Collaborative Approaches to 14-19 Provision - Communities and ...

14-19 PATHFINDERS: THE SECOND YEAR56. This policy focus on collaboration was further reinforced in both Success for All andin the guidance issued to local LSCs on the conduct of Strategic Area Reviews where it wasstated that proposals must: “Strengthen collaboration and progression in the 14-19 phase” andwhere the:Active promotion of collaboration and cooperation between providers and localitiesin meeting learner, employment and community needswas recognised as one of the ‘core values’ which must inform the StARs.57. Local LSCs and LEAs also emphasised the importance which they attached toinstitutional collaboration in their strategic and development plans. There were then apowerful set of local and national policies which were emphasising the importance ofcollaboration.58. These policies were also backed up with funding. Various funding streams wereavailable to support collaborative activities. These included not only 14-19 Pathfinderfunding but funding for diversity and enterprise pathfinders, the Increased Flexibilityprogramme and Area-Wide Inspection Action Plan funding. The European Union SocialFund was another source of potential funding. Local LSCs also had other sources ofdiscretionary funding e.g. local innovation funds, which might also be accessed. Takentogether these funding streams provided substantial incentives to collaborate. The casestudies show that some local areas e.g. Sheffield and Coventry, had proved particularly adeptat accessing a wide range of funding (some areas also benefited through being able to accessfunding which was restricted to areas of social and economic disadvantage). We discuss laterin the report some of the managerial and sustainability issues raised by this preponderance ofproject and initiative-based funding.59. Collaboration was also powerfully driven by institutional priorities and interests.Colleges, for example, often made the calculation that collaborating with schools in theprovision of courses for 14-16 year olds could help them to recruit students onto full-timepost-16 courses. Some schools saw post-16 collaboration as a means of protecting vulnerablesmall sixth forms. For private training providers collaborative arrangements provided access20