1. Vocational reform 16- 19 – new approaches January 2015 – Linking London

2. England’s post-16 qualification reform programme England, Wales and Northern Ireland move at different paces and in slightly different directions Version 1.0 24.04.2014 Wolf report 2010 (which attacked “dead-end” courses which offer no route to meaningful employment) led to reviews of all vocational routes in terms of CAVTL’s “direct line of sight” between education and workplace, expressed as employer ownership of the system accountability (performance tables, funding systems and regulation) requirement to demonstrate benefit to learner and employer more “rigour” – synoptic assessment, external testing, grading

3. England – three vocational reform initiatives Apprenticeship reform16-19 qualificationsAdult vocational qualifications Defined on a single page and employer-designed Independent end- assessment (no explicit qualifications) Explicit employer endorsement Minimum twelve month Occupational – jobs with training - normally Level 3 Purpose of qualifications explicitly stated: at Level 3, Tech Levels and Advanced General Qualifications Explicit employer (& HEI?) support End-tested and graded Learner benefit…AO and provider duty Programmes of Study must include o at least one qualification of substantial size o work experience o GCSE in English and/or maths unless already achieved (some exceptions) Minimum size – end of credit Purpose explicitly stated Employer designed Explicit employer endorsement In long term graded? End-tested (unless some CPD) 3 Three strands of vocational reform

4. Tech Levels are new Level 3 vocational qualifications which equip students with specialist skills and knowledge, and enable entry to higher study, employment or an Apprenticeship in a specific occupation or occupational sector New 16-19 vocational qualifications

5. for 2016 and 2017 performance tables appropriate size, content and clear statement of purpose in terms of progression to specific employment or F/HE proven track record (at least 100 young people) explicit letters of employer recognition (trade associations, employers who employ at least ten staff) for 2018 performance tables: also graded “significant” synoptic and external assessment no more than one retake and a different task employer involvement must be demonstrated for all learners before certification Tech Levels must demonstrate “tough new characteristics”:

6. independent assessment, primarily by synoptic test at end of the apprenticeship for at least two-thirds of the content of the whole programme (employers have key role in designing) assessed independently – employers have key role in designing and administering whole apprenticeships to be graded pass, merit, distinction English and maths requirements to minimum Level 2 and raised over time – assessed by functional skills or GCSE – strong preference for GCSE from Sept 2017 New rigorous apprenticeships

7. THE CHALLENGE EDUCATION LEADERS ARE DEMANDING CHANGE “ A transformation of education is needed to prepare young people for an increasingly technical and exciting future. Transformations such as an education environment reflecting the real world, new systems of assessment and colleges that lead innovative teaching and learning.” Dr Sarah Peers, New Engineering Foundation “In Europe the mismatch between what our education systems are delivering and the needs of employers is resulting in a serious skills shortage and damaging the aspirations of Europe's young people and, ultimately, our future prosperity.” European Commissioner for Education and Youth, Androulla Vassiliou “Employers don’t want qualifications. They want skills. Focus on skills first and then qualifications. Skills like teamwork, negotiation and effective communication are classed as ‘soft skills’ but this is wrong as they are vital for success at work. If we are to succeed in bridging the gap, ‘hard wiring’ our new learning generation with these ‘soft skills’ is essential.” Chris Wood, Preston’s College NEF PRESTON’S COLLEGE EUROPEAN COMMISSION

8. DELIVERS WHAT LEARNERS, PROVIDERS AND EMPLOYERS REALLY NEED OPEN DOORS A rigorous programme of study designed and endorsed by employers to provide clear progression to higher education, apprenticeships and employment CONNECT TO INDUSTRY Meaningful links with employers within the relevant industries to bridge the gap between education and employment BRING LEARNING TO LIFE An entirely new approach to 14-19 education that utilises the very latest learning technologies to inspire and engage the next generation FULLY PREPARE FOR THE WORLD OF WORK Gives learners all the insights, experience and motivation they need to stand out from the competition Project qualification & Work placement TechBac Skills Zone THE CITY & GUILDS TECHBAC GCSE Re- sits

