Recent Developments in 14

Report
Understanding Recent Developments
in 14-19 Education Policy
Bill Martin
Vocational Education Division
Department for Education
Natspec Employment Forum
11 March 2014
1
Rationale for change – why did we need to
reform vocational education?
““For vocational education to be valued and
held in high esteem, we must be
uncompromising about the value added of
vocational education.”
November 2012
“
“…If it’s essential to drive up the standard of vocational
courses, it’s even more important to recognise those
higher standards in well-assessed, well respected
qualifications.”
November 2013
Matthew Hancock,
Minister for Skills and Enterprise
2
The Wolf Review of Vocational Education
How can vocational education for 14- to 19year-olds be improved to promote successful
progression into the labour market and into
higher level education and training routes?
• Review informed by over 400 pieces of
evidence from the public, visits to colleges,
academies and training providers, and
interviews and discussion sessions with key
partners in the sector.
• DfE implementing all 27 of Professor Wolf’s
recommendations, benefiting almost half of all
young people over the age of 14.
3
16-18
year olds
in full-time
The
popularity
ofparticipating
vocational qualifications
education / Apprenticeships
(excluding HE)
continues to grow
More 16-19 olds are taking vocational
qualifications:
• from 101k – 214k in 5 years.
• In the past five years, the proportion of learners
entered for vocational qualifications at key stage 5
has increased from 30% to over half (52%).
But employers report…
• difficulties recruiting workers with technical and
STEM skills (39%) (CBI, 2013).
• school and college leavers lack basic numeracy
(32%), literacy (31%) and experience (55%)
Vocational
Students
21%
Higher
achieving
vocational
students
21%
Lower
attaining
students
11%
Apprentices
9%
Academic
students
38%
and Professor Wolf report found:
• 350,000 students were taking qualifications with
little or no labour market value.
• performance tables (at 14-16) and funding rules
(at 16-19) were preventing schools and colleges from
addressing these issues.
4
The government’s vocational education
reform programme
16-19 study
programmes, work
experience,
English and maths
and reforming the
funding formula
Vocational
qualifications at
KS4 and KS5 and
qualification
design with
employer
involvement.
Rigorous standards for
academic and vocational
qualifications
Performance tables,
minimum standards
and destination
measures to drive
changes to
vocational
qualifications.
Traineeships,
changes to
apprenticeships,
UTCs and 14–16
enrolment in FE
colleges.
5
Implementation
Most of Professor Wolf’s 27 recommendations have been or
are in the process of being implemented.
March 2011
Publication of the Wolf Review
September 2012
First approved qualifications taught to 14-16 year olds. Work
experience pilots. Richard’s review of apprenticeships.
September 2013
First 16-19 study programmes , ‘per student’ funding. FE maths
and English Bursary Scheme and CPD programmes.
October 2013
Publication of Future of Apprenticeships in England:
Implementation Plan. Apprenticeship Trailblazers.
September 2014
First Tech Levels and Applied General qualifications taught to 1619 year olds, core maths (level 3) trialled, first TechBacc measure
courses. Maths and English becomes a condition of funding
students without a GCSE A*-C. Skills Funding Agency rules reflect
pre-19 ‘Wolf’ developments.
6
16-19 study programmes
•
From September 2013, all 16 to 19 year-olds are expected to take a
coherent “study programme” which is based on their prior attainment at
KS4 and focused on enabling them to achieve their career ambitions.
Substantial qualification
(academic or vocational)
and/or
Meaningful
work experience
PROGRESSION TO FURTHER STUDY & EMPLOYMENT
English and maths to GCSE
A*-C (for those without this)
Other non-qualification or
‘enrichment’ activities
Destination
measures
EFA
monitoring
16-18
performance
tables
Ofsted
inspections
Funding ‘per
student’
Minimum
standards/
intervention
7
Study programmes & SEN
 Study programme principles are intended to be sufficiently
flexible to meet the needs of all students, including those with
SEN, and should apply to all SEN students, whatever their level
of study, for example:
– if they are studying at Level 3 preparing for higher education, or
– studying pre-entry level preparing for supported employment
and independent living.
 However, some students with SEN may be better served by a
study programme which focuses on work experience and nonqualification activity rather than qualifications.
 Study programmes need not include substantial qualifications
if they are not appropriate.
8
Work experience & non-qualification
activity
Work experience undertaken as part of a 16-19 study programme can
be defined as:
•
•
•
a period of time doing unpaid work with an external employer;
it must provide the young person with the opportunity to work in an
environment, independent from the place where they study (and
interaction with their peers), and
focus on the skills required for that job.
9
What will count as work experience?
•
Placement with an external employer
Other non-qualification activities
•
•
•
•
•
•
Experience within a realistic work environment
Training in independent living
CV writing
Employer talks/workshops
Enterprise activities
Interview skills
E
M
P
L
O
Y
A
B
I
L
I
T
Y
Our expectation is that institutions will endeavour to offer external
work experience as soon as possible, whilst planning to fully
implement it from 2014/15.
