We have identified five transformational sectors- high value industries and services that will be vital in reducing the Black Country’s £5.9bn output gap, in terms of both GVA and jobs growth.Black Country has a strong manufacturing base already. Advanced Manufacturing currently accounts for 13% of all jobs and generates £2.5bn GVA, 15% of the Black Country’s total.Our Black Country Economic Model forecasts that by 2030, under a ‘vision’ scenario this sector will create an extra £1.7bn GVA (contributing over £4bn), despite the loss of 25k jobs. Therefore GVA per employee in this sector will be twice the BC average.
We have identified five transformational sectors- high value industries and services that will be vital in reducing the Black Country’s £5.9bn output gap, in terms of both GVA and jobs growth.Black Country has a strong manufacturing base already. Advanced Manufacturing currently accounts for 13% of all jobs and generates £2.5bn GVA, 15% of the Black Country’s total.Our Black Country Economic Model forecasts that by 2030, under a ‘vision’ scenario this sector will create an extra £1.7bn GVA (contributing over £4bn), despite the loss of 25k jobs. Therefore GVA per employee in this sector will be twice the BC average.
The Building technologies/construction sector currently employs 55k people (11% of total jobs) and contributes £1.8bn (11% of total GVA). This sector has a forecasted GVA growth of £0.5bn. Importance of this sector for delivery of major physical and social regeneration projects.
Transport Technologies (inc. automotive and aerospace) currently employs 26k people and generates £1bn GVA. This sector is forecast employment growth of 9k and £1.4bn GVA. Some mention of JLR, Moog etc?
Business Services is forecast to be the largest growing sector to 2030 under the vision scenario. Currently employs 70k people (14% of total jobs) and contributes £2bn (13% of total) GVA. By 2030 an extra 80k are predicted to be employed in this sector (totalling 149k) and an extra £6bn GVA created (£8bn)Black Country High Turnover companies- We have identified around600 BC based companies have a turnover of over £1million. Companies with a turnover of £1m or more where identified in a business survey as those most likely to grow. These companies all fall into under our transformational sectors, and with the predicted employment growth and additional GVA are vital to reducing the Black Country’s £5.9bn productivity gap with the UK.
The skills factory- £1m growth and innovation fund project to enable the sourcing of the best courses from the best sources for our advanced manufacturing companiesSkills plan – ensuring demand and supply are aligned
16-19 funding is planned to be reformed. From September 2013 funding is planned to be allocated on a per student, rather than per qualification, basisThese changes are intended to support implementation of 16-19 study programmes which will encourage provision of coherent programmes based on a combination of qualification and non-qualification activity.
Increasing numbers of students are taking VQs at Level 3. Between 2008 and 2011, the proportion of students taking vocational or a mixture of vocational and academic qualifications rose from 30% to 40% of all students. This trend is likely to continue as the age of participation rises.Pupilspost-16 have a wide range of needs and study aims, and we need to ensure that there is a broad range of qualifications available to meet their needs – no ‘one size fits all’. However, there are a huge number of qualifications on offer (currently c.4000 registered level 3 qualifications that we could call ‘vocational’), and there is a substantial degree of variation in their quality, and in the extent to which they enable students to progress into employment or higher education. It is difficult for institutions, students, HE institutions and employers to navigate between the large number of qualifications on offer, and to understand their relative value.We need to raise the standards of vocational qualifications at level 3, and their value to students, HE institutions and employers. When students opt for vocational qualifications, we need to ensure that those qualifications are rigorous, challenging, and provide them with the opportunity to progress into HE or employment.We are considering how the accountability and regulatory systems can give greater recognition to those qualifications, and we will be working to set some clear standards. The bullets give an indication of what a substantial qualification would look like.There is a difference between more general vocational qualifications that are often taken as an alternative to A-levels, and occupation-specific vocational qualifications which lead students into a trade or profession (and are endorsed by employers or a professional or trade body). It is important that more ‘general’ qualifications which may have a similar purpose to A levels, but perhaps take a different approach, are a high quality, genuine alternative – they need to be comparable to A levels in their challenge and rigour. Some of these qualifications are held in very high esteem by Higher Education Institutions [you can give some examples], and provide a sound basis for undergraduate study.We must also ensure that qualifications which offer training for a specific occupation are of high quality, and our concerns here are those raised by Professor Wolf in her Report (Recs 24 and 27). The LGA’s recent report ‘Hidden Talents: Skills mismatch analysis’, June 2012’ showed that there is a considerable mismatch between the qualifications that students are attaining, and labour market opportunities, and this mismatch is growing. At a time when 722,000 people aged 16 to 24 are out of work (17%).and one in three vacancies in some skilled jobs (e.g. electricians, plumbers or chefs) are due to skills shortages, FE provision of courses for these trades has fallen significantly. Many colleges are showing really effective practice in this area – forging close links with local employers and tailoring their provision to meet the needs of their local economy in very innovative ways. We need to draw on this good practice and ensure that more providers follow suit. [might want to invite their experience of particularly good or innovative practice, and their views on what barriers exist in the system which might be preventing other institutions from doing this?]
