo Ki g re a tin s pul s when relationship initiative called Cata rity strategic sectors. and less common a rio p r ei th r fo a m lo Dip involvement for the nd a es would be highly y tri ic us ol d p In in e tiv es a ng re a C e ch r th gion rriers are reliant on Something similar fo per tise across the re n ex Some issues and ba ca nd rs a s he ce ot , ur ss so re re d d of g require funding to a beneficial. The sharin n will also make the n sio he vi w working practice or ro s p er of et n m tio ra a a p lic nd up a of d clear objectives and the avoidance n. tio a ic be avoided by setting un m m urces available. and efficient co so ity re iv e ct th a of g e in us nn t la es p b negotiating and
STRATEGIC WORK
eople’s creative skills p g un yo on s ct a p work im ately Industr y-education e industries and ultim tiv ea cr e th of ss ne aware l development, their tries and the regiona us d in e tiv ea cr e th ent of gional strategic the future developm re us rio va of s ie g te tes with the stra ncil, economy. This resona rning and Skills Cou a Le , EP C C EM , A D ing EM organisations includ s and the creative nd la id M st Ea re tu ul ia, C Arts Council, EM-Med e & Cultural Skills and tiv a re C , et lls ki (S ils Counc een industr y Sector Skills collaboratively betw nd a lly ua id iv d in h k bot uantity Skillset). Strategic wor st the quality and q oo b ly nt a fic ni sig d coul these organisations ude developing cl in d ul co is Th n. io n work in the reg of industr y-educatio nding, exper tise and fu g in d vi ro p s a l el w es as projects and initiativ gional campaign re a e b ld ou w le p ne good exam loma. sector knowledge. O reative & Media Dip C e th g tin or p p su and aimed at promoting
ENT M P O L E V E D L A N IO S PR OFES
for both teachers t en m op el ev d l na ed for professio There is clearly a ne e of work. In some p ty is th ng ki ta er d ionals when un and industr y profess e and industr y nc ie er p ex y tr us d in had little or no work cases teachers have teaching and group op el ev d to e lik ld wou professionals usually ing of curriculum and nd a st er d un r te et b ga skills as well as gainin nowledgement ck a e b to s ed ne ents. There also to assessment requirem l institutions will need na tio a uc ed k or w ct roje that for this type of p f outlines stands a le er ov le b ta e Th . nagement skills develop project ma ntly developing of work we are curre
“
RENT
E F IF D A O T S E Y E Y M D IT HAS OPENE WAY OF WORKING.
”
TYPE OF CONTENT
SERVICE
routes ntext, typical career co s nd la id M st Ea n a nds in industr y with Current and future tre and trajectories. ed in teaching, ilis ut e b n ca t a th ills ical sk ps developing pract ho ks or w d web based tools, , se a ns b tio ills a sk lic p ia p a ed er m ut & comp Creative tion, textiles design, a m ni a s, film t or sh for example, making t skills. project managemen s to gain an ng tti se y tr us d in l a re king in ls to spend time wor na io ss fe ro p ing a da y at a d g in en ch sp a t, te se r fo s film a tie ni runner on Oppor tu mple, working as a a ex r fo e, ic ct ra p insight into working tre production. ea th r jo a m a on ng radio station or worki son. from the relevant per se on sp re a et g nd ion a you can ask a quest re he w l ta or p d se a A Web b pany accounts, case m co s, d ho et m g in teach for industr y-relevant s ea id n, tio files and publications a le rm b fo a d in oa nl ow Industr y d of ixtures hs, power points. M p ra g to ho p s, eo d vi studies,
Seminars Master-classes Indus try exper iences Advice portal Resources
and products.
Utilising Biannual event Consultant/mentor
relationships
es Joint working initiativ Network activity Indus try support t Project managemen Research
. re, Squidoo, Blogger a Sh e id Sl , kr ic Fl e, b You Tu g resources such as rin a sh n tio a rm fo in On-line e of content that p ty e ov b a e th g rin featu aching professionals te t a ed im a by Universities and t ed en st ev Ho e yl e. st tim o’ xp ch ‘E l ea area Biannua ing a different sector ht ig hl g hi n io g re e is toured around th es. creative industr y venu ching professionals. a te to rs to en m s/ nt ls acting as consulta Industr y professiona ls to develop and na io ss fe ro p y tr us d e in ls to work with creativ na io ss fe ro p g in ch a Oppor tunities for te k. plan schemes of wor rums, gs, events, on-line fo tin ee M l. a sic hy p al and por tunities both virtu op ng ki or tw ne of e A rang and blogs. n qualifications tio a uc ed g in nd a st der t and the benefits, un en em lv vo in r fo l tia uage of education. ng la e th g in nd Analysing the poten a st er und ith young people and w ng ki or w , es tiv a iti and in r organisations. he ot of lf a eh b on ged – initiated by or mana s ct je ro p g itoring, evaluation, in g on m na a t, m en nd em a g g na in a get m Develop s development, bud ea id e, g ra ke ro b e Roles could includ keeping to task, etc. por ts. n and publishing re tio a lu a ev nd a h rc a Carr ying out rese
INDUSTRY
EDUCATION yoffs
Pa Combined Benefits &
f Recruit and retain staf s and staff turnover st co t Reduce recruitmen le more informed of by making young peop s required and your business, the skill potential career paths.
Identify young talent nted young people Identify gifted and tale b market. before they enter the jo
ting Advertising and Marke coverage ia Take advantage of med company has been highlighting how your involved in education.
Use of facilities with a school where Broker a relationship e or equipment in you get access to spac nal input. exchange for educatio
New market er sibility on sp Re l cia is unclear how employ So it e t at en t or en om m pm Corp e lo th ve At de by f af St ed. There ional to your community t in education will be fund ung people in an educat en yo em Put something back in th olv wi g inv . kin le or op W pe come g youn levels of personal and is potential for business partners to be gh g inspire and educate hi in s lp ire he qu re t ex nt co ty to rkforce ructure. ills. Use the opportuni sk Develop your future wo l na so part of the paid infrast er s, ill rp ity te sk in un ht m rig m e co th l th ca wi lo le ur op yo pe th f. ove links wi Develop young nge of people develop your staf r your business. Impr fo ra e de nc wi a rie th pe wi ex d ns an tio e ec dg knowle Make conn Explore potential rnors ve go s, nt re ies above and pa , le op pe e many other possibilit ar including young e er research t Th ke ar M Develop a relationship g people and d. un . ile yo rs ta of he de ps e ac os ou te th Reduce training costs d gr an to nd yo ss w be ce Get ac u and ing and inducting ne of your products n that is beneficial to yo ns io io at in Reduce the cost of train uc op ed r th ei e th wi e th le ug to op ga le ung pe young peop Original ideas from yo recruits by introducing your business. and services. t a new ge e. to ag le er op rli pe g ea un an yo at s th Work wi required skill that your perspective on issues New perspective le to get a new company faces. Work with young peop that your perspective on issues company faces.
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