DfES Developments in Vocational Education Edexcel and JISC-CETIS

English Government Initiatives Every Child Matters Building Schools for the Future E-learning strategy Specialised Diploma ‘Leitch’ Review of Vocational Education (Qualifications to be employer led: ‘personalised’ aggregation from approved ’10 hour units’)

To support Leitch 1: existing Competency Based Qualifications National Vocational Qualifications (NVQS) Assessment by ‘verified’ evidence (principally form observation) of a ‘competency’ What you must know What you must do What you must cover Unit: Maintain the Reception Service Element: Prepare the Reception Service K7: What services are available to customers 1.Make sure you have sufficient staff with the necessary skills to maintain the reception service 2.………. Helping to develop and communicate procedures to cover the following: Room allocation Customer arrivals. ……… Can the candidate prove he/ she can do something

To support Leitch 2: Vocational ‘unit’ specification (10 hours of study) OutcomesAssessment criteria To achieve each outcome a learner must demonstrate an ability to: 1. Explore organisational structure and culture.  compare and contrast different organisational structures and culture  analyse the relationship between an organisation’s structure and culture and the effects on business performance  analyse the factors which influence individual behaviour at work. Can the candidate prove he/ she knows how to do something

Levels of Achievement (England) A Level GCSE

Levels of Achievement (England) A Level GCSE HE

Edexcel Qualification and Curriculum Authority National Assessment Agency Pearson Pearson Assessment and Testing Longmans Penguin FT Pearson Phoenix The Influences on a Qualification Awarding Bodies City and Guilds OCR RegulatorTo modernise the exam and testing system Promissor PearsonVue

….the big challenge…… the Specialised Diploma Principal Learning (sector related) Skills development in work based environments Additional/ Specialist Learning. Units from framework for achievement Functional Skills (Numeracy, Literacy, IT) Personal Learning and Thinking Project 10 days work experience Level 3 48% 33% 19% DIPLOMA OCR (a Component Awarding Body) City and Guilds (a Component Awarding Body) Edexcel (a Component Awarding Body) Edexcel (a Diploma Awarding Body) First Delivery of first phase September : part of GCSES NEED FOR STANDARDS

Ken Boston, chief executive of the QCA, has signalled the end of A-levels as the "gold standard" exam for teenagers wanting to go on to university. Dr Boston said he hoped the new specialist diplomas would take over from A-levels as the main route to higher education. The Independent 18 January 2007

QCA Framework Database Approved vocational credits (10 hours of study): assessment method as appropriate Awarding Bodies (Edexcel etc.) Submit units for approval MIAP Database Student details including ULN Minerva Stores all Learner Achievements Selects a Unit Registers and is assessed by Awarding Body The Vocational ‘Credit’ System

The Leitch World The Barratt Site Managers Diploma 10 hour QCA Credit hour QCA Credit hour QCA Credit hour QCA Credit 1223 Barratt Culture Barratt Technical Barratt Materials Achievement Stored on Minerva Recruitment Services

Qualification and Credit Framework Coverage: England, Wales and Northern Ireland (Scotland qualifications to be linked) Full implementation: September 2008 National unit databank: all non-HE vocational qualifications (excludes A Levels and GCSEs but includes Specialised Diplomas) to be assembled from units (generally 10 hrs of learning) with a credit rating. The units can be delivered and assessed as stand alone courses. Regulated Awarding Bodies: submit units, assess units and make appropriate combinations for qualifications (Certificates and Diplomas) and have them approved by Qualification and Curriculum Authority. (any submitted and approved units can be used by any awarding body). Learner Achievement Record: repository of all student achievements provided by awarding bodies. Enables lifelong learning students to build up qualifications over time with units achieved with different awarding bodies. Key systems : MIAP for student details (with Unique Learner Number, December 2006??) QCA Framework for accredited units Minerva for Learner Achievement Records. Qualification and Curriculum Authority National Assessment Agency

Responsibility for UK Vocational Programme: Including..,,,,,,,,, to maximise the compatibility of vocational systems across the UK, enhance co-operation in vocational education and training across Europe and increase UK global economic competitiveness The Vocational Qualification Review Board Five Sub Programmes make up the UK: Sector Qualification Reform (led by Sector Skills Development Agency and influenced by Leitch) Framework Development (led by QCA on behalf of the regulatory partners) Planning, funding and delivery of provision (led by the Learning and Skills Council on behalf of the planning and funding bodies) Preparatory rationalisation of existing qualifications (led by Federation of Awarding Bodies on behalf of the awarding bodies) Communications (led by DfES). Completion 2010