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Update: Programmes, Skills and the Transition to the new WBQ Fran Hopwood and Katy Burns February 2014 KB + FH Jan 2014 CC Networks update.

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Presentation on theme: "Update: Programmes, Skills and the Transition to the new WBQ Fran Hopwood and Katy Burns February 2014 KB + FH Jan 2014 CC Networks update."— Presentation transcript:

1 Update: Programmes, Skills and the Transition to the new WBQ Fran Hopwood and Katy Burns February 2014 KB + FH Jan 2014 CC Networks update

2 Role of ColegauCymru Qualification Approvals (DAQW) Programme Planning and Funding Delivery and Curriculum Changes Performance Measures Self Regulation and QA Transition to new WBQ 2 KB + FH FEB 2014 CC Networks update

3 Qualifications Launch of Qualifications Wales website Qualifications with appropriate Relevance & Value only held in DAQW Qualifications categorised as IVET or CVET New Gate-keeping process for new qualifications using R&V criteria that are being developed Awarding Bodies looking at these criteria but England also developing new criteria KB + FH Jan 2014 CC Networks update3

4 SQAPs Sector Qualification Approval Panels to be set up for each SSA area and will meet twice per year Panel will include reps from SSC(s), Employers, HE, AOs and from CC curriculum networks SSCs mandated to attend as part of annual Universal Services contract with WG SQAPs in place for Care, Construction Next ones will be Engineering and Land-based KB + FH Jan 2014 CC Networks update4

5 Planning and Funding Programmes Macro planning level – number of programmes by subject and level which is the funding level Micro planning level – programme populated with main qualification(s) and content with GCHs which is the DfES monitoring level reviewing compliance and GCHs for main qualification – more than 50% of total GCHs Delivery level – programme refined to meet individual learner’s needs and respond to their initial assessment results which is the quality assurance level and network scrutiny KB + FH Jan 2014 CC Networks update5

6 Macro-Planning for 2014/15 Amendments to Programme Directory V2 will be visible at the end of February, tidied up and with some new programmes added Programme Directory V3 available in September for planning for 2015/16 after review of 14/15 plans Discussion re college planning documents for completed in December looking at Programme plans in Annex D Approach to planning Response to ministerial priorities College response to LMI KB + FH Jan 2014 CC Networks update6

7 Planning & Funding Final Allocations at end of January 14 FE working group meeting in Feb to look at funding for Part-Time, PTA, LearnDirect Supplementary Guidance by end of Feb 14 Final Planning by 28 th March 2014 SSCs now mandated to review 13/14 current activity and 14/15 final plans as a priority through Universal Services The report on regional data and SSC comments will be fed back to the colleges as last year KB + FH Jan 2014 CC Networks update7

8 Micro-Planning Colleges will be required to complete a WG template showing planned content for each programme in terms of Core Main Qualification(s) CLIF Additional Work Experience This will analysed for compliance with Learning Programme design principles KB + FH Jan 2014 CC Networks update8

9 Individual Planning & Delivery Advice & guidance to steer learners to appropriate LPs which match their intended outcomes and purpose for study Customise the Learning Programme for any individual needs or intended outcomes Carry out Initial Diagnostic Assessment or RPL Use IDA to devise an individual Initial Action Plan and targets (recorded in (e)-ILP) which match intended outcomes and individual needs Use of tutorial time to record progress and set new targets (Tutorial Conference May 2014?) Consider Exit Interviews KB + FH Jan 2014 CC Networks update9

10 Tribal Tool Common tool intended for all post-16 for14/15 Tribal must meet demanding requirements CC rep (KB) on the project board for this development A user group has been established FE, ACL & NTfW, Tribal to attend CC conferences to consult with tutors Implementation likely to be delayed for a year to allow piloting, training and to meet college needs KB + FH Jan 2014 CC Networks update10

11 Other Curriculum Changes New ESW assessment New GCSEs in functional English, Welsh, Numeracy and Mathematical Techniques First teaching of GCSEs from September 2015 The Skills Continuum from Entry to L4 Some Common Assessment between GCSEs and ESW 5 year transition from Learning Programmes to full new WBQ KB + FH Jan 2014 CC Networks update11

12 Entry Level WG Entry level qualifications group with CC rep responding to relevant RoQ recommendation Supported by a CC group which is reviewing the Entry Level Learning Programmes and Entry qualifications on DAQW Second group also considering work done in other networks and the new qualifications being developed in Care and Catering & Hospitality KB + FH Jan 2014 CC Networks update12

