| Part III: What sort of system would achieve these aims? |
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| 9. |
Challenge: Learner circumstances are diverse and wide-ranging, so that no one school or college has the resources or expertise to meet the needs and aspirations of all young people within it. |
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Principle: Local collaborative and democratic learning partnerships (embracing schools, further education colleges, universities, employers, independent training providers, and voluntary bodies) should be established to promote continuity in provision for lifelong learning. |
| 10. |
Challenge: There are too many different funding streams, often for the same work, creating unfair and often inefficient distribution of resources. |
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Principle: Funding should be directed to locally developed partnerships, with regional oversight by local authorities which will be in a position to understand the educational and training needs of the different phases and communities. |
| 11. |
Challenge: The present system of qualifications is highly complex in terms of progression routes, levels and equivalences, and little understood by employers, young people themselves hand higher education. |
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Principle: Qualifications should reflect the aims of learning, including the practical, informal and experiential, and should provide a framework which is enabling, clear and stable. |
| 12. |
Challenge: There has emerged a highly centralised and detrimental control over education and training. |
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Principle: The Government should ensure necessary resources, teacher supply, legal frameworks, curricular entitlement and overall accountability, but place responsibility for detailed provision with institutions, partnerships and authorities in particular localities |
