Presentation on theme: "Understanding Recent Developments in Education Policy"— Presentation transcript:
1Understanding Recent Developments in 14-19 Education Policy Bill MartinVocational Education DivisionDepartment for EducationNatspec Employment Forum11 March 2014
2Rationale 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 2012Matthew Hancock,Minister for Skills and Enterprise““…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
3The Wolf Review of Vocational Education How can vocational education for 14- to 19-year-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.
4The popularity of vocational qualifications continues to grow 16-18 year olds participating in full-time education / Apprenticeships (excluding HE)More olds are taking vocational qualifications:from 101k – 214k in 5 years.In the past five years, the proportion of learnersentered for vocational qualifications at key stage 5has 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%)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.Vocational Students21%Higher achieving vocational students21%Apprentices9%
5The government’s vocational education reform programme RESTRICTED POLICYThe government’s vocational education reform programme16-19 study programmes, work experience, English and maths and reforming the funding formulaPerformance tables, minimum standards and destination measures to drive changes to vocational qualifications.Rigorous standards for academic and vocational qualificationsVocational qualifications at KS4 and KS5 and qualification design with employer involvement.Traineeships, changes to apprenticeships, UTCs and 14–16 enrolment in FE colleges.
6ImplementationMost of Professor Wolf’s 27 recommendations have been or are in the process of being implemented.March 2011Publication of the Wolf ReviewSeptember 2012First approved qualifications taught to year olds. Work experience pilots. Richard’s review of apprenticeships.September 2013First study programmes , ‘per student’ funding. FE maths and English Bursary Scheme and CPD programmes.October 2013Publication of Future of Apprenticeships in England: Implementation Plan. Apprenticeship Trailblazers.September 2014First Tech Levels and Applied General qualifications taught to 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.
7RESTRICTED POLICY16-19 study programmesFrom 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)Meaningfulwork experienceand/orPROGRESSION TO FURTHER STUDY & EMPLOYMENTEnglish and maths to GCSE A*-C (for those without this)Other non-qualification or ‘enrichment’ activitiesDestination measuresEFA monitoring16-18 performance tablesMinimum standards/ interventionOfsted inspectionsFunding ‘per student’
8Study programmes & SENStudy 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, orstudying 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 non-qualification activity rather than qualifications.Study programmes need not include substantial qualifications if they are not appropriate.
9Work experience & non-qualification activity Work experience undertaken as part of a 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), andfocus on the skills required for that job.
10Other non-qualification activities What will count as work experience?EMPLOYABITPlacement with an external employerOther non-qualification activitiesExperience within a realistic work environmentTraining in independent livingCV writingEmployer talks/workshopsEnterprise activitiesInterview skillsOur expectation is that institutions will endeavour to offer external work experience as soon as possible, whilst planning to fully implement it from 2014/15.
11English and mathsAll 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.
1214 – 16 Vocational Qualifications (from 2012) 14031752011:2014:Number of non-GSCE qualifications counting in the school performance tables:1802016: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.
1316 – 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.
14RESTRICTED POLICYThe TechBacc measure will recognise the highest level of technical training and achievements of students aged 16-19A performance table measure, not a qualification (like the EBacc).The right combination of qualifications will be recognised as meeting a national standard:Tech LevelHigh-value level 3 qualification selected from the approved list (50% of curriculum time)Core maths qualification at level 3e.g. A level, AS level,IB maths, applied maths qualifications.New qualifications being developed for 2015Extended project qualificationLevel 3 research project with an industry focusThe TechBacc Measure will be applied to courses starting in 2014 – first reported in 2016
1514 – 19 Qualification Pathways (from 2014) Higher educationAcademic level 3A LevelsHigher education, apprenticeship or workVocational level 3Applied General/Tech LevelGCSEs A*- C and approved level 1/2 qualificationsSome occupations require alevel 2 to move to level 3Higher education, apprenticeship or workVocational level 2 occupational qualificationVocationallevel 3 Tech LevelVocational level 2Occupational qualificationApprenticeship or workIn some sectors level 2 will allow entry direct to an occupation e.g. construction/hairdressing
16General qualifications reform GCSEsReviewed subject content to ensure breadth and depthGreater focus on key skills such as numeracy and literacyAn end to modularity and a reduction in controlled assessmentA reduction in the use of tiered exams where possibleA levelsA 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.
17Reporting 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 mathsEnglish Baccalaureate (5 A* - C, English, maths, geography or history, the sciences and a language)Key stage 5 - consultation (response awaited):A levelsApproved 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 2leading to an occupation.
18What’s Next? 2014 2015 2016 February/March 16 – 19 Accountability consultationAprilNew ‘full standard’ requirements for Tech Levels and Applied General qualifications published (assessment, employer involvement, grading)MayList of approved level 3 early years qualifications publishedEnd of AugustFirst cohort taking approved qualifications receive results2015SummerDeadline for submission of qualifications for judgement against full Tech Level and Applied General requirements.SeptemberFirst ‘approved’ substantial vocational level 2 qualifications taught.2016Reform of vocational qualifications counting in performance tables complete.