9. DELIVERS WHAT LEARNERS, PROVIDERS AND EMPLOYERS REALLY NEED OPEN DOORS A rigorous programme of study designed and endorsed by employers to provide clear progression to higher education, apprenticeships and employment CONNECT TO INDUSTRY Meaningful links with employers within the relevant industries to bridge the gap between education and employment BRING LEARNING TO LIFE An entirely new approach to 14-19 education that utilises the very latest learning technologies to inspire and engage the next generation FULLY PREPARE FOR THE WORLD OF WORK Gives learners all the insights, experience and motivation they need to stand out from the competition Project qualification & Work placement TechBac Skills Zone THE CITY & GUILDS TECHBAC

10. TECHBAC qualification characteristics and purpose THE CITY & GUILDS TECHBAC 16 – 19 (Level 3) Titling (Technical) Certificate (360 GLH or 450 GLH) (Technical) Extended Certificate (540 GLH) (Technical) Diploma (720 GLH) (Technical) Extended Diploma (1080 GLH) (Tech Levels) Progression and purpose Enable entry to an Apprenticeship or other employment, or progression to a related higher education course. DfE: ‘these are rigorous advanced (level 3) technical qualifications, on a par with A levels and recognised by employers … enabling entry to an Apprenticeship or other employment, or progression to a related higher education course.’ Assessment Combination of: Externally set, externally marked on-line assessment Externally set, internally marked synoptic assessment, usually practical Employer involvement Qualifications must enable all students to undertake a meaningful activity involving employers during their study. This may be in the form of: Work placement Projects, exercise, assessments set with input from industry practitioners One or more unit delivered or co-delivered by industry practitioner (could be in the form of guest lecture/master class) Industry practitioners operate as ‘expert witnesses’ that contribute to the assessment of learners work TECHNICAL QUALIFICATION

11. TECHBAC qualification areas – KS5 Level 3 THE CITY & GUILDS TECHBAC 13/14 (Live)14/15 – being developed currently to meet full measures 15/16 – on pipeline for development subject to customer testing SECTORChildren (full measures) Engineering Digital/IT Construction (full measures) All now approved by DfE as ‘Tech Levels’ BSE Business Children Construction (Trade) Hair/Beauty Health and Social Care Hospitality/Catering Land (all other sub-sectors) Performing Arts Sport Transport - Auto Travel Art, design, creative and media Science/Technology Pilot/First teaching September 14/Sept 15September 15/Sept 16September 16/Sept 17 UCAS pointsAnnounced May 2015Announced May 2016Announced May 2017

12. OPENING DOORS UCAS TARIFFS LEVEL 3 TECHNICAL QUALIFICATIONS: EARLY YEARS, CORE MATHS & EXTENDED PROJECT: Have all been successfully submitted and now attract UCAS points under the current tariff Submission underway Discussion with UCAS has confirmed we can submit qualifications as a category, and have them recognised alongside A Levels and BTecs.

13. PROJECT QUALIFICATION DEVELOPING INDEPENDENT STUDY SKILLS Learners complete a project in their technical area supporting independent learning and developing skills in areas such as planning, research and problem solving Allows learners to demonstrate what they can do, not just what they know Available at Level 2 and Level 3, Key Stage 4 & 5 Level 3 Extended Project fits into the Governments Technical Baccalaureate measure The Level 3 Project Qualification carries UCAS points (70 – 20, depnt on grade) Submitted to appear on performance tables ProjectLevelGLH Higher ProjectLevel 260 Extended ProjectLevel 3120

14. LEVEL 3 PROGRAMMES NEW CORE MATHS QUALIFICATION Now accredited and can be offered alongside the City & Guilds TechBac to meet learner achievement as part of the government’s Technical Baccalaureate measure Designed for candidates who have GCSE Mathematics at A* to C, but are not going on to do A Levels Available to register on now, and will have first assessment, by external knowledge tests, in 2016 GradeUCAS points A60 B50 C40 D30 E20 3849-03 CITY & GUILDS LEVEL 3 CERTIFICATE IN USING AND APPLYING MATHEMATICS QAN601/4708/8 Scheme No.3849-03 FrameworkNQF GLH180 UCAS POINTS 50% of 14-19 year olds think maths would be improved if it was more geared towards real-life practical scenarios. City & Guilds Ways Into Work, June 2012