The Government is exploring whether to establish two distinct categories of vocational qualification - those specialist qualifications which directly lead to a skilled trade or profession, and more general vocational qualifications which are designed to lead to university or to further training. Each category could then be reported separately alongside results for A levels. Only those qualifications which meet these new standards would then be reported from 2016 performance tables (affecting courses taught from September 2014), and Awarding Organisations would then be given time to meet even tougher standards in the future.Next steps in blue are subject to the outcome of the consultation, so should only be taken as indicative proposals. Purple boxes are reforms that are not subject to the outcome of the consultation.The changes to the 2012 Performance Tables (to be published in Jan), referenced in the bottom left box, were announced in the Statement of Intent published in July 2012.
We hope to define the principles of good work experience through the Work Experience Pilot, however evidence suggests that the following components contribute to a meaningful experience for the student:
RPA has arrived for 2013/14Following the Wolf Report – coherent Study Programmes for all young people are required from 2013/14A new simpler funding methodology is to be introduced from 13/14 to support these changesThese changes are underpinned by a clear view that autonomous professional institutions are best placed to know what is needed to support young people to achieve and progressInstitutions working with 16-19 year olds have delivered significant increases in participation and achievement in recent years BUT other countries are improving faster than we are and our position in the OECD league tables is worseningSO the Government has embarked on a radical programme of reform which: frees institutions to do what they think is best for young people ANDIncreases institutional accountability for student outcomes ANDIs underpinned by opening up the market to bring in new and different types of institution ( Free Schools, UTCs, Studio Schools ANDOffers all maintained schools the chance to have Academy status
STUDY PROGRAMMES: Ministers have endorsed Alison Wolf’s call to :Increase the number of students achieving high-quality and valuable qualifications which enable progression to higher levels of study and skilled employment;Raise standards in post-16 English and mathematics Improve young people’s employability skills by increasing the number of students who experience the workplace and participate in other activity of value which does not necessarily lead to qualifications but enables progression into employmentMinisters have thrown down the gauntlet to providers: increased freedoms to design and deliver programmes ANDTo be accountable for the young people’s outcomesWe are developing our funding and audit guidance and we will have something with you by the end of the year because we appreciate you need to understand the rules of engagement as soon as possible as you start to plan programmes for next academic year
The new formula represents as significant simplification and a reduction in the amount of data providers will have to return for us to run the formula.We will fund on a per student basis using a single national rateStudent numbers will be moderated by a retention factorWeightings are applied to recognise the additional costs of some vocational programmes ( whole programme not individual quals)Additional funding continues to be provided to recognise the additional costs of engaging and delivering to those from disadvantaged backgrounds AND to those with low prior attainmentWe will continue to recognise the additional costs of operating in certain areas of the South of EnglandMinisters have agreed that no provider will lose funding per student as a direct result of these changes for a three year period SOThe Transitional Protection introduced as part of the 11/12 – 14/15 Spending Review will continue to be removedFormula Protection Funding for the changes introduced in13/14 will be providedA Ministerial Advisory Group is working with us to consider the outcomes of the review of A Levels before decisions are made about how FPF will be released into the formula ( eg increase national rate; or introduce a large programme rate)Shadow Allocations we have sent you a Shadow Allocation to help you see how the new formula would have worked in your college if we had used it for 2012/13
New funding formula – The new 16-19 funding formula has just 6 elements and is based on funding per learner. Disadvantage funding and programme weightings have been simplified; achievement part of the success factor has been removed (but the retention part of the success factor has been kept). Shadow Allocations made available to all 16-19 institutions w/e 26 October.Reduction in quantity of data required – New ‘slimline ILR’. Review of ILR has resulted in our requesting around 34 fields (ILR previously had 102, of which we used around 70). Funding at programme level means that data previously collected at aim level can now be collected at programme level, thereby reducing the quantity of data required from providers. We will only ask for the data we need for funding, etc.Aligning data collections across sectors – EFA/DfE/IA/SFA working together to streamline / align and ensure consistent data collections. Star Chamber Scrutiny Board (SCSB) has agreed: that the ULN should be mandated in the school census for pupils over the age of 14; a number of changes to the school census including: i) Core aim; ii) Hours; iii) High Needs Students. IA publishing ILR spec end of November.Reduce time taken to approve qualifications - We are working with SFA, DfE and others to reduce the time it takes to approve qualifications
Transforming Learning, Transforming Lives Doing new things to get better learning in a 21st century way through innovative methodology Creatively discovering new solutions to education – Bringing a range of sectors togetherTransforming teaching and learning and curriculum designThe use of new technologies to promote our Specialisms of Engineering and ScienceNew partnerships and relationships with employers, FE and HE
Our Ethos and Mission (Aspirational, raising the bar meeting the needs of employers, FE, HE and other progression routes) To ensure our young people:Become successful team leadersAre confident and resilient individualsHave a ‘can do, positive attitude’Demonstrate creative and enterprising behaviourAchieve technical, vocational and academic excellenceA clear focus drives the development taking specific account of applied learning, academic rigour and the standards agenda as prescribed by the Department for Education (DfE). The strong emphasis on employability skills, innovative project-based learning and the involvement of numerous employer partners, including Siemens UK, emphasises the sponsors’ realisation of their vision.
