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14 19 education & the Wolf Report

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Presentation from the Black Country Partnership for Learning Conference …

Presentation from the Black Country Partnership for Learning Conference
14-19 Education & The Wolf Report
25th November 2011 Hawthorns Conference Centre, West Bromwich

Published in: Education

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  • Keep taking GCSE Maths until you pass it, or die trying!
  • 6.4 suggests functional skills and FSMQs are the way forward for students not ready to re-sit GCSE Mathematics straightaway.
  • Mention Edexcel iGCSE here and that it has to be called a ‘Level 1/2 Certificate in Mathematics’ for state schools.
  • These are hard questions, but it is worth doing – I believe it can increase employability and boost the economy – so we have to find ways to make it work – other countries manage it – see the Nuffield’s ‘Is the UK an Outlier?’ report. Computer technology can help, including some self-study elements and some online assessment.
  • Transcript

    • 1. Autumn Conference14-19 Education and the Wolf Report Black Country Partnership for Learning 25th November 2011
    • 2. Keynote Input - Should We Welcome Wolf?John Freeman, CBE, Chair of Corporation, Dudley College (formerly Director of theREACT Programme and Director Children’s Services, Dudley MBC)
    • 3. Black Country Partnership for LearningAutumn Conference - 25 November 2011Should we welcome Wolf? John Freeman CBE Chair of the Corporation Dudley College
    • 4. Why me?1982-84 – Industrial Physics Mode 3 CSE1988-93 – Birmingham TVEI1996-00 – Somerset County Council2001-08 – Dudley MBC2007-08 – Association of Directors of Children‟s Services2008-10 – React Programme (LGA / DCSF)
    • 5. Why me?1982-84 – Industrial Physics Mode 3 CSE1988-93 – Birmingham TVEI1996-00 – Somerset County Council2001-08 – Dudley MBC2007-08 – Association of Directors of Children‟s Services2008-10 – React Programme (LGA / DCSF)This is a personal view and analysis!
    • 6. Should we welcome Wolf?Yes … but …It’s more complicated than ‘yes’ or ‘no’:- We certainly need to improve education provision from age 14.- Too many young people leave school and college demotivated by education and under-skilled for further education and employment.- But … the reality may not match the rhetoric.
    • 7. A historical perspective – back in 1988„The TVE Entitlements‟ (14-19, Birmingham)For all:- progressive work-related activity- problem-solving technological activity across the curriculum- enterprise education as part of economic awareness- careers education and guidance
    • 8. A historical perspective – back in 1988„The TVE Entitlements‟ (14-19, Birmingham)For all:- progressive work-related activity- problem-solving technological activity across the curriculum- enterprise education as part of economic awareness- careers education and guidanceScuppered by the National Curriculum!
    • 9. The principlesWe need to build into the system incentives anddisciplines for providers and for young people suchthat activities and learning that we value are promotedand that activities and learning that we don’t value arediscouraged.
    • 10. The principlesWe need to build into the system incentives anddisciplines for providers and for young people suchthat activities and learning that we value are promotedand that activities and learning that we don’t value arediscouraged.Agreed … but …
    • 11. The principlesWe need to build into the system incentives anddisciplines for providers and for young people suchthat activities and learning that we value are promotedand that activities and learning that we don’t value arediscouraged.Agreed … but …Who decides? The Secretary of State?Officials? The YPLA/SFA/EFA? The CBI?
    • 12. An exampleEmployers use GCSE English and mathematics as anentry-to-employment filter.But employers’ organisations repeatedly complainabout literacy and numeracy.So are GCSE English and mathematics fit for thispurpose?
    • 13. An example – literacy and numeracyIs it appropriate that the ‘lowest attaining learners’should focus on ‘the core academic skills of Englishand mathematics’?Is it appropriate that young people who have failed toachieve GCSE A*-C in these subjects at school shouldbe made to pursue a ‘course which leads to thesequalifications’?
    • 14. An example – literacy and numeracyIs it appropriate that the ‘lowest attaining learners’should focus on ‘the core academic skills of Englishand mathematics’?Is it appropriate that young people who have failed toachieve GCSE A*-C in these subjects at school shouldbe made to pursue a ‘course which leads to thesequalifications’?I argue that the aim is right – young peopleneed to be literate and numerate – but that theimplementation is wrong – GCSEs won’t work.