15. ADDING MATHS AT LEVEL 3 THE GOVERNMENT’S TECHNICAL BACCALAUREATE CITY & GUILDS TECHBAC GOV’S TECH BACC Includes contextualised Maths and English Rounded Vocational programme of study with additional employability skills The City & Guilds Advanced TechBac at Level 3 will be contribute to the Government’s Performance Tech Bacc Measure when combined with further level 3 maths study. …But with the wider TechBac offer providing learners with a much richer study programme. The Technical Baccalaureate Performance Measure will be first reported in 16-19 performance tables from January 2017 and will measure learners' achievement of three elements: Level 3 Technical Level qualifications Extended Project Level 3 Maths (A Level, AS Level, Core Maths) SUBSTANTIAL TECHNICAL QUALIFICATION EXTENDED PROJECT QUALIFICATION CORE MATHS

16. A PERSONALISED EXPERIENCE FOR EACH LEARNER TECHBAC SKILLS ZONE An interactive digital learning platform, aligned to the recent FELTAG agenda around innovation in learning. ONLINE, MOBILE & ONE-TO-ONE ENGAGEMENT TO DEVELOP WORKPLACE SKILLS Design and deliver learning in a way that suits today’s young people. Makes the best use of new digital platforms to ensure learning is engaging and inspiring. Gives learners access to content on-the-go and enables better student/tutor interactions. Captures learner activity, including learner progress and engagement which centres can use to personalise their learner’s journey and track progress of individuals or the cohort as a whole through the Performance Optimiser.

17. WORKPLACE SKILLS DEVELOPING THE SKILLS EMPLOYERS DEMAND e-learning resources, one-to-one support and real-world tasks Learners to develop, practise and demonstrate seven key workplace skills Tracks learners’ progress and enables tutors to reward them with online badges SEVEN KEY WORKPLACE SKILLS: 1.Communication 2.Digital Skills 3.Enterprise 4.Delivering Results 5.Innovation 6.Self-development 7.Workplace literacy

18. ONLINE MENTORS MEANINGFUL LINKS TO INDUSTRY Who can offer mentoring? Online mentoring is an optional element of the TechBac and there will be an additional charge for this service We provide the platform to manage the mentoring process – centres undertake mentor recruitment WORKING IN PARTNERSHIP WITH: Online mentoring Learners access a real industry mentor who will offer targeted support throughout their course Delivered through a safe and secure online mentoring platform that sits inside the Skills Zone Managed by Brightside “Transferring skills to others who have not had the same opportunities in life is one of the best things people can do.” David Cameron, Prime Minister

19. LEADING THE WAY TECHBAC PIONEERS For the 2014/2015 academic year, we are working closely with five providers known as the TechBac Pioneers: “Finally there will be a qualification that recognises true skills development in a technical and vocational learning package that meets the needs of the labour market. It is key to building the workforce of the future in a collaborative employer-education partnership.” Chris Wood, Vice-principal for excellence and learning at Preston’s College

20. What does it mean for HE? What will the TechBac learner bring to applying to HE? CITY & GUILDS TECHBAC The City & Guilds Advanced TechBac provides learners with study and research skills through the project DfE recognised Tech Level Qualifications UCAS points for Tech Levels, project and, if taken, Core Maths meaningful, focussed and relevant work experience development through professional mentoring non-traditional background compared with other HE entrants, meaning a more diverse intake reflecting increased social mobility

21. The qualifications – more detail Technicals in Construction CITY & GUILDS TECHBAC

22. The qualifications – more detail Technicals in Digital CITY & GUILDS TECHBAC

23. The qualifications – more detail Technicals in Engineering CITY & GUILDS TECHBAC

24. The qualifications – more detail Technicals in Early Years Educator CITY & GUILDS TECHBAC

25. The qualifications – more detail L3 Using and Applying Mathematics CITY & GUILDS TECHBAC

26. What challenges do you see in TechBac? What can City &Guilds do to help you prepare for your first TechBac applicants? CITY & GUILDS TECHBAC What challenges do “non-traditional” learners bring? What strengths do learners with the Extended Project or other vocational programmes offer? What do you need from City & Guilds next?