The Siemens Commitment: A World Class company inspiring young people and the wider UTC community6 Dimensional Commitment:i) Strategic Partner (Endorsement, Promotion and Advocacy through the Supply Chain through Senior Director, Brian Holliday)ii) Involvement in Curriculum Design and Delivery (Industry-led Projects, Student/Staff Visits, Master Classes)iii) Support for Student Mentoring (inc through local supply chain)iv) Donation of Specialist Equipment & Resources (World Skills Legacy Hardware, Specialist Software, Technical Staff Development) v) Sponsorship (Student Uniforms, Student Bursary, Staff/Student Exchanges)vi) International Links (Links to Siemens Technical Academy, Berlin, Mechatronics Programme, German Language Enhancement)
The College – a specialist provider in vocational learning, with a national reputation for innovation and quality in the 11-19 sector. The University – lead role in curriculum design, HE modules and staff development (inc teacher training) Major Employer Partner: Siemens – Demonstrating real commitment to curriculum design and delivery. Alongside Siemens, the UTC has secured wider supply chain to support the UTC curriculum plan. Focused and Enhanced Enrichment Programme through learning companies, mentors and all staff delivering aspects of projects. Six pronged commitment from Siemens (and through their Supply Chain) Bringing the European dimension through our links with Berlin. Supporting our Foundation Degree work via the Siemens Technical Academy, Berlin. Providing an inspirational philosophy and quality.ContextThis vision has been developed in the context of an area where educational standards are below national expectations. (Overall Walsall is ranked 131 out of 151 Local Education Authorities) The development of the local workforce needs considerable investment addressing skills, training, employability, expectations and aspirational issues. Employers and local leaders recognise the investment needed and the level or support and involvement of local industry is indicative of this.
LeadershipSummarise SLT, Specialist Posts and most importantly the profile of staff (backgrounds, qualifications, gender, sector)CurriculumThis needs to be a major component – what is the framework?, how are the fundamentals being covered? What makes it distinctly UTC? What partners are involved? (especially WC, UoW and OCR/Edexcel), What about the plans for involvement of Engineering UK, IMeche? NCETM?Holistic Learning Experience? Shape of Year, Shape of Week, Shape of Curriculum, Learning CompaniesInspirational Learning EnvironmentPlans are afoot for fundamental functional changes to physical environmental for Septemeber 2011; what is the vision for 2013 and major capital build?The UTC Senior Leadership comprises of two layers. An Executive Team and Directors of Study. The Executive Team is led by a Principal with extensive, proven and successful leadership of an 11-18 Technology College, incorporating experience of vocational curriculum design and the full range of academic programmes: GCSE and GCE. He has considerable experience of partnership work and leadership of consortium arrangements. The Vice Principal is expertly qualified in the development of 14-19 qualifications, specifically the Diploma which underpins the UTC curriculum. Her recent experience has involved 14-19 advisory roles at national and local levels. She will lead on curriculum/learning and teaching to shape the innovative curriculum, through carefully mapped learning experiences. The Assistant Principal has proven experience of leading a successful vocational centre, covering the 11-18 age range. Her strong grounding in vocational education (pastoral and curriculum), extensive partnership-working with schools, employers ad higher education and her detailed curriculum development experience of higher level diplomas and wider vocational qualifications dovetail closely to the key aims of the UTC.The Executive team is supported by Directors of Study, who have responsibilities for curriculum specialisms and foundation subjects underpinning the English Baccalaureate. Many come from engineering backgrounds or have Advanced Skills Teacher (AST) training experience. The UTC curriculum provides:a specialist vocational pathway linked to new diplomas and traditional GCSEs;a vocational pathway linked to BTEC Diplomas and National Vocational Qualifications;Apprenticeships: Young Apprenticeships (14-16) and apprenticeships (16-18).Engineering and Product Design and Sustainability, are the core specialisms for the UTC. learning resources through the University’s Curriculum Centre. A business German qualification is being developed for all students to access. The UTC through innovative curriculum practice is shaping a qualification that all students, business and educational organisations will value.Holistic Learning Experience- Integrated project leaning, employer engagement, enrichment, Learning Companies creating creative, enterprising and professionally skilled learners.Inspirational surroundings and learning spaces with a range of modern technologies of industry standard.
Governors with exceptional talents supporting the UTC Experienced Executive Leadership Team – Innovative and capable of working closely with a range of partnersSenior Leaders come from a variety of environments - Engineers - Teachers who are Engineers - Lecturers Industry Mentors/Student MentorsClearly planned staff and student Induction with the aim of setting the bar high raising standards.