    • 15. So – a quick skim through the recommendations1. Qualifications and PIs2. Freedom to offer KS4 courses3. Common core4. Improve outcomes at KS4 for lowest-attaining5. General principles for vocational programmes6. 16-19 courses must go beyond vocational7. Lowest attaining 16-19 should focus on English, mathematics and work experience8. Review apprenticeship frameworks
    • 16. So – a quick skim through the recommendations - 29. Compulsory English and mathematics GCSE until Level 2 achieved10. CPD for mathematics teachers11. Funding on a per-student basis12. Freedom for young people to choose courses13. Post-19 credits for un-used learning entitlement14. Apprenticeships subsidised15. Review apprenticeship systems16. Group Training Associations
    • 17. So – a quick skim through the recommendations - 217. QTLS in schools18. Review non-QTLS vocational teaching19. Colleges to enrol under 16 for KS420. Institutions to publish prior attainment21. Work experience 16-18, remove WRL at KS422. Ofqual to change focus23. Simplify qualification approval24. Consult on NOS
    • 18. So – a quick skim through the recommendations - 225. Review Ofqual26. Introduce better PI for schools27. Vocational qualifications should involve employers
    • 19. So - should we welcome Wolf?Yes, with reservations, and a close eye onimplementation, and an thought for thelessons of the past!
    • 20. Black Country Partnership for LearningAutumn Conference - 25 November 2011 Should we welcome Wolf? John Freeman CBE Chair of the Corporation Dudley College
    • 21. The 14-19 Landscape – Impact of Wolf Mike Cox, Learning and Skills Improvement Service (LSIS)
    • 22. Government Priorities and Timelinesfor Vocational Education, Following the Wolf Recommendations Tessa Griffiths, DfE Wolf Implementation Team - A Levels and Vocational Education
    • 23. Wolf ReviewPolicy Update Tessa Griffiths 16-19 Qualifications Policy
    • 24. Why good vocational education matters • It is crucial to improving England‟s educational performance • It contributes towards our economic growth • It improves social mobility and inspires ambition in young people
    • 25. Immediate Wolf priorities • Simplifying Apprenticeships, removing bureaucracy and making them easier for employers to offer • Looking at the vocational offer for 14-16 year olds and reforming Key Stage 4 performance tables • Considering the principles of 16-19 vocational education: funding, study programmes, work experience and English and maths
    • 26. 14-16 vocational education: what are the issues? • Impact of performance tables on school behaviour “… the overwhelming majority of respondents to the Review were in • Specialisation at Key Stage 4 agreement that there should be no substantial degree of specialisation before the end of KS4” Professor Alison Wolf • Need for strong academic core at Key Stage 4 “No KS4 student should be tracked irreversibly: and all KS4 programmes should therefore contain a large common core” Professor Alison Wolf
    • 27. 14-16: what we are doingWe have published our response to the consultation on 14-16Qualifications and Performance Tables. We will: • Reform equivalencies – one qualification will count for one • Include only the highest quality vocational qualifications in Performance Tables in future • Publish the list of qualifications that will count in the 2014 performance tables in Spring 2012
    • 28. 16-19 vocational education: what is the problem? “The staple offer for between aOnly about a quarter and a third of the post-16fifth of those cohort is a diet of low-levelwho have not vocational qualifications, most ofachieved Level which have little or no market value”2 English and Professor Alison Wolfmaths by age16 achievequalifications in • High numbers of 16-19 are pursuingthese subjects qualifications that offer little possibility ofby age 19 progression • Too few young people who do not achieve GCSE English and maths at age 16 go on to achieve these qualifications post-16 • Employers say that young people are leaving full time education without the skills they need
    • 29. 16-19: what are we doing?  Proposing that every full time 16-19 learner follows a coherent study programme that enables them to progress  Proposing radical reforms to the post-16 funding system to support this change – funding by student/study programme not qualification  Giving providers freedom to develop programmes in response to their students’ needs, ambitions and interests  Holding providers to account for this through inspection and performance indicators  Expecting study programmes to include English and maths for those who have not achieved the GCSE by age 16  Making substantial experience of the workplace a key element of 16-19 study programmes
    • 30. QuestionsIf you haven‟t already, please respond to the consultations: www.education.gov.uk/consultations  What are the best vocational qualifications for 14-16 year olds?  What makes a good coherent study programme 16-19?  How are the barriers to high quality work experience post 16?  How can we improve achievement in Level 2 English and Maths post 16?
