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

14-19 PATHFINDERS: THE SECOND YEARthe pathfinder, how collaboration was managed in individual consortia and how crossconsortiacollaboration was promoted.Summary102. In conclusion, in analysing collaboration in pathfinders it is important to take accountof national local and institutional values, aims, policies and practices which facilitate orinhibit collaboration and the ways in which these interact with each other and either enable orconstrain collaboration.103. These collaborative processes are operationalised within distinct local contexts, whichin turn influence and shape the forms and extent of collaboration which is feasible anddesirable.104. The interaction of these two sets of factors gives rise to different local forms ofcollaboration with: differing degrees of institutional inclusivity; operating at different levelsand with differing degrees of intensity; focusing on different aspects of the pathfinderagenda; varying in geographical and institutional scope.105. The interplay of these three elements of our model of collaboration thus produce thedifferent forms of collaboration seen across the 14-19 Pathfinder initiative.Outcomes106. The fourth element of our model of collaboration is the most important. This isbecause collaboration is not, fundamentally, an end in itself but a means by which variousdesirable outcomes can be achieved. In Sections Four and Five we describe the outcomeswhich have been achieved in relation to Curricular Provision and Student Experience andSupport. Arguably, however, the most important outcomes are those relating to studentparticipation, retention, progression and achievement. It is still too early in the pathfinderprogramme to draw any conclusions about these outcomes. This is not only because nostudents have yet completed a full 14-16 or 16-19 cycle, let alone a complete 14-19 phase,under the pathfinder initiative, but because virtually all research evidence on collaboration in35