The performance criteria are met by the curriculum qualifications, giving the UTC Graduate an holistic educational experienceProviding a stretching curriculum through the opportunities of IGCSESupported by the specialised Engineering curriculum
Underpinning principles designed with our employers partners ‘What skills, professional attributes, qualifications do they require?’Engineering employer sponsored projects lead the integrated curriculum model. Designed in conjunction with OCRQualification and curriculum development; OCR, Edexcel, AQA, ASFISponsors; Supporting, challenging and innovating curriculumLearner / Parent and Employer voiceThe UTC graduate- developing professional, enterprising and academic skills preparing young people for the world of work and educationStudents graduating with IMechE letters after their names. (institute of Mechanical Engineers)Accessibility, differentiation, stretching academically, developing strongly vocational, professional and enterprising skills. Assessment and tracking systems in placeCurriculum: Key Stage 4Core Curriculum:EnglishMathematicsScienceICTGermanPEEnrichmentOptional subjects:HistoryBusinessPost 16 Curriculum:Core Curriculum:German [Business language]Extended ProjectGCSE English and Maths for those not achieved grade COptional subjects:Optional subjects:GCE Mathematics GCE English Literature and LanguageGCE PhysicsGCE ChemistryGCE BiologyGCE HistoryGCE Business StudiesGCE GermanGCE ICTBTEC Subsidiary Diploma BusinessBTEC Subsidiary Diploma Creative & MediaBTEC Subsidiary Diploma Sport and Exercise Science
Qualification: KS4Additional InfoNotesHigher Engineering Diploma Level 2 Consists of 7 projectsNew Product Design & Development ASLJoint accredited through OCR & ASFIBTEC – Engineering Level 2 BTEC offer for differentiation
Qualification: KS5Additional InfoNotesAdvanced Engineering Diploma Level 3 Consists of 7 projectsBTEC – Engineering Level 3 BTEC offer for differentiation
The ethos will be promoted and supported through the formation of Learning CompaniesVertically mixed groups with Key Stage 4 and 5 studentsPersonal tutors Personal developmentStudent welfareEnrichment timetabled events and challenges throughout the year Inter company and national competitions including engineering, scientific, sports and external activitiesFour nights a week from 4-5pm100% participationOptions will include:F1 In SchoolsPrivate StudyHockeyOutdoor EducationMusicBadmintonCyclingYoung Enterprise Young EngineersFootballSwimmingRunning & FitnessComputersModel MakingMandarin ChineseDigital PhotographyDuke of Edinburgh’sAwardUTC Student VoiceAdditional Science and other academic studiesTerm Dates: 2011/2 Five terms (Generally eight weeks)Term 1: Monday 12th September - Friday 14th October Term 2: Monday 24th October - Friday 16th December Term 3: Tuesday 3rd January - Friday 24th February Term 4: Monday 12th March - Friday 1st JuneClosed for Easter: Friday 6th April until Tuesday 10th AprilClosed Monday 7th May Bank Holiday Term 5: Monday 11th June - Friday 27th July
A clear corporate image and brand developing Siemens and the Baker Dearing Trust Supporting the ImageThe building is being transformed at the heart of the UTC – The Technology Hub, Specialist rooms, Cad Cam areas, ICT/Learning resource area, study areas.
BCPL Autumn Conference 2012
14-19 Education and Employability Joint Conference Black Country Partnership for Learning 30th November 2012
WelcomeBlack Country Partnership for Learning 30th November 2012
Background to the Conference Sarah Middleton, Black CountryConsortium and Patrick Highton, BCPL
Black Country LEP Skills Challenge – 30th November 2012Sarah MiddletonBlack Country Consortium
30 year Vision and 4 ObjectivesEducation & Environmental Skills Change
Black Country Key Sectors Transformational Enabling Sectors: Sectors: • Retail• Advanced Manufacturing • Visitor Economy• Building Technologies • Sports• Transport Technologiesincluding Aerospace • Public Sector• Business Services) • Health• Environmental
Advanced Manufacturing: Specific Skills Gaps• Programming Logic Computer (PLC) •Design engineers,programmers maintenance fitters, skilled• Need for Combined electronic and machine setters; need helpmechanical engineering skills with training(mechatronics) • Maintenance fitters• Specific foundry skills. Many •Graduates not work-readycompany type qualifications at Level4 aren’t supplied locally • Finer element analysis• CAD and CNC programming skills • The delivery of fit for purpose training for the castings• Electronic Design. General hydraulic industry”engineering
Building Technologies: Specific Skills Gaps• Sector is facing a demographic time bomb in terms ofprofessional skills. RICS has introduced Associated qualificationsto take non-graduates through entry level.• CAD Training• Accreditation - BSI PAS91:20• There is a need for more specialist trainers with the right skillsto deliver courses
Transport Technologies : Specific Skills Gaps• Specialist design •Total quality control• Production engineers • Programme and project(cited by MOOG) management• Engineering • Systems engineering• Stress-testing for materials • Operations management
Business Services: Specific Skills Gaps • Poor basic literacy and numeracy • Customer handling • IT Skills • Graduates not work-ready
Environmental Technologies: Specific Skills Gaps• Design engineers and power engineers within heavy industries• Process engineers with experience in waste treatment• Computer-Aided Design and software engineers• High-level mechanical, chemical or electrical engineers withpostgraduate qualifications• Specialist research skills such as fuel cell technology• Sales and marketing people with good understanding of the differenttechnologies• Support with developing leadership and management skills to drivebusiness performance improvements