    • 31. Strategic and Funding Considerations – Implications for Institutions 2012 and Beyond Geoff Daniels, Adviser, Funding Reform, Young Peoples Learning Agency (YPLA)
    • 32. STRATEGIC AND FUNDINGCONSIDERATIONSGeoff Daniels (YPLA)Black Country Partnership for Learning25 November 2011 Championing Young People‟s Learning
    • 33. COLLABORATION AND FLEXIBILITYIN VOCATIONAL EDUCATION• Colleges free to enrol pre-16• QTLS to be valid for schools (probably April ’12)• UTCs and Studio Schools• College sponsorship of Academies Championing Young People‟s Learning
    • 34. 16-19 FUNDING CONSULTATION• Autumn 2011 – consultation launched, closes 4 January 2012• Spring 2012 – decisions• 2013/14 – Raising of participation age to 17.• 2013/14 – Implementation of new funding arrangements• 2015/16 – Raising of participation age to 18 Championing Young People‟s Learning
    • 35. SCOPE OF CONSULTATION• Reforming disadvantage funding• Funding learners’ ‘programmes’• Success factor• Other factors e.g.., area costs, residential care standards Championing Young People‟s Learning
    • 36. DISADVANTAGE• Alignment with pupil premium – standard flat rate funding for all deprived young people (pro rata part- time)• Options for scope of disadvantage funding o Single budget combining current disadvantage and ‘formula’ ALS, separate funds for learning disabilities/difficulties o Separate funds for economic disadvantage and learning support (similar to present) o Separate funds for economic disadvantage and learning disabilities/difficulties; learning support integrated into programme funding Championing Young People‟s Learning
    • 37. DISADVANTAGE• Options for allocating disadvantage o Use pre-16 eligibility (FSM) o Index of Multiple Deprivation o Income Deprivation Affecting Children Index• Additional categories; pre-16 premium includes care learners and service children Championing Young People‟s Learning
    • 38. PARTICIPATION FUNDING• ‘Funding per learner’ key principle (differentiating full and part time)• Options for reflecting variations in programme size• Weightings at ‘programme’ rather than ‘qualification’ level• Reduce number of programme weightings? Championing Young People‟s Learning
    • 39. SUCCESS FACTOR• Issues concerning transparency; possible ‘risk averse’ behaviour; need for success factor in funding given other accountability measures• Options o Retain success factor o Remove success factor completely o Remove ‘achievement’ element but retain ‘retention’ element Championing Young People‟s Learning
    • 40. OTHER FACTORS• Area costs – retain current factors or align with proposed pre-16 method?• Separate ‘residential care standards’ funding from formula• Remove ‘short programme modifier’ Championing Young People‟s Learning
    • 41. IMPLEMENTATION AND NEXT STEPS• Options to manage funding volatility o Transitional protection o Phased implementation• Calculate ‘shadow allocation’ for 2012/13• Allocations for 2013/14 based on new formula Championing Young People‟s Learning
    • 42. Panel Q & A
    • 43. Lunch and networking
    • 44. ‘Developments in the Mathematics Curriculum post-Wolf’ Charlie Stripp, Chief Executive, MEI (Mathematics in Education and Industry)
    • 45. Developments in theMaths Curriculum post Wolf Charlie Stripp, Chief Executive, Mathematics in Education and Industry (MEI)
    • 46. Three maths cohorts at 161. Those who failed to achieve at least a grade C (level 2) at GCSE Maths2. Those going on to AS/A level Maths (Almost all have A*, A or B at GCSE)3. Those with C+ at GCSE not planning to take AS/A level Maths
    • 47. Level 2 Maths post-16• English and Maths GCSE (at grades A*-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 (age 15/16); and at age 18 the figure is still below 50%. Only 4% of the cohort achieve this key credential during their 16-18 education. Worse, the funding and accountability systems established by government create perverse incentives to steer 16+ students into inferior alternative qualifications. Wolf review March 2011
    • 48. Level 2 Maths post-16English and Maths GCSE (A*-C) are of criticalimportance for employment. Employers use themas a signal and sifting device and they are also ofcritical importance for entry into selectiveprogrammes post-16, and HE. As Professor LornaUnwin told the Review,“There is only one realLevel 2. Maths and English A*-C.” Wolf review March 2011
    • 49. Wolf review: Recommendation 9Students who are under 19 and do not have GCSEA*-C in English and/or Maths should be required,as part of their programme, to pursue a coursewhich either leads directly to these qualifications,or which provide significant progress towardsfuture GCSE entry and success. The latter shouldbe based around other Maths and Englishqualifications which have demonstrated substantialcontent and coverage; and Key Skills should notbe considered a suitable qualification in thiscontext. DfE and BIS should consider how best tointroduce a comparable requirement intoapprenticeship frameworks.
