Implementing 1419 Education and Skills

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Implementing 14-19 Education and Skills
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14-19 Education and Skills

• Reform of 14-19 provision is widely agreed to be
  crucial and the priorities are shared. The
  14-19 White Paper is driven by a belief in the
  potential of all young people and provides the
  route for tackling the priorities. Its
  implementation is a once-in a generation
  opportunity.

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Our levels of basic adult literacy lag those of
many other countries
UK literacy behind most European competitors
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UK is weak at level 2 and is not closing the gap
UK is 15th out of 30 countries at age 45-54 22nd
at 25-34
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Post-16 participation has flattened in recent
years
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but prior attainment remains a strong predictor
of staying on at 16
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14-19 Education and Skills is driven by a
belief in the potential of all young people

• We believe that every young person has
  potential that the job of our education system
  is to develop and extend that potential that in
  doing so, education must concern itself most of
  all about the future of young people and who they
  will become that it must therefore enable young
  people to achieve and it must prepare them for
  life and work. We believe that there are many
  ways to achieve and many ways to prepare young
  people for life and work. We believe that all of
  these have dignity and value and deserve
  respect.
• 14-19 Education and Skills paragraph 3.1

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The key priorities are clear

• Basics
• Changes to KS3 to performance tables to English
  and maths GCSEs to Secondary Strategy
• Curriculum choice
• New specialised Diplomas new Apprenticeship
  qualification
• Stretch
• New optional questions in A levels extended
  project HE modules
• Disengagement
• Pre-16 pilot of E2E-type model investment in 16
  and 17 year olds NEET

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A new national entitlement

• Implementing the White Paper involves creating a
  new national curriculum and qualifications
  entitlement. This includes the entitlement to
  pursue any one of the 14 Diplomas and an
  assurance that all qualification routes
  incorporate the basics. It includes a drive to
  raise participation and achievement.

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There will be a new 14-19 entitlement

• A new national entitlement all young people to
  have access to every line of the Diploma,
  wherever they are all routes to build in the
  basics
• Fundamentally, this is a change to the curriculum
  entitlement nationally for KS4 (and post-16)
• Goes beyond what any single school could offer
  alone to 14-16 year olds
• Should be seen as analogous to a change in the
  National Curriculum just as changing KS3 will
  lead to a change in the NC Orders
• Duties on schools, LAs, LLSCs

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Design and delivery of the new entitlement can be
the focus of effort

• Keeping A level and GCSE allows focus on Diplomas
  and functional skills
• Including functional skills on all routes
• Creating a first class qualification of choice,
  mixing theoretical and practical learning
• Diplomas not about occupationally specific
  training progression, employability, motivation
  through practical and theoretical models
• Enabling schools and colleges to deliver
  successfully is at least as important as the
  detailed design of the qualifications

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Structure of delivery
Design Diplomas
Design functional skills
Workforce CPD
Change GCSEs
Change Apprenticeships
Build capacity of provision
Establish local arrangements
Raise attainment
Implement national entitlement
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To implement the White Paper, we therefore have
three crucial tasks

• Qualifications and curriculum reform
• Basics
• Stretch
• Vocational
• Delivery on the ground
• Raising attainment now

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Qualifications and Curriculum Reform

• The priority is high quality, high status
  qualifications building in the basics and
  progression and offering more young people routes
  to success in work and HE

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We are moving fast to develop the new
qualifications

• Generic definitions of functional skills in
  place
• Trial of new qualifications from September
• Full pilot from September 07
• Incorporation into Diplomas from 08
• Diplomas
• Tripartite structure agreed generic, principal
  and additional learning
• DDPs up and running in first 5 lines defining
  content

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We are also moving fast to reform current
curriculum/qualifications

• KS 3 review
• Aiming to create greater space for catch-up/
  stretch
• Initial advice received from QCA
• Resources into schools associated with Schools
  White Paper
• A levels
• Initial advice received on A level stretch,
  extended project
• Trialling about to begin

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Progression routes will be built in
School/college based
Employer based
Age
KS3
mixed
14
Level 1 diploma
GCSE
Level 2 Diploma
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A level
Level 3 diploma
Employ -ment
Apprentice
HE
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Delivery on the ground

• The priority will be to build a local
  infrastructure enabling delivery of the national
  entitlement