Next Steps: The Black Country Skills FactorySkills Plan for the Black Country Enterprise ZoneBlack Country Apprenticeship planSkills PledgeBlack Country City Deal
The 14-19 Education Landscape Steve Besley, Pearson Education
The changing face of 14-19 provision• Different set of policy drivers• Extensive reform of the qualification system• New principles for the operation of the examination system• Increasingly diverse and more autonomous provider system• ‘Modernisation’ of teaching profession• Creation of more targeted forms of accountability• Reform and rebalancing of the funding systems• But, some familiar challenges
2. Reforming the qualification systemBig picture• Two challenging dynamics – Concerns about standards, impact on learning, costs, international performance – Concerns about speed and extent of change• Current architecture – An independent regulator but with a brief to maintain standards and ensure healthy markets – A drive to simplify the qualification market but make it both more responsive and more accountable – A continued commitment to a core programme of learning measured by exams at 16 – Emphasis on more formal methods of testing and assessment• Leading to – Retreat of the National Curriculum to essential knowledge requirements – Review of exams at age 16 around core requirements – A new quality assured model of exams at age 18 – A post Wolf model of vocational qualifications – A surge of interest in Bacc variants – A new set of quality ‘controls’ for apprenticeship programmes
2. Reform of the Qual System. GCSEs• Current position – White Paper signals reform of exam system (Nov 2010) – Ofqual confirm changes to GCSE assessment (Dec 2011) – Long-term concerns about GCSE reflected in controversial Mail ‘leak’ (June 2012)) – Select Committee issue Report calling for changes to exam system (July 2012) – Pearson launch International Expert Panel (August 2012) – Grading issues lead to Ofqual Report and calls for an Inquiry (August 2012) – Education Committee and Ofqual Reports (Oct 2012)• Key issues – Modularisation; early and multiple entries; grade inflation; public confidence; grading system; performance tables; literacy/numeracy levels; exam at 16+; global standards; iGCSE• What to look out for – Consultation on new design principles (Sept 2012) – Introduction of 2 yr linear GCSE programme and new Geography specs (Sept 2012) – Formal consultation on revisions to National Curriculum (Jan 2013) – First SPaG assessments (Jan 2013) – Grade boundaries for GCSE English deferred to summer series (Jan 2013) – Regulatory requirements drafted for new EBC core subjects (Spring 2013) – Further pronouncements on the National Curriculum (Spring 2013) – Possible intro of new core EBC subjects (2015) and others (2016)
2. Reform of the Qual System. EBCs1. What are EBCs• Subject suites from current EBacc listings• Intended to enhance qual status at age 16 and provide for progression2. What will they look like?• Challenging syllabuses based on preferred content• Typically similar in size to a GCSE• Bit like an iGCSE overall3. How will they be assessed/graded?• Largely end of course exam• Clearer, more transparent grading system• Accountability through revamped performance table system4. Who’ll take them?• ‘Most’ students at age 16, emphasis on Eng/ma by age 18 remaining• School based Statement of Achievement for others5. Who’ll design them?• AOs through tendering process involving Ofqual, DfE• Quals approved on a 5-year cycle6. When will they happen?• 2015, 2016, 2017
2. Latest research on the EBacc• DfE/IPSOS Mori research, conducted June/July 2012, over 600 schools• Report published October 2012• Key messages – Adoption of EBacc subjects now reached steady state – Impact on some schools marginal, others adopting range of strategies • Adjusting option blocks • Introducing some compulsion • Making some changes to the curriculum • Beefing up some Depts • Briefing parents and pupils – Impact on subjects • Biggest surge in numbers taking science options • Languages often a tipping point • Exclusion of RE still a concern • Wider concerns about impact on other subjects and some staffing• Two key concerns – Dangers of sharpening school stratification – Any potential loss of curriculum balance
2. Reform of the Qual System. A levels3. A level developments• Current position – White Paper signals reform of exam system (Nov 2010) – Michael Gove sets context in correspondence with Ofqual (March 2012) – Ofqual publish ‘Fit for Purpose’ and international benchmarking Reports (April 2012) – Consultation proposes 9 design conditions (June 2012) – Ofqual announce reduction in exam series and resits (Nov 2012)• Key issues – Modularisation; role of AS; grade inflation; resits; the A*; knowledge content; exam questions; purpose of A level; Russell Group ‘Informed Choices’ Paper; HE endorsement;• What to look out for – Response to further consultation issues including (autumn 2012) • Provision for annual autumn Panel to undertake comparability exercise • Some reduction in number of separate A levels • Confirmation of position on AS and involvement of HE • Some changes to pedagogy and assessment, desire to import curiosity and challenge • Emergence of ABacc model – Small changes to assessment (Sept 2013,) possible extended roll-out of new style A levels and A Bacc (from Sept 2014)
