Policy and the evolving Qualifications Infrastructure in Wales ColegauCymru Annual Conference 22nd May 2013

Meeting the needs of Wales Design Considerations Evidence Based World Class standards Bilingual Country Socio/Economic challenges Policy Alignment Performance Issues Research/feedback Stakeholder engagement Remit considerations Purpose of education Phases of education Three country working System/Framework approach Branded qualifications Focus on literacy/numeracy Inclusion Progression/Guidance Coherence Portability Robust assessment Clear Progression Trust/Clarity Stakeholder recognition Principles underlying the reform of qualifications in Wales

Barn Busnes/Business View “Most employers I talk to are clear that their priorities are high standards of literacy and numeracy and giving people the broader set of skills needed for fulfilling careers” Rod Bristow (Pearson UK President) A business perspective on qualification Reform Source: CBI/Pearson education and skills survey 2012

Areas of concern Core skills for Higher Education: reading, basic numeracy and literacy, oral skills Academic Skills: research, funding sources, essay writing Critical thinking: constructing balanced arguments from evidence, assessing the validity of arguments Synoptic learning skills: making links across different topics High praise identified for the Extended Project Qualification (EPQ) which is seen as addressing some of the skills perceived as lacking Review of A levels – The view of the Higher Education sector on the suitability of A levels IPOS/MORI Social research Institute An academic perspective on qualification reform

The introduction from 2015 of a universally adopted CORE and OPTIONS revised Baccalaureate model A focus on coherence and breadth of educational experience Building on the strength of known and trusted qualification brands whilst allowing divergence in the interests of learners Addressing status differences between different pathways, including relevance Developing belief and confidence in the Welsh system, including the establishment of ‘Qualifications Wales’ and launch of major communications strategy Establishing new models of social partnership and engagement A qualification system for Wales

The Welsh Baccalaureate – A model for progression The introduction from 2015 of a universally adopted CORE and OPTIONS Baccalaureate model A focus on coherence and breadth of educational experience Building on the strength of known and trusted qualification brands whilst allowing divergence in the interests of learners Addressing status differences between different pathways Developing belief and confidence in the Welsh system, including the establishment of ‘Qualifications Wales’ Establishing new models of social partnership and engagement

Modernised General Qualifications Revised Welsh Baccalaureate Revised Vocational Qualifications Focus on Skills inc. Literacy/Numeracy Qualifications for a Bilingual Nation Outcomes/Standards Moving to World Class Stakeholder Involvement in Relevance/Value Qualifications Wales Communication & Implementation Strategy The Need for a Joined Up Approach

RoQ implementation planning Engagement Plan and development of communication strategy Governance structure Expert Groups Stakeholder Engagement and communication strategy continue Benefits realisation plan Entry level plan Professional development programmes developed Specifications ready for new quals Evaluating benefits On-going Review National qualifications suite Standards comparisons Legislative Process completed Programme completion Introduction of new teaching programmes Revised performance indicators Launch of Qualifications Wales Refined gatekeeping process Timeline for change process

 The Framework approach  Encourage universal adoption  Awards at National, National Foundation, Advanced levels  Introduction of Grading – certainly at Advanced level, possibly at others  More robust Assessment  Effective utilisation of existing qualification brands  Skills led priorities/redefined core  Headline performance indicators  Clear progression routes The Welsh Baccalaureate

Vocational Qualifications Strengthened Gatekeeping process in priority sectors Sector Qualifications Advisory Panels in priority sectors Revised approval process Implementation of IVET/CVET approach/European conventions Purpose/progression/coherence Review appropriateness of assessment (level 3) Vocational pathways in Welsh Bacc post-16

General Qualifications  Build on the strength of the brands  Develop Wales specifications: flexibility, unitisation allowed, tiering and controlled assessment only where necessary  Reduce the number of resit opportunities at A level (GCSE resits already capped at 1)  Recognise different approaches to assessment where appropriate  Take an inclusive approach to qualifications  Recognise the importance of portability (A level specifications)  Recognise support for AS/A2 structure of A levels

A new focus on priorities  Place Welsh medium/bilingual provision at the core of the new system -Adopt principle of equal access(GQs 2015) -Recognise the value of Vocational Qualifications -Impact of Welsh language legislation  A new focus on literacy and numeracy -Revised GCSEs in English and Welsh -Introduction of new Maths GCSE x 2 -GCSEs in English/Numeracy as main assessment tool in the Welsh Baccalaureate  A revised approach to Essential Skills

Revised Performance Measurements  Changes to equivalences  Adoption of ULN  Refinement of existing performance measures  Achievement of WBQ as headline performance measurement in relation to qualifications (2017)  Improved sector information  Performance data to support a unified national qualifications system

QUALIFICATIONS WALES AWARDING NATIONAL QUALIFICATIONS QULAITY ASSURANCE Validation Comparability Gatekeeping Regulation QUALIFICATION WALES Vision Principles Standards DEVELOPMENT AND SUPPORT Engagement Professional Development Communication  A new national body to drive the vision  The introduction of a national qualifications system  The development and implementation of new models of working  Adoption of a ‘world class’ approach  Enabling legislation to establish an independent organisation by 2015

Conclusions “What a good parent wants for their child, the State should want for all children” R.H.Tawney  A coherent reform programme  Improved policy alignment and new opportunities  Empowerment of young people  New and revised institutional priorities  Credibility and trust