    • 50. DfE response to the Wolf reviewFor those who fail to achieve these GCSEs(English and Maths) by age 16, we will considerwhether there are other qualifications that providesignificant progress towards future GCSE success.Once we have established which qualifications aresuitable we will develop new indicators for theperformance tables showing the progress made bypupils in English and maths after the age of 16.
    • 51. Study Programmes for 16 – 19year olds: Consultation…all students, regardless of the course theare on, who are under 19 and do not haveGCSE A*- C in English and/or maths shouldbe required as part of the programme totake a course which either leads directly tothese qualifications, or which providesignificant progress towards GCSE entryand success. Study programmes for 16 – 19 year olds, October 2011
    • 52. A post-16 GCSE Mathematics…we have actually gone backwards in termsof what is available for post-16 students.GCSE Mathematics for adults has vanished,even though it was highly successful, andrecognised that a single approach cannotwork for all age groups. I would be delightedto see it re-established. Professor Alison Wolf, quoted in the Vorderman Maths Task force report.
    • 53. A post-16 GCSE Mathematics• Re-sitting the same type of GCSE they have already failed is not working for the large majority of post-16 year olds.• These students need a GCSE Mathematics that they find relevant and engaging.• GCSE in the title is crucial for the qualification’s currency.
    • 54. A post-16 GCSE Mathematics• Ofqual has recently ruled that GCSE ‘Use of Mathematics’, piloted from 2006-10, can no longer be called a GCSE as it does not cover the full NC programme of study.• A new ‘mature’ GCSE Mathematics is needed – the Vorderman task force report is highly critical of the current GCSE Mathematics.
    • 55. A post-16 GCSE MathematicsRecommendation 6.2 of the VordermanMaths Task Force report states:The design of a new system for GCSEMathematics should not be constrained bythe present framework.This would open the way for a new post-16GCSE Mathematics.
    • 56. A post-16 GCSE MathematicsThe scale of the problem: In 2011 around220 000 young people finished KS4 withoutachieving an A*-C grade in GCSEMathematics.Based on the Wolf review, by age 18 fewerthan 1 in 5 of these is likely to achieve anA*-C grade in GCSE Mathematics.
    • 57. Level 3 Maths post-16We estimate that of those enteringhigher education in any year, some330,000 would benefit from recentexperience of studying somemathematics (including statistics) at alevel beyond GCSE, but fewer than125,000 have done so. ACME Mathematical Needs report, June 2011
    • 58. Level 3 Maths post-16• There is an economic need for a further 200 000 young people to study level 3 Mathematics post-16• Michael Gove has set a goal that: “…within a decade the vast majority of pupils are studying maths right through to the age of 18.”
    • 59. Level 3 Maths post-16• Some good news is AS/A level Mathematics and Further Mathematics numbers are growing strongly.• However AS/A level Mathematics is not usually accessible to students with a grade C GCSE Mathematics and many schools insist on A/A* at GCSE before allowing students to start AS Mathematics.