10
English and maths
 All students with SEN should study English and maths if they
haven’t already achieved GCSE A* - C grade.
 Where possible they should be working towards GCSE A* - C,
or, otherwise, take other English or maths qualifications that
will help them to achieve GCSE over a longer period of time.
 If that is not possible , they should be taught English and maths
in a way which progresses their learning in these subjects and
prepares them for employment.
11
14 – 16 Vocational Qualifications (from 2012)
•
•
•
•
•
Non-GCSE qualifications taught from 2012 had to
demonstrate content, robust assessment and progression
to count in performance tables.
Only 4% of existing qualifications demonstrated the
required characteristics.
The remaining 96% accounted for 5% of school attainment
(but much more in some schools).
Schools and awarding organisations responded quickly to
the reforms:
• DfE ‘deep dive’ found around half of schools planned
to change the qualifications they offered.
• Many new qualifications are being developed to meet
the new standards.
The latest list (Dec 2013) includes new qualifications
developed in partnership with industry.
Number of non-GSCE
qualifications counting in
the school performance
tables:
2011:
3175
2014:
140
2016:
180
12
16 – 19 Vocational Qualifications (from 2014)
•
•
•
•
•
From 2016 the two new categories of vocational qualification (Tech Level and
Applied General) will be reported separately alongside academic subjects.
Only high value vocational qualifications meeting Tech Level and Applied General
characteristics will count in performance tables.
First list of 227 approved and 91 pending Tech Level and Applied General
qualifications published.
Circa 90% reduction from the 3,721 level 3 vocational qualifications currently
approved for teaching to 16 to 19 year olds in schools and colleges.
Tech Levels in most vocational subject areas, however Information Technology is
under-represented. Agriculture, Horticulture and Animal Care and Engineering and
Manufacturing Technologies strongly represented.
13
The TechBacc measure will recognise the highest level of
technical training and achievements of students aged 16-19
A performance table measure, not a qualification (like the EBacc).
The right combination of qualifications will be recognised as meeting a national
standard:
Tech Level
High-value level 3 qualification selected from the
approved list (50% of curriculum time)
Core maths qualification at level 3
e.g. A level, AS level,
IB maths, applied maths qualifications.
New qualifications being developed for 2015
Extended project qualification
Level 3 research project with an industry focus
The TechBacc Measure will be applied to
courses starting in 2014 – first reported in 2016
14
14 – 19 Qualification Pathways (from 2014)
Higher
education
Academic level 3
A Levels
Higher
education,
apprenticeship
or work
Vocational level 3
Applied General/Tech Level
GCSEs A*- C
and approved
level 1/2
qualifications
Some occupations require a
level 2 to move to level 3
Vocational level
2 occupational
Vocational
level 3 Tech
qualification
Level
Vocational level 2
Occupational qualification
Higher
education,
apprenticeship
or work
Apprenticeship
or work
In some sectors level 2 will
allow entry direct to an
occupation e.g.
construction/hairdressing
15
General qualifications reform
GCSEs
•
•
•
•
Reviewed subject content to ensure breadth and depth
Greater focus on key skills such as numeracy and literacy
An end to modularity and a reduction in controlled assessment
A reduction in the use of tiered exams where possible
A levels
•
•
•
•
A levels to be linear with more synoptic assessment and all assessment at the end
of two years.
A level content redeveloped in line with the Mark Smith report to ensure the
qualification adequately prepares students for degree-level study.
Universities advising on maths and languages A levels.
AS will be decoupled from the A level, so that the marks do not count towards the
final A level grade.
16
Reporting in performance tables
Key stage 4 - from 2016:
• Progress across 8 subjects “Progress 8”
• Attainment across 8 subjects “Attainment 8”
• Progress and Attainment across 8 subjects
(including up to 3 vocational qualifications)
• Percentage achieving a C grade or better in GCSE/iGCSE English and maths
• English Baccalaureate (5 A* - C, English, maths, geography or history, the
sciences and a language)
Key stage 5 - consultation (response awaited):
• A levels
• Approved Tech Levels, Applied General qualifications and level 2 qualifications
which lead to an occupation.
• Progression from level 1 to level 2 OR level 2 to level 3 OR level 2
leading to an occupation.
17
What’s Next?
2014
February/March
16 – 19 Accountability consultation
April
New ‘full standard’ requirements for Tech Levels and
Applied General qualifications published (assessment,
employer involvement, grading)
May
List of approved level 3 early years qualifications published
End of August
First cohort taking approved 14-16 qualifications receive
results
2015
Summer
Deadline for submission of qualifications for judgement
against full Tech Level and Applied General requirements.
September
First ‘approved’ substantial vocational level 2 qualifications
taught.
2016
September
Reform of 14-19 vocational qualifications counting in
performance tables complete.
18
Questions or comments?

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