13 Comparing LPs & the new WBQ Learning ProgrammesContentWBQ –L3 Main Qual(s) > 50% Grading Main QualificationMain Qual –Graded Graded Challenges CLIF (0-10%)Individual, employer and/or HE needs Can link to the Challenges WRE Entitlement = 30hours Subject required Additional WE WRE Entitlement Core 3ES or WKS 2 hours tutorial Skills Gaps GCSE(s) ES to meet MQ Purpose & Outcomes Entitlement Challenges (graded) GCSE(s) BASIS OF FUNDING Outputs and Outcomes Risk of L2 ceiling on ES outputs limiting purpose and outcomes Universal adoption? Funding incentives? Performance Measure Outputs & Outcomes KB + FH Jan 2014 CC Networks update13

14 Monitoring LPs and WBQ Monitoring Compared DfES Number of programmes, planned and actual enrolments, Programme Content, (possible AOs used) Average GCHs and variances Outputs and Outcomes, Destinations and Learner Voice Estyn Purpose and early outcomes (readiness to progress) Challenge and progress with an emphasis on literacy and numeracy; Distance travelled WBQ outputs and performance outputs with grade profiles; Destinations, Validation of self-regulation Colegau Cymru Self-Regulation to include programme content, Curriculum profile and AOs used Average GCHs and variances, used, Outputs and Outcomes Overall statements about economic impact KB + FH Jan 2014 CC Networks update14

15 DfES Monitoring and Review Number of programmes by subject and level Actual enrolments vs planned enrolments by programme Total GCH per programme Compliance with design principles - Main qualification(s) to be more than 50% of total GCHs Outputs and Outcomes KB + FH Jan 2014 CC Networks update15

16 Learner Performance Measures Outputs of Main Qualification(s) Grading if appropriate Output of any other accredited quals in the LP Progress in Skills if non accredited Outcomes Readiness to progress Progression or early destination Learner Voice KB + FH Jan 2014 CC Networks update16

17 e-ILP Outcomes – initial thoughts 17KB + FH Jan 2014 CC Networks update Learner records progress against targets plus softer skills with supporting evidence Tutor (teaching team)Independent endorsement Record and assess progress of employability from activities against targets with evidenceproject, sport, NUS, WE, PT work*

18 Outcomes Rationale Introduction of a common post-16 initial and diagnostic assessment tool giving consistent measures of learners’ starting point Review of e-ILPs and their capacity to measure skills development and progress Recognises colleges own systems of tracking progress with establishment of three common landmarks (post half-term October and February plus end of year exit interview) Common indicators for outcomes measurements 18KB + FH Jan 2014 CC Networks update

19 Outcome indicators Progress made in literacy and/or numeracy (can be measured by e-ILP targets, attainment or formative and summative assessment) Progress in the wider key skills (can be measured by attainment or assessment) Attendance punctuality and time manage ( registers, submitting work on time, using wider KS) Employment & Progression Skills (progress against specific e-ILP or learning outcomes achieved. Evidence from WE, WRE, projects, PT work, NUS and other activities) Exit interview to discuss learners ‘readiness to progress’ 19KB + FH Jan 2014 CC Networks update

20 Self-Regulation (SR) Endorsed by Principals and ColegauCymru SCMs happy to align QA cycles Marian Jebb/ Bethan Milton see SA as the next step from self-assessment and willing to make reference to self-regulation in their next guidance note especially if cycles can be aligned Estyn interested and could validate SR as part of the new inspection regime Geoff Hicks interested in the pilot and could link his monitoring to SR activity KB + FH Jan 2014 CC Networks update20

21 Self Regulation – a possible model 21KB + FH Jan 2014 CC Networks update

22 Role of the Networks Curriculum Networks are central to Self Regulation Steps in place by CC to improve both the communication with colleges and the consistency and professionalism of the networks Critical Factors to success of SR:- Annual cycle of events Membership and role of chairs and vice chairs Willingness of colleges to engage Support from ColegauCymru Agreement of the process and the measures KB + FH Jan 2014 CC Networks update22

23 Self Regulation Process Potential role of Chair, Vice Chair, CC and network members in self regulation (refer to draft paper) Review compliance with the programme design principles Review and confirm requirements for the programmes, their purpose, outcomes and pathways in their programme area Review and confirm the list of qualifications, including new qualifications, on DAQW which are appropriate for inclusion in the programme in line with DfES’ ‘Relevance and Value’ function Ensure that programmes are suitable for their main purpose and outcomes Reviewing performance data and make recommendations on addressing any issues and Disseminate good practice Present a report to the Self Regulation Panel. 23KB + FH Jan 2014 CC Networks update

24 Next steps Maintain links with Estyn and synergy in the development of self regulation and new FE Inspection process Maintain links with DfES and synergy in the development of self regulation and post-16 performance measures Maintain links with DfES and WJEC in the development of new WBQ Support FE to implement programmes Review booklets to ensure purpose and outcomes are appropriate for each vocational area 24KB + FH Jan 2014 CC Networks update


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