    • 60. Level 3 Maths post-16• Many students would benefit from a different type of level 3 maths qualification.• AQA’s level 3 FSMQs are designed to be accessible to students with grade C GCSE Mathematics, but uptake is low (none had more than 2000 entries in 2011) so they do not yet have much currency.
    • 61. Level 3 Maths post-16• New level 3 Mathematics qualifications, accessible to students with grade C GCSE Mathematics, must be developed to meet the needs of higher education and employers across a variety of disciplines.• MEI is doing development work in this area.
    • 62. Level 3 Maths post-16• The scale of the problem: It is anticipated that a further 200 000 16 – 18 year olds will study maths at level 3 within 10 years.• How will this fit into the curriculum?• Who will teach them? (CPD/resources?)• How will it be funded?
    • 63. AQA level 3 FSMQs available to all centres June 2011 entryFSMQ Algebraic and Graphical Techniques 850FSMQ Modelling with Calculus 207FSMQ Using and Applying Decision Maths 208FSMQ Using and Applying Statistics 540AS Use of Mathematics (based on FSMQs) 647 Pilot AQA level 3 FSMQs June 2011 entryFSMQ Calculus 523FSMQ Data Analysis 1947FSMQ Decision Mathematics 1693FSMQ Dynamics 171FSMQ Hypothesis Testing 110FSMQ Maths Principles for Personal Finance 132AS Use of Mathematics (based on FSMQs) 1927A Level Use of Mathematics (based on FSMQs) 510
    • 64. Growth in AS/A level Maths Mathematics entries in England 120000 100000 80000 60000 40000 A level 20000 AS level 0 2003 2004 2005 2006 2007 2008 2009 2010 Source: JCQ
    • 65. Growth in AS/A level Further Maths Further Mathematics entries in England 16000 14000 12000 10000 8000 6000 A level 4000 2000 AS level 0 2003 2004 2005 2006 2007 2008 2009 2010
    • 66. English and Maths Qualifications - or Alternatives - for 16-18 yr olds Glynis Frater, Director, Learning Cultures Panel Session – 20/25 minute inputs as above with Q & A from floor
    • 67. English and Maths Qualifications - or Alternatives - for 16-18 year olds Glynis Frater, Director, Learning Cultures
    • 68. Addressing the challengesOCRs Mark Dawe commented at a recent conference: "Maths means different things to different people. Some say its all about numeracy - the facility to add, subtract, multiply and divide whole numbers, with perhaps, a little bit of percentages thrown in - whereas others equate maths with arithmetic - the art of calculation. Some believe real maths helps unpick the secrets of the universe. Whichever it is, the system clearly isnt delivering”.
    • 69. Meeting the needs of society"Too many students do not acquire the maths skills that society demandswhich means they cant enjoy mathematics or take it into further education,the workplace or use it in everyday life”.Mark Dawe of OCR speaking at the Computer Based Math Education SummitOCR want to know:“what real world maths means to teachers and employers; do we need to beteaching arithmetic and number manipulation or is computer-based mathsthe future; and most importantly, how do we engage students in maths in thefirst place?“http://www.ocr.org.uk/qualifications/subjects/mathematics/real_world/index.aspx
    • 70. ConsultationConsultations launched in October 2011 by the Department forEducation and the Young People’s Learning Agency (YPLA) recommendthat: “All students aged 16 to 19 without a grade C or better in GCSE English and maths should continue to study those subjects. This year‟s annual skills survey from the CBI found that more than two-fifths of employers were not satisfied with the basic literacy of school and college leavers”
    • 71. Observations “Too many young people are dropping English and maths before they have secured a good grounding. These vital subjects are critical to the economy and as a country we need all our young people to be fluent and comfortable in these basic skills”.http://www.education.gov.uk/consultations/
    • 72. Programmes of study post 16• Should not be wholly occupational and should include at least one qualification of substantial size which offers progression either into university or into skilled employment.• Should consist of tutorial time and high-quality work experience where appropriate.• Should include compulsory English and maths for students who do not have a good GCSE (grade C or better) in these subjects. Around one-fifth of young people get a “near miss” (a D grade) each year in each subject – they will be given extra help to re-take their GCSE at the first opportunity.http://www.education.gov.uk/consultations/