2. Reform of the Qual System. New models?• EBCs – Primarily aimed at 16 yr olds, long-term GCSE replacement – Largely knowledge based, core academic subjects – Offered through tendered exam process• ABacc – Possible IB variant to complement A level reforms – Incorporating ‘contrasting’ subject, dissertation, community activity• Tech Bacc – Labour alternative for 14-19 – Conditional on L2 Eng/maths, an accredited L3 qual, ‘quality’ work experience – Builds on Adonis thinking, informed through Husbands’ Review• Adonis models – A-Bacc: based on IB, create greater challenge at A level, incorporate a contrasting subject, project, theory of knowledge, community service – Tech Bacc: 2 levels, Eng/maths, a sector qual, formal work experience• Wolf model – 14-16: emphasis on core learning, streamlined voc offer, revised performance measures, greater mobility of staff and students, diversity of providers – 16-19: coherent programme of substantial qual; L2 Eng/ma; work placement• Not forgetting – IB, Welsh Bacc, Birmingham Bacc, Mod Bacc and other variants
2. Reform of the Qual System. VQs• Current position – Wolf Review launched (Sept 2010) – Government accepts Wolf recommendations in full (May 2011) – Identification of perf table criteria for 14 – 16 quals (2011 -2012) – Confirmation of position on funding and PoS for 16 – 19 (July 2012) – Development of next generation BTECs (2011 – 2013) – Review confirmed for perf table criteria for 16-19 VQs (Nov 2012)• Key issues – FL; 16+ maths; assessment instruments; perf table changes; work experience; careers guidance; pre-apprenticeships; employer role• What to look out for – Ministerial Group overseeing 16 – 19 reforms (autumn 2012) – Further diversification of provider market (autumn 2012) – Implementation of next generation BTEC quals (2012/13) – Focus on English/maths provision (2012/13) – Implementation of new 16-19 POS and funding system (2013) – Common performance measures for post-16 providers (2013) – Introduction of revamped PL element of Engineering Diploma (2014) – Application of new performance tables (2014, 2017)
2. Reform of the Qual System. Apprentices• Current position – Big policy push to grow numbers and opportunities (Nov 2010) – Key aspect of Wolf recommendations (May 2011) – Issues about provision of some programmes (2011) – Announcement of Youth Contract (Nov 2011) – Launch of Quality Action Plan (Dec 2011) – Series of Reports and Inquiries (2012)• Key issues – minimum durations; Eng/maths provision; SASE; pre entry programmes; school engagement; employer engagement• What to look out for – Impact of new quality arrangements (autumn 2012) – Flexing up of AGE (Sept 2012) – Higher Apprenticeship consultation (Sept 2012) – Select Committee Report on Apprenticeships (Nov 2012) – Updates on apprenticeship numbers (autumn 2012) – Increase in FS funding rates (2012/13) – Publication of Richard Review (Dec 2012) – EFA funding announcements (Dec 2012) – Traineeships (Spring 2012)
2. Reform of the Qual System. What else?• Disapplication of ICT (Sept 2012)• Removal of KS4 WRL requirement (Sept 2012)• New careers provision (Sept 2012)• Local development of Foundation Learning programmes (autumn 2012)• Emerging work on alternative maths quals (autumn 2012)• Changes to the operation of the exam system (2012 on)• UCAS New Qualification Information Systems Project (autumn 2012)• CBI ‘First Steps’ Report on schools (Nov 2012)• Next round of PISA tests for 15 yr olds (Nov 2012)• Ofsted Access and Achievement Expert Panel (report due next year)• Strategic refocusing of the DfE (2013 on)
What does it all mean?• The Bacc emerging as template for excellence• Learning programmes built around an extended spine of Eng/maths• Rigour determined by volume of external assessment• Qualification worth defined by user value rather than equivalency• Foundation learning left to local devices• Recognition of curriculum autonomy but outside prescribed limits• Gradual extension of a national curriculum structure• Transition in accountability culture• Application of international benchmarking as lever for reform• World class performance, joy all round
AcademiesOverviewNovember 2012Sue ReekieAcademies DivisionSouth West and West Midlands 1
Academies Landscape•Overall numbers•Timeline•Proportions of Academies
Overall Numbers November 2012 Type Number Sponsored Academies 534 Schools Converting 1,923 Free Schools 79 Studio Schools 11 UTC 5 Total 2,552*Excludes CTCs
Overall Numbers November 2012 Type Number Sponsored Academies: 534 Primary 146 Secondary (inc. all through) 383 Special 5 Schools Converting: 1923 Primary 718 Secondary 1152 Special 52 Pupil Referral Unit (AP) 1 Subtotal: 2457 Free Schools 79 Studio Schools 11 UTC 5 Total 2,552*Excludes CTCs
Of maintained schools, November 2012 Not % Phase Academy Academy Total Academies Primary 901 15,939 16,840 5% Secondary 1,593 1,725 3,318 48% Special 57 910 967 6% Pupil Referral Unit 1 402 403 0% Total 2,552 18,976 21,528 12%Source: EFA/DfE list of Academies (including new schools opening in September 2012) and January 2012 School Census*Includes Free Schools, UTC and Studio schools. CTC shown as Not Academy
Of all secondary schools with 6th forms, November 2012 Secondary Schools with Sixth N % Academy 1,153 57% Not Academy 875 43% Total 2,028 100%Source: EFA/DfE list of Academies (including new schools opening in September 2012) and January 2012 School Census*Includes Free Schools, UTC and Studio schools. CTCs shown as Not Academy. Excludes Pupil Referral Units
Of all schools, November 2012 % Territory Region Academy Not AcademyTotal Academies East East Midlands 333 1,697 2,030 16% East of England 365 2,182 2,547 14% East Total 698 3,879 4,577 15% Lon-SE London 324 2,114 2,438 13% South East 364 2,950 3,314 11% Lon-SE Total 688 5,064 5,752 12% North North East 101 1,045 1,146 9% North West 212 2,908 3,120 7% Yorkshire and The Humber 227 2,023 2,250 10% North Total 540 5,976 6,516 8% West South West 372 1,956 2,328 16% West Midlands 254 2,101 2,355 11% West Total 626 4,057 4,683 13% Total 2,552 18,976 21,528 12%Source: EFA/DfE list of Academies (including new schools opening in September 2012) and January 2012 School Census*Includes Free Schools, UTC and Studio schools. CTCs shown as Not Academy.
