David Harbourne - SCHOOLS NorthEast

Report
What is the future for vocational education?
David Harbourne
Director of Policy and Research, Edge Foundation
[email protected]
The Edge Foundation
A charity dedicated
to raising the status
of practical and
vocational education:
www.edge.co.uk
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Newcastle UTC will specialise in
Engineering, Information Technology
and Science.
Science, technology, engineering and
mathematics are woven into the
fabric of a city with a long and proud
heritage of complex industrial
engineering, from shipbuilding and
railways to defence industries to a
present day position in the vanguard
of scientific development.
Sponsors
Newcastle College Corporation
Newcastle University
Centre for Life
Local Partners
Newcastle International Airport
Proctor & Gamble
Northumbria Water
SMD LTD
Fleet Factors
British Engines Ltd
Hadrian Engineering
CAR-O-LINER
Onyx
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Key Stage 4 vocational qualifications
2004
• Applied GCSEs: 113,000
• GNVQs: 117,000
• VRQs: 13,000
• Total: 243,000
VRQ: Vocationally-Related Qualification
NVQ: National Vocational Qualification
A few applied GCSEs were taken in 2010
… but not many (eg engineering: 1,850)
2010
• VRQs: 587,000
• NVQs: 9,600
• Diplomas: 10,500 (2011)
• Total: 607,100
GCSE entries (2011):
5,152,000
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The Wolf Report
“Perverse incentives created by the current
system have encouraged the teaching of
qualifications which attract the most points in
the performance tables – not the qualifications
that will support young people to progress.”
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Wolf Report: government response
• Schools can offer any qualification they like
• Only “high quality” qualifications will count in
performance tables
• End of “equivalence”: one VQ = one GCSE
• A maximum of two VQs per pupil will count in
performance tables
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What does “high quality” mean?
Qualifications that will feature in the Key Stage
4 performance tables should –
• allow for progression to a broad range of
qualifications post 16
• be at least the size of a GCSE
• have a substantial amount of external
assessment, including synoptic assessment
• be graded
• have a proven track record
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Post-16 study programmes
Programmes should include –
• at least one qualification of substantial size and
challenge
• non-qualifications activity such as tutorial time
• internships where appropriate
• English and maths for all those who do not have the
GCSE at C or above
Study programmes should not focus solely on one
occupational area: they should not narrow a young
person's options in terms of future learning or
employment.
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Work-related learning
• Proposal is that WRL should cease to be part
of the statutory KS4 curriculum
• Schools will be free to offer KS4 WRL
(including work experience) if they choose
• Emphasis on longer placements/internships
for post-16 students
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What happens to people
who get vocational
qualifications?
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Where are
they now?
Lee Smith
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Where are
they now?
Suzie
Godfrey
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Where are
they now?
Mark
Wright
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Jamie Fineran
Plastering and Drywall Systems,
Worldskills 2011 – Medallion for
Excellence
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And don’t forget …
• There’s a shortage of graduate-level jobs
• There’s a shortage of people with
intermediate (technician) level skills
• The baby boomers are starting to retire.
• Who’s going to service your boiler in ten
years’ time?
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