    • 73. Transitional Change• Greater freedom – self determination• Greater responsibilities and accountabilities• A leading role in economic and social renewal• Daunting funding cuts• Ambitious new strategy for continuous improvement and development• A provider led strategy for sustainable improvement in learning and teachingExtracted from the Forward to LSIS’s UPDATE on literacy, language and numeracyin the further education and skills sector
    • 74. The LSIS model• A sector led approach• A whole organisation approach• The development of regional networks with the capability and capacity to support others• Sustainable models of self-improvement through partnership working around the country
    • 75. What is happening pre 16• A new OFSTED framework with a clear emphasis on literacy, numeracy and ‘crucial’ skills being every teacher’s responsibility• A more flexible curriculum/the English BAC?• Uncertainty as to the future of the vocational offer• New standards for teachers due for September 2012 also have a clear emphasis on all teachers taking responsibility in ensuring mastery of literacy and numeracy skills
    • 76. Crossing the pre and post 16 bridge ProgressionUnified approaches Joint CPD to assessment Improving provision of Literacy, numeracy and ICT teaching pre Common to post 16 language A shared vision pedagogy, skills and outcomes Creating effective partnerships
    • 77. Progression HE or employment Key Stage 5 Key Stage 4 Key stage 3 Primary
    • 78. Conclusions• We are the educators in whatever sector we work, we need to raise our voices• Professional dialogue and reflective practice across the phases of education has the capacity to build on success• Sharing expertise and an understanding of what progression looks like will improve standards and raise our skills profile
    • 79. Contact detailsGlynis FraterLearning Cultures Limitedwww.learningcultures.orginfo@learningcultures.org01746 765076 / 07974 754241
    • 80. ‘Trusted Qualifications, the Regulatory Framework and Opportunities for Curriculum Development John Brenchley, OCR and Leslie Huckfield, LH Research Panel Session – 10/15 minute inputs as above with Q & A from floor
    • 81. Trusted Qualifications, the Regulatory Framework and Opportunities for Curriculum Development 25 November 2011 John Brenchley, Senior Manager, Partnerships, OCR John.brenchley@ocr.org.uk
    • 82. Under the ash cloud inApril 2010• Centrally driven curriculum and qualifications• Three - or four? - 14-19 pathways• Proposed transition of all qualifications to QCF
    • 83. May 2010 – The Coalition „Our Programme for Government‟• Reform of schools to create new providers• More freedom over the curriculum• Improve quality in teaching profession• Flexibility in the exams system• Simpler regulation and targeted inspection• Reform of league tables
    • 84. The first nine months: preparing for change• May – Department for Education created• May – Academies Bill introduced• June – Free schools process announced• Sept – English Bacc proposal• Sept – Wolf Review announced• Sept – LA 16-19 commissioning reverts to YPLA• Sept – BIS consultations: Skills; Funding of FE• Oct – Browne Review of HE published• Nov – „Importance of Teaching‟ Schools White Paper• Nov – „Skills for Sustainable Growth‟ - Skills White Paper• Dec – New Ofqual chief exec
    • 85. This year: maintaining the momentum• Jan – National Curriculum Review announced• Jan – E-Bacc measure applied• Feb – Ofqual consultation on regulation• Feb – Full 16-19 participation• Mar – Wolf Report published• May – Government accepts Wolf Report• Jun – Linear GCSEs (on The Andrew Marr Show)• Jun – HE White Paper published• Jun – New Ofqual chair• Oct – 16-19 programmes of study• Oct – New Permanent Secretary and senior team
    • 86. Dismantling the pathways• Phase 4 Diplomas development scrapped• No more promotion of Diplomas as favoured route• Foundation Learning?• …and for that matter Functional Skills?