All schools, November 2012 11 LAs with the highest % of Academies… Darlington (65%) North East Lincolnshire (49%) Swindon (37%) Slough (37%) Torbay (37%) Bromley (33%) Bournemouth (31%) Thurrock (31%) Leicestershire (30%) Bristol, City of (29%) Nottingham (29%) LAs with no Academies City of London Knowsley Isles of Scilly HartlepoolSource: EFA/DfE list of Academies (including new schools opening in September 2012) and January 2012 School Census*Includes Free Schools, UTC and Studio schools. Excludes Pupil Referral Units
Secondary schools, November 2012Source: EFA/DfE list of Academies (including new schools opening in September 2012) and January 2012 School Census*Includes Free Schools, UTC and Studio schools. Excludes Pupil Referral Units
Secondary schools, November 2012 18 LAs with 80% + Secondary schools now Academies Bexley (100%) Darlington (100%) Rutland (100%) Bromley (94%) Kingston upon Thames (90%) North East Lincolnshire (90%) Cambridgeshire (90%) Richmond upon Thames (88%) Medway (88%) Hillingdon (84%) Harrow (82%) Leicestershire (82%) Swindon (82%) Gloucestershire (82%) 4 LAs with no Secondary Academies Southwark (81%) Barking and Dagenham Westminster (80%) Knowsley North Somerset (80%) Bury Thurrock (80%) Hartlepool …in 43% (66) of Local Authorities, at least 50% of secondary schools are now AcademiesSource: EFA/DfE list of Academies (including new schools opening in September 2012) and January 2012 School Census*Includes Free Schools, UTC and Studio schools. Excludes Pupil Referral Units
Future Developments Funding Reform 2012/13 - working towards a national funding formula - move to a simpler, more transparent system - 12 standard factors (2 compulsory) + scope for optional - School Forums - High needs reform Increased freedoms and flexibilities DfE review
The EFA’s remitWe provide £52bn a year to fund schools and colleges toeducate children and young people in England.To do this we: Fund academies directly and ensure they meet the terms of their funding agreements. Fund local authorities to fund maintained schools. Fund sixth forms, colleges and training providers to educate 16 to 19-year-olds, and those with learning difficulties or disabilities to age 24. Provide bursaries to disadvantaged young people. Deliver building and maintenance programmes for schools and sixth-form colleges, including project managing new builds for schools in greatest need. 5 2
The Wolf Report Recommendations and Implementation 2012 – 16-19 Study Programmes Sue Clarke, Dept for Education – Wolf Implementation Team
The Wolf ReviewRecommendations and Implementation 2012PRESENTATION FOR THE BLACK COUNTRY LEARNINGPARTNERSHIP CONFERENCE NOVEMBER 2012Sue Clarke Head of 16-19 Study Programmes DfE
2010 9 Sept Wolf Review launchedBackground 3 March Report & recommendations 2011 submitted to Secretary of StateHigh quality vocational education plays 12 Maya crucial role in: Government accepts all recommendations improving overall educational performance; contributing towards economic growth; 2012 31 January improving social mobility; Announcement of reforms to qualifications included in KS4 inspiring ambition in young people. performance tables from 2014 16 March Final list of KS4 ► KEY QUESTION: qualifications approved for 2014 performance tables How can we improve vocational education for 14-19 year olds? 20 November KS4 2015 list published Consultation on KS5 reforms announced
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 isa second choice, easy option for the less able.
Wolf Recommendations – 27 all accepted 14-16 VQs 16-18 Apprenticeships Curriculum Ofqual & Lower attaining Qualifications pupils Design across a range of Work themes 16-18 Experience Funding Performance Enrolling indicators & students in Vocational published college pre-16 information teaching in schools
What are the needs of the labour market?“ The labour market of today is very different from that of ten, let alonetwenty years ago. We need to equip young people to enter it successfullyand to thrive in the long term; and in too many cases we have beenfailing to do so”Alison Wolf, June 2012• The UK has the third highest University-level graduation rate in the OECD• 74% achieve 5 good GCSEs or equivalent (also higher than average)• But 515,000 people aged 18 to 24 are currently out of work (17%)• In 2011 12% of employers had vacancies (636,000 jobs).• Vacancies for skilled trades eg electricians, plumbers or chefs were double this• One in three vacancies due to skills shortages• Other vacancy rates above the national average: o Manufacturing (24% vacancy rate) o Agriculture (26% vacancy rate) o Social and personal service (22%vacancy rate).
