Transcript Curriculum Planning for RPA in East Sussex

South East
14+ Education
Regional Partners’ Group
Edexcel Learning, 80 The Strand, London
6 March 2012
The Wolf Review and Beyond
Nick Lawrence
Vocational Qualifications and Financial Support
Background to the Wolf Review
High quality vocational education plays a
crucial role in:

improving overall educational performance;

contributing towards economic growth;

improving social mobility;

inspiring ambition in young people.
► KEY QUESTION:
How can we improve vocational
education for 14-19 year olds?
2010
9 Sept
Wolf Review
launched
3 March 2011
Report &
recommendations
submitted to
Secretary of State
12 May
Government accepts
all
recommendations 2012
Why the need for change?

“Alongside the many young people for whom vocational education offers a
successful pathway into employment or higher education, there are hundreds
of thousands for whom it does not”

“The staple offer for between a quarter and a third of the post-16 cohort is a
diet of low-level vocational qualifications, most of which have no labour
market value”

“English and maths GCSE at grades A* to C are fundamental to young
people’s employment and education prospects”… “yet less than 50% of
students have both at the end of Key Stage 4; and at age 18 the figure is still
below 50%”

“Many of our 16 and 17 year olds move in and out of education and short-term
employment… in an attempt to find either a course which offers a real chance
to progress, or a permanent job, and are finding neither”
Underlying these problems is an attitude that vocational education
is a second choice, easy option for the less able.
Proposed Principles for reform
Young people should:

not specialise too early (maximum 20% of time spent on vocational
study pre-16) ensuring all future progression routes remain open.

study and achieve in English and Maths, ideally to GCSE A*-C.

receive ‘truthful’ information, enabling informed course choices.
Above all, the system needs to promote progression, it needs
to be simplified, and the perverse incentives which have
devalued vocational education need to be removed.
27 Recommendations
14-16 VQs
16-18
Curriculum
Apprenticeships
Ofqual &
Qualifications
Design
Work
Experience
Enrolling
Students in
college pre-16
across a
range of
themes
Vocational
teaching
in schools
Lower attaining
pupils
16-18
Funding
Performance
indicators &
published
information
Implementation

We have already:
– reformed equivalences and published the list of qualifications that will be
counted in school performance tables from 2014
– published a work experience ‘myth busting’ guide
– announced projects testing post-16 work experience models in 25
colleges
– announced a number of changes to the Apprenticeships programme
including an employer led review, 40,000 incentive places for small
businesses, and measures to reduce burdens imposed on employers.
– Consulted on study programmes for 16-19 year olds (closed 4th January
2012); a new 16-19 funding formula (closed 4th January 2012); removing
the statutory duty for schools to provide a standard amount of ‘work
related learning’ at Key Stage 4(closed 4th January 2012); allowing
qualified teachers from further education to become permanent teachers
in schools (closed 16 December 2011)
– Further information is available at www.education.gov.uk
KS4 Performance Tables Reforms






We want to reform performance tables, to remove
the perverse incentives that devalue vocational
education.
From 2014, all non-GCSE/iGCSE qualifications will
have to demonstrate a tough set of characteristics
to count in the performance tables
Only 3.9% of current qualifications demonstrate
these characteristics
Schools will remain free to offer any other
qualification accredited and approved for study by
14- to 16-year-olds.
We are also reforming equivalences, from 2014,
one will count for ‘one’ in the tables.
A maximum of two qualifications per pupil that are
not GCSEs, established iGCSEs or AS levels will
count.
Number of
qualifications that will
count in the school
performance tables:
Currently:
3175
2014:
125
16-19 Study Programmes Reforms

‘coherent, well thought out study programmes’
governed by a set of principles relating to content,
structure, assessment and contact time:
– not wholly occupational
– include at least one qualification of substantial
size (> 300 hrs/year) which offers progression
into education or employment;
– includes high quality work experience or
internships (where appropriate) and nonqualification activity, for example tutorial time,
study skills and other enrichment activities;
– includes GCSE A*-C in English and/or maths or
qualifications that lead towards this, for
students who have not already achieved this.
.
Proportion of nonGCSE/A level
qualifications :
2010:
19.2%
2011:
23.2%
But too many pupils
take low level
qualifications with no
progression value
Next Steps



March 2012:
– Publication of updated list of qualifications that will count in the 2014 KS4
performance tables (to include any newly accredited qualifications that
demonstrate the characteristics)
Spring 2012:
– Publication of 16-19 study programmes consultation response
– Publication of 16-19 funding formula consultation response
– Launch consultation on recommendations 24 and 27
– Subject to Ministerial decision, and the will of Parliament, regulations
allowing qualified FE teachers to teach in schools come into force on 1st
April.
September 2012:
– Subject to consultation findings, Ministerial decision, and the will of
Parliament, removal of the statutory duty for ‘work related learning’ at KS4.
– First teaching of vocational qualifications on the approved KS4
performance tables list.
Wider Reforms: RPA
►The Wolf Report’s
reforms to vocational
education are a key part of
RPA strategy.

Building Engagement, Building Futures
was published in December 2011

The proposed strategy brings together
policy across government to increase the
participation of 16-24 year olds in education,
training and work:
-
Raising attainment by the age of 16 to
prepare for participation;
-
Reaching full participation at age 16-17;
-
Increasing skills and employment for
18-24 year olds;
-
Introducing additional support through
the Youth Contract.
Wider Reforms: Financial Support for Learners

16-19 Bursary Fund
– £180m each year
– £1,200 for the most vulnerable young people
– Discretionary fund to meet the needs of young people facing the greatest
financial barriers to participation

Care to Learn
– Support for childcare costs and associated travel so that young parents
can attend education or training
– Maximum amount is £175 a week in London, £160 a week elsewhere

Residential Support Scheme and Residential Bursary Fund
– Support for accommodation and travel costs for spec
– Covers specialist provision or provision that is not available locally

Dance and Drama Awards (DaDA)
– Provides support for the most talented students to compete to study at
high quality private performing arts schools in England.
Any Questions?
South East
14+ Education
Regional Partners’ Group
Edexcel Learning, 80 The Strand, London
6 March 2012