In 1964, preparations began to raise the school leaving age to 16 to be enforced from 1 September 1973 onwards. As well as raising the school leaving age in 1973, the year also saw the introduction of the Education (Work Experience) Act, allowing LEAs to organise work experience for the additional final year school students. In some counties around the country, these changes also led to the introduction of Middle schools in 1968, where students were kept at primary or junior school for an additional year, meaning that the number of students in secondary schools within these areas remained virtually constant through the change. As of 2007, there are now fewer than 400 Middle Schools across England, situated in just 22 Local Education Authorities.This increased the legal leaving age from 15 to 16, leaving a gap year of school leavers who, by law, had to complete an additional year of education from 1973 onwards.Many secondary schools in areas without a Middle School were unable to accommodate the new 5th year students. The solution to the problem was to construct a new building for these schools (often referred to as "ROSLA Buildings" or "ROSLA Blocks") that needed to extend their capacity, providing them with the capacity to cope with the new generation of ROSLA students. The "ROSLA Buildings" were delivered to schools in self assembly packs and were not intended to stand long-term, though some have proven to have stood much longer than was initially planned. Some are still standing now.High technology industry (Aerospace, Nuclear, Oil & Gas, Automotive, Power Generation and Distribution etc) trained its professional engineers via the advanced apprenticeship system of learning - usually a 5 year process. The higher Apprenticeship framework in the 1950's, 60's and 70's was designed to allow young people (16 years) an alternative path to A Levels to achieve an academic qualification at level 4 or 5 NVQ.   The Higher Apprenticeship Framework was open to young people who had a minimum of 4 GCE "O" Levels to enroll in an Ordinary National Certificate or Diploma or a City & Guilds technician course.  For advanced engineering apprenticeships "O" Levels had to include Mathematics, Physics, and English language. The advanced apprenticeship framework's purpose was to provide a supply of young people seeking to enter work-based learning via apprenticeships by offering structured high value learning and transferable skills and knowledge. These apprenticeships were enabled by linking industry with local technical colleges and professional Engineering Institutions.The Advanced Apprenticeship Framework offered clear pathways and outcomes that addressed the issues facing the industry.  This system was in place since the 1950's.  The system provided young people with an alternative to staying in full-time education post- 16/18 to gain pure academic qualifications without work-based learning.  The Advanced Apprenticeship's of the 1950's 60's and 70's provided the necessary preparation towards Engineering Technician. Technician Engineer or Chartered Engineer registration.   Apprentices undertook a variety of job roles in numerous technical functions to assist the work of engineers, in the design, development, manufacture and maintenance of production system.In modern times, apprenticeship became less important, especially as employment in heavy industry and artisan trades has declined since the 1980s. Traditional apprenticeships reached their lowest point in the 1980s: by that time, training programmes were rare and people who were apprentices learned mainly by example.