    • 87. The Schools White Paper;Curriculum, Assessment and Qualifications • Review of National Curriculum • Introduction of English Baccalaureate • Ofqual – standards to match highest overseas • Wolf Review confirmed • Raised participation age confirmed
    • 88. The Schools White Paper: Measuringperformance and improving accountability • Reform of performance tables to include: – E-Bacc – the „basics‟ – progression for all • Reform the focus of Ofsted inspection • Escalate minimum standard of performance
    • 89. Review of National Curriculum• „Replace current substandard curriculum‟• Consider what subjects should be compulsory - at what age• Consider what children should be taught in the main subjects, at what age• Outcome to be: slimmed down, knowledge based – the what, not the how – context free
    • 90. The E-BaccFive subjects, six GCSEs at A* - C in:- English- Mathematics- 2 Sciences- Humanities (History/Geography)- Languages (MFL/Classic)“A performance measure … not an accountability measure”:Schools Minister Nick Gibb
    • 91. Wolf Report – themes• Broad, subject-based education, with English and maths at the core• „No person should be in an education or training programme which denies them the chance to progress, immediately or later in life‟
    • 92. The big messages • Coherent programmes of learning • Maths and English critical - (A*- C GCSEs) • 14-16 and 16-19 are different • Progression for all is the key • Address the perverse incentives
    • 93. Key proposals14-16 Learners 16-19 Learners• 80/20 rule where appropriate • English and maths to remain• curriculum space for the E- core Bacc • large, high-quality vocational• English and maths GCSE qualification allowed critical • not too job specific• progression (programme not qualifications)• review of statutory work • high quality work experience experience critical • no diluting of Apprenticeship brand
    • 94. DfE consultations on: GCSE; 16- 19 programmes of study; funding• End of course exams introduced from September 2012• Assessment of SPaG* in some subject areas• Funding programmes not qualifications• Substantial vocational qualification• Maths and English for those without grade A*-C• Work placement, enrichment etc; around 600 hours*Spelling, punctuation and grammar
    • 95. What‟s in the wind?• DfE – BIS split• Axed quangos…• … and new Ofqual• Traditional subject focus• Performance measures• New school types• Market diversity, localised delivery• Changes and lead-in times• „Nudge theory’ (Richard Thaler)
    • 96. Opportunity: the curriculum that’s needed in institutions committed to providing it
    • 97. WHAT COMES AFTER THE ANALYSIS? Leslie HuckfieldBlack Country Partnership for Learning Friday 25 November 2011
    • 98. Coalition Government with Majority• Personally – won‟t cross picket lines next Wednesday• Major reforms across all policy areas• Coalition Government not even Half Way• Unless 55% MPs vote for dissolution, next General Election on Thursday 07 May 2015 under Fixed Term Parliaments Act - Royal Assent on Thursday 15 September 2011.• Tories or Liberal Democrats won‟t vote for Dissolution. Even on HE Fees, Government had majority of 21.• Liberal Democrat backbench MPs number 35. Even if all vote against Government with all Opposition MPs, still not enough to defeat Government.• Education Act Royal Assent Tuesday 15 November 2011 – colleges now “training providers”
    • 99. Wholesale Changes – Not Just 14-19• Revised Early Years Foundation Stage• Post Secondary HE, especially qualifications• Criteria for 14-16 „league tables‟• Schools funding and capital reform – both are major• Regulation of the teaching profession• Teacher pensions• FE Reform and FE loans• HE White Paper and Regulatory Framework for HE• Early Repayment mechanisms for student loans• Open Data• Other reviews after summer riots, examination admin, teacher training and recruitment, UCAS tariff, inspection arrangements for FE sector, Colleges in the Community, professionalism in FE sector
    • 100. End of Empire The Learning and Skills Council, set up in April 2001 to replace the FE Funding Council and 72 Training and Enterprise Councils was Britains biggest ever Quango July 2009, House of Commons Public Accounts Committee described its handling of its college building programme as catastrophic mismanagement. During this period saw: • 450 types of qualifications for GCE A and AS Levels 750 types of qualifications for GCSEs • 1,750 different National Vocational Qualifications • 2,750 Vocationally Related Qualifications
    • 101. End of Empire II The correct Wolf Report? Alison Wolf‟s Adult Approach to Further Education in October 2009, published by Institute of Economic Affairs, was incisive: "To anyone outside, this system is completely opaque. (This is one reason why journalists never write about it.) Employers have quite consciously given up trying to understand what is going on.“
    • 102. Hidden in March 2011 Wolf Report Wolf Third Conclusion - determined that employer involvement in skills and qualifications should be increased: "Indeed our third major objective should be to recreate and strengthen genuine links between vocational education and the labour market; and especially, in the case of young people, the local labour market. Employers are the only really reliable source of quality assurance in vocational areas, and, in spite of lip service, have been progressively frozen out of the way vocational education operates”
    • 103. And more from Wolf Arising from this, her Report has key messages which are relevant to employers: "Quality and standards depend on establishing networks among users and assessors, and, in the case of vocational awards, ensuring that employers – the ultimate creators and guardians of standards – are actively involved at the level of delivery and judgment. Employer representation on national panels is no substitute for their active involvement with vocational education at the level of delivery."
