Transcript English Government Initiatives

DfES Developments in
Vocational Education
Edexcel and JISC-CETIS
[email protected]
English Government Initiatives
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Every Child Matters
Building Schools for the Future
E-learning strategy
14-19 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’
Unit: Maintain the Reception Service
• What you must know
K7: What services are available to
customers
•What you must do
1.
Make sure you have sufficient staff with
the necessary skills to maintain the
reception service
2.
……….
Element: Prepare the Reception Service
•What you must cover
Can the candidate prove
he/ she can do something
Helping to develop and communicate
procedures to cover the following:
•
Room allocation
•
Customer arrivals.
•
………
To support Leitch 2:
Vocational ‘unit’ specification (10 hours of study)
Outcomes
Assessment 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)
7
6
5
4
3
2
1
0
A Level
GCSE
Levels of Achievement (England)
7
6
HE
5
4
3
2
1
0
A Level
GCSE
The Influences on a Qualification Awarding Bodies
Regulator
To modernise the exam
and testing system
Pearson
Qualification
and Curriculum
Authority
Pearson Assessment and Testing
Promissor
National
Edexcel
Assessment
PearsonVue
Agency
Longmans
City and Guilds
OCR
Penguin
Pearson
Phoenix
FT
NEED FOR
STANDARDS
….the big challenge……
the 14-19 Specialised Diploma
Edexcel
2010: part
of GCSES
(a Diploma
Awarding Body)
DIPLOMA
Principal Learning
(sector related)
Skills
development in
work based
environments
Level 3
48%
Functional Skills
(Numeracy,
Literacy, IT)
Additional/
Specialist
Learning.
Units from
framework for
achievement
OCR
(a Component
Awarding
Body)
33%
City and
Guilds (a
Component
Awarding Body)
Personal Learning
and Thinking
Project
10 days work
experience
Edexcel (a
19%
Component
Awarding
Body)
First Delivery of first phase September 2008
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
The Vocational ‘Credit’ System
MIAP Database
Selects a Unit
Student details
including ULN
Minerva
Registers and is
assessed by
Awarding Body
Awarding Bodies
(Edexcel etc.)
Stores all Learner
Achievements
Submit
units for
approval
QCA Framework Database
Approved vocational credits
(10 hours of study):
assessment method as
appropriate
The Leitch World
The Barratt Site Managers Diploma
10 hour
QCA
Credit
1203
10 hour
QCA
Credit
1223
10 hour
QCA
Credit
1221.8
10 hour
QCA
Credit
1227
Achievement Stored on Minerva
Barratt
Barratt
Barratt
Culture
Technical
Materials
Recruitment
Services
Qualification and
Curriculum Authority
Qualification and Credit Framework
National
Assessment
Agency
• 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.
The Vocational Qualification Review Board
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
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