Transcript Document

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Implementation of Foundation Learning Tier (FLT)
Progression Pathways in the London Region
Welcome
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Overview
• Qualifications and Credit Framework (QCF)
• FLT Progression Pathways
• Progress in London
• Provision for Learners with Learning Difficulties
and/or Disabilities
The Qualification and
Credit Framework (QCF)
Definition
– The QCF is a unit-based qualifications and credit framework based on
a system of credit accumulation and transfer
Key details – It is a framework…
– which recognises a wider range of achievements
– which will be more responsive to the needs of individuals and
employers
– where learners have flexibility and a range of opportunities to
progress and receive recognition for their achievements
– where qualifications are unit based and defined through rules of
combination
– with credit accumulation and transfer
Challenge
A simple architecture
1 – 12 credits
13 – 36 credits
Level
Size
Above 36 credits
The Foundation
Learning Tier is…
a programme of work to develop a more focussed and
strategic approach to entry level and level 1 for learners aged
14 and over within the Qualifications and Credit Framework
(QCF) in order to raise participation, achievement and
progression amongst learners at these levels.
Within the Foundation Learning Tier, Progression Pathways
will be the main organising structures. They are personalised
programmes of learning specifically designed to promote
progression as well as help learners achieve qualifications
from entry level and level 1 of the QCF.
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Priority Progression
Pathways
Progression Pathways identified for
developmental delivery in 2008/09 offer
progression to:
•
•
•
•
a first full level 2
skilled work (apprenticeships)
independent living or supported employment
a Foundation (level 1) Diploma or GCSEs.
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Progression
Pathways will also…
incorporate three curriculum areas:
•
•
•
Vocational knowledge skills and understanding
Functional skills
Personal and social development learning.
Will also be supported by a wrap-around of information,
advice and guidance, effective initial assessment,
comprehensive ongoing review, and provider
collaboration.
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Transition from Existing Sub-level 2
Provision to Foundation Learning Tier
Progression Pathways
Current Position
Future
Position
Qualifications on
NQF at Entry level
and Level 1
Non-Accredited
Provision
Progression
Pathways
Qualifications on
QCF at entry level
and Level 1
-Vocational
Learning
- Personal and
Social Education
- Functional Skills
Skills for Life
Qualifications
- Skills for Life/
Functional Skills
- Some provision
for LLDD
Implementation
• 2008/09: small scale developmental delivery
• 2009/10: Delivery of progression pathways and
funding for existing provision including entry to
employment, foundation learning in FE and first
steps turned off
• 2010/11: Progression pathways fully implemented
and funding turned off for existing provision
FLT Developmental
Delivery 2008/09
• 23 providers across London
• 20 providers are trialling individual progression
pathways
• 3 providers trialling two pathways
FLT Developmental
Delivery 2008/09
• Progression to Skilled Work including
Apprenticeships – 13 providers
• Progression to Full Level 2 – 6 providers
• Independent Living/Supported Employment – 7
providers
Independent Living
Supported Employment
• Aimed at learners aged 16-18, and 19+
• Two destinations within a single pathway with
slightly differing requirements
• For learners with learning difficulties and/or
disabilities for whom supported employment or
increased independence are appropriate
destinations
Supported
Employment
• One award sized qualification – minimum of 6
credits
• Four credits of personal and social education
• Five credits in each functional skill (English, Maths
and ICT)
Supported
Employment
Two approaches to delivery of this pathway:
• Very focussed programme where learner/provider
are clear about proposed destination
• Exploratory programme to gain experience in
range of settings
Learner’s starting point is key determining factor
Independent Living
• One award sized qualification of at least six credits,
with a focus on personal and social education
• Either functional skills qualifications or units (where
appropriate/relevant)
Independent Living
• Maximum flexibility to meet needs of very diverse
range of learners
• Learner’s starting point and goal, rather than
external factors (such as entry requirements for
courses) will guide curriculum design
• Length of time to complete pathway will vary
Next steps
• Familiarisation with Prospectus for Progression
Pathways, FLT qualifications catalogue and LSC
provider requirements
• Review of current curriculum offer against
Progression Pathway Frameworks
• Discussion awarding bodies
Next steps
• Review relationships with partner organisations
such as supported employment agencies
• Discussion with local LSC partnership team staff
• Transition plan
Further Information
Prospectus for Progression Pathways
http://readingroom.lsc.gov.uk/lsc/National/LSC-PNAT-80131_ProspectusProgressionPathways.pdf
LSC Provider Requirements for Progression Pathways
http://readingroom.lsc.gov.uk/lsc/National/Providers_
Requirements_for_Progression_Pathways.pdf
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Further Information
•The Foundation Learning Tier Section of the LSC’s
Qualifications and Framework Reform site –
http://www.lsc.gov.uk/whatwedo/qfr.htm
•The Foundation Learning Tier pages on the QCA
website – http://www.qca.org.uk/flt
•The QIA Excellence Gateway –
http://excellence.qia.org.uk/flt
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