    • 104. Key Wolf Recommendation Alison Wolf‟s Recommendation 16 on page 16: “DfE and BIS should discuss and consult urgently on alternative ways for groups of smaller employers to become direct providers of training and so receive „training provider‟ payments, possibly through the encouragement of Group Training Associations (GTAs)."
    • 105. FE Reform Paper “New Challenges. New Chances" August 2011 emphasises that Sector Skills Councils not the only organisations to determine new qualifications (page 21): "Having established the new Qualifications and Credit Framework (QCF), we will work with OFQUAL, awarding bodies and businesses (including SSCs), to agree simpler and speedier ways for new qualifications to come on-stream. This embraces recommendations in the Wolf Report that “DfE and BIS should discuss and consult on the appropriate future and role of National Occupational Standards in education and training for young people, and on whether and how both national employer bodies – including but not only SSCs – and local employers should contribute to qualification design”.
    • 106. Ways Forward – employers power overMarket and NEETs £250m pilot to give Wolf on Labour skills training“The whole developed world, including England, is today characterised by: •a vanishing youth labour market. Most countries also have very high unemployment among 19-24 year olds”Wolf on NEETs - page 34“Being NEET has a long run, persistent effect. Being in any kind of work… is better than being NEET in terms of individuals’ long run, decade-long outcomes".
    • 107. Ways Forwardgive employers power over skillsMore Chances) £250m pilot to - NEETS(More Choices, training• French statistics distinguish between ‘early leavers’ and those with levels of qualifications• ‘Not qualified’ in Germany means ‘not trained through apprenticeship’. Labour market transition statistics emphasise level of access to apprenticeships• NEET young people not a ‘no qualifications’ category. Nearly 75% of age group classified as NEET in 2010 had some GCSE passes• For Wolf implementation, negative message of NEET category needs to be replaced by headline number that projects more ambitious Wolf goals
    • 108. Ways pilot to give employers power over skillsProgression £250m Forward - Professions and training“Higher Apprenticeships and Professional Bodies” Professional Associations Research Network - May 2011 •11% unsure if apprenticeships existed in sector •40% certain they did not at present •But 92% of sample identified their body as being in sector where apprenticeships offered“Apprentice Progression Tracking Research Report” University of Greenwich - July 2011 •Progression rises to 13%+ after 3 years – higher than normal in depressed areas
    • 109. Ways Forward employers power over skills training £250m pilot to give - £250mn for Greater Employer Involvement in Skills and QualificationsVince Cable on Thursday 17 November 2011:“We have to fundamentally alter the relationship between employers and the state – giving employers the space and opportunity for greater ownership of the vocational skills agenda, including the chance to bid for direct control of public funds. This will encourage greater competition in the market as we strive for sustainable growth.”•Funding given to employers to purchase training•How else will Adult Level 3 be funded?
    • 110. Ways Forward to Explore Association of Learning Providers/ National Partnership for Employer Led Training in “Beyond Standards” Funded by LSC in February 2009. •New employer structures •Extension of Group Training Association activity •GTA England a provider in 2012 •New Group Training Associations or satellites •Funding difficulties for reducing numbers of GTAs •Possible Joint GTA/College/Other Provider •Skills Funding Agency/NAS minimum £0.5mn packages?
    • 111. Workshop session – Key priorities forparticipants, reactions to Wolf and implementation timelines
    • 112. Key points Feedback – 3 minutes per group
    • 113. Refreshments and Conference close

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