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By 2012 nearly half a million 14-15 year olds (gt1
in every 3 learners) could be doing some
vocational education as part of their studies
Estimated Demand for Vocational Education by
14-15 Year Olds in England 2004 2020 (000
Persons)
Persons (000)
40
Growth (Upper Range)
Baseline
Source SFR LLD and Strategy Unit analysis
based on IFP data
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Most vocational qualifications will be subsumed
by Specialised Diplomas
Estimated Demand for Vocational Education by
Qualification Type, 14-15 year olds.
Persons (000)
VGCSE
Final date of GNVQ examination. Likely
replacements DIDA/BTECs assumed to fit within sp.
diploma
SPECIALISED DIPLOMAS
NVQ
GNVQ
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On current trends 100,000 students could be
moving around the system taking vocational
education off site but Specialised Diplomas may
increase this figure substantially
Estimated Number of English 14-15 Year Olds
Taking Vocational Education Off-Site 2004
2020 (000 Persons)
Persons (000)
Taking Vocational Education (Growth Upper Range)
Taking Vocational Education Off-Site (2)
Equates to around one in every ten 14-15 year
olds doing VE off-site
Taking Vocational Education Off-Site (1)
Taking Vocational Education Off-Site (1)
(1) Currently 25 (1 in 4) students who do
Vocational Education do so off-site Source SFR
LLD and Strategy Unit analysis based on IFP data
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Even with significantly improved participation
rates, the number of 16-18 year olds in education
and training will peak in 2009
Estimated 16-18 Participation in Education and
WBL in England 2003/04-2019/20 (000 Persons)
Key question Will this additional growth be
vocational or academic, and in school or FE
College?
People (000)
Aspirational Participation Rates(3)
Projected Baseline Participation Rates(2)
Phase One
Phase Two

• Focus on building capacity and changing mix of
  vocational/
• academic uptake
• Need to accommodate 150,000 more learners in the
  system

• Focus on changing mix of vocational/ academic
  uptake
• Absolute numbers of learners levels will stagnate
  or decline
• There will be considerable regional variation -
  (some may not experience phase one e.g. NE and
  NW)

Source SFR LLD LSA Group, NOS
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National level actions will set the context

• Capacity building
• Based on increasingly detailed modeling
• Workforce development key ITT, CPD, new entrants
• Facilities in place capital investment
• Local mechanisms and incentives
• Remove purchasing disincentives allocation in
  DSG
• BSF well designed for 14-19
• Accountability system refined through NRWS
  provides strong incentives

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Local delivery requires a learning system
National prescription Entitlement, partnership,
prospectus
Local discretion Who provides which courses
curriculum framework local delivery model
transport arrangements working of partnership
underpinning systems complaints procedures etc.
Learning model structured programme of visits
to learn from most advanced
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Effective local leadership will be crucial

• Entitlement embodied in local prospectus
• LA/LLSC will be responsible for drawing
  prospectus together - input from schools,
  colleges, other providers
• LA and LLSC commission provision to fill any gaps
• Young people use prospectus as basis for choice
  includes objective performance information
• Schools must ensure young people on their roll
  have access 14-16
• Effective local partnerships between schools and
  colleges will be at the heart
• Post-16, common curriculum frameworks can enable
  young people to make very free choices 14-16
  choice more constrained

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Raising attainment now

• We cannot allow a focus on the future to divert
  us from this generation of young people. Raising
  their attainment now is crucial to the success of
  the whole reform and level 2 at 19 a key
  indicator.

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There are challenges for schools and for colleges

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There is great variation in level 2 attainment at
19
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and in improvement rates
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Key actions

• There are four key areas of action
• National leadership to strengthen the focus on
  this measure
• Improving transition arrangements
• Improving the quality of teaching and learning at
  level 2
• Focus on hotspot areas
• Improving system quality central to achieving
  improvement links between providers, guidance
  services, LAs, LLSCs

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In conclusion

• We seek significantly higher levels of engagement
  with the education system and higher
  participation
• But these are not aims in themselves
• This reform will only be successful if more young
  people achieve more and if as a result, more are
  more fully prepared to succeed in life
• New qualifications and curriculum will make a
  significant difference and preparing for their
  introduction is key
• and so is a drive to improve the system for
  those young people in it now