An enterprising “can do" attitude can sustain a community or individual when faced with the need to adapt to change or show resilience in a changing world. By being enterprising a community or individual will demonstrate citizenship in terms of caring for others and the needs of the collective, possibly by creating employment for others and/or by generating economic activity which is of direct benefit to others.

Ian Carse

Introduction

The 2GETHER project evolved from the opportunity to explore areas of mutual interest to Careers Scotland and in fulfilment of the aims of the Sustainable Secondary Schools Partnership, which is a Heritage Lottery Funded pilot project.

The research project took place between June and October 2003. It was commissioned by Careers Scotland in Highlands and Islands. While the overall aim was to consider the concept of sustainability in relation to the Citizenship Agenda and Enterprise in Education, the research is wide ranging, encompassing also Global Citizenship and the role of the arts in remote communities. The research team came from a variety of academic backgrounds as well as representing rural, urban and island schools.  Many colleagues and representatives from other agencies were helpful in providing examples of practice, advice and support. 

The research evidence, supported by the appended documentation, is a sample of existing practice in schools in Highlands and Islands, and a few elsewhere. It demonstrates that teachers in schools are working with pupils in ways that are enterprising in every sense of the word; that local circumstances and local business needs have a relevant part to play in the curriculum and that creative thinking and initiative are playing a vital role in schools. 

Much of this practice, however, remains peripheral to the secondary sector syllabus. The challenge presented by Sustainable Development Education, the Citizenship Agenda and, particularly, by Determined to Succeed, is to provide secondary pupils with learning experiences in most, if not all, subject areas, which allow for individual and collective enterprise. The connected, systems thinking, necessary for the 21^st century, challenges the reductionist modes of thought still prevalent in secondary schools. 

I would like to thank all who contributed to the compilation of this report and especially the six members of the research team: Petrea Cooney, Pearl Holdsworth, Alan McDiarmid, Ian Murray, Gordon Stove and Morag Watt.  

Donald Jack     

Highland Schools Virtual Library