The labour market in 2020 According to UKCES• In 2012 young people are overwhelmingly represented in sales (such as retail assistants) and occupations such as waiters and bar staff)• By 2020 these occupations will grow by around 140,000• Managers, professionals and associate professionals occupations will grow by more than 13 times this amount with net growth of 1.9m• Mid-skill occupations are set to decline, lessening chances of upward occupational mobility
What will help young people get jobs? Labour market analysis suggests the likelihood of a young person securing employment is based on: • Professional qualifications • A degree or other tertiary qualification • Academic Qualifications – GCSEs, A levels, recognised vocational qualifications (mainly at level 3) • Qualifications secured through work • Basic skills - maths and English, GCSE, • Work experience Smaller Level 1 and Level 2 qualifications have no, or a negative impact, on the likelihood of young person securing employment
Priorities for changeMatthew Hancock: “For vocational education to be valued andheld in high esteem we must be uncompromising about the valueadded of vocational education.”Four priority areas: Apprenticeships Traineeships Vocational qualifications Minimum standards
Qualifications reform: aims andmethodologyDfE reforms to vocational qualifications aim to: raise the quality of vocational qualifications and give students and employers confidence that qualifications are of proven occupational value. encourage schools, colleges and training providers to focus on qualifications which meet urgent labour market demand for occupational skills.DfE will achieve these aims by: reforming performance tables to incentivise uptake of high- quality, rigorous qualifications working with employer-led groups and awarding organisations to develop qualifications that meet skills shortages
KS4 Performance Table Reforms We are reforming performance tables, to remove Number of the perverse incentives that devalue vocational qualifications that will education. count in the school From 2014, all non-GCSE/iGCSE qualifications performance tables: have to demonstrate a tough set of characteristics to count. 2011: Only 4% of current qualifications demonstrate these characteristics. 3175 Schools will remain free to offer other qualifications accredited and approved for 2014: teaching to 14- to 16-year olds. We are also reforming equivalences, so that from 140 2014, one will count for „one‟ in the tables. A maximum of two qualifications per pupil that 2015: are not GCSEs, established iGCSEs or AS levels will count. 11 7
Study Programmes for 16-19 year oldsAim: ‘breadth, depth and progression into higher education, further study or skilled employment without unduly limiting options’Main features:„coherent, well thought out study programmes‟ should be governed by a set of principlesrelating to content, structure, assessment and contact time, and: • not be wholly occupational • include at least one qualification of substantial size which offers progression into education or employment • include high quality work experience or internships (where appropriate) and non- qualification activity, for example tutorial time, study skills and other enrichment activities • include GCSE A*-C in English and/or maths or qualifications that lead towards this level, for students who have not already achieved them.
Vocational Qualifications for 16-18 year olds All students will take a „substantial‟ qualification: A level or a substantial Vocational Qualification What? • Comparable size, challenge and rigour to A levels • Proven progression record • Recognised by Higher Education Institutions Occupation-specific qualifications: • Supported by national employers • Meet the need of local employers and the local labour market
16-18 (KS5) Performance Table ReformsThe Government is planning to consult on major reforms to theprovision of post-16 technical and vocational education. Thereforms will: end the practice of counting A levels and vocational qualifications as „equivalent‟ in performance tables. limit the number of 16-18 vocational qualifications that can count in performance tables. introduce new minimum standards for all schools and colleges for 16-18 year olds. .
Post-16 Vocational EducationProposed reforms:• Establish two categories of vocational qualifications – more „general‟ vocational qualifications and „occupation-specific‟ qualifications• End practice of counting different types of qualification as „equivalent‟. Report performance in those types of qualifications separately, and alongside performance in A levels and academic qualifications• Require vocational qualifications to meet rigorous standards in order to be countedNext steps Publish list of List comes into Consultation qualifications that effect for courses (early in New meet rigorous taught from Year) standard (autumn September 2014 2013) Jan 2013 – 2012 KS5 Jan 2014 – 2013 KS5 Jan 2017 – 2016 16-18 performance tables performance tables PTs report A level and report A level report A level and VQ 2 categories of VQs performance performance separately, no separately, as well as separately, no combined measures.
Expansion of work experience Our priority is to ensure that students are offered high quality and meaningful work experience as part of their post-16 education• In line with Wolf recommendations, we believe 16-19 year olds would benefit more from work experience than younger students, where it will have more relevance to their post-16 vocational studies and is better placed to prepare them for employment or higher education. We are committed to supporting schools and colleges in achieving this aim.• We need to ensure that employers are on board and there is better provision and supply of work experience from September 2013 when work experience will form an integral part of the 16-19 Study Programmes.
What defines good quality work experience?Evidence suggests that the following components contribute to ameaningful experience for the student:• Purposeful, substantial, offers challenge and is relevant to the young person‟s career aspirations.• The individuals are matched to employers according to their interests and/or career aspirations.• Serves a real business need for the employer; the time spent at the employer is structured and planned and provides tangible outcomes.• Managed well under the direction of a supervisor to ensure that the student feels supported and obtains a genuine learning experience suited to their needs.• Up-front clarity about roles and responsibilities and the expectations of the student and employer.• It is reviewed at the end: the employer provides some form of reference or feedback based on the young person‟s performance
English and maths – opportunities and challenges Professor Wolf recommends: “All young people should get a Level 2 in English and maths by 19 to ensure effective progression to further education or employment” • Until 2015 all students will be expected to take or work towards GCSE A*-C in English and/or maths as part of their Study Programme if they have not already achieved this with the aim of achieving these qualifications by age 19. • Funding conditions will enforce the inclusion of teaching of English and maths in Study Programmes. Functional Skills and FSMQs qualify for these conditions.
Measurement and Accountability• Reformed 16-18 performance tables will provide clear and easily understood measures of the achievements and progress of students attending each school or college. In future these will also capture student retention.• A new inspection framework has been published. From September 2013 particular attention will be paid to the quality and coherence of students‟ study programmes and their appropriateness in providing a route onto further or higher education or employment.• Robust minimum standards will be introduced. All post-16 providers will be required to meet minimum standards of performance. Institutions which fail to meet these will face robust financial penalties, intervention and ultimately closure.
Minimum Standards for 16-19 Providers DfE will introduce a clear and transparent 16-19 process for identifying underperformance that will apply to all maintained school sixth forms, Academy sixth forms, 16-19 Academies, UTCs and Studio Schools, Sixth Form Colleges and general FE colleges based on their performance in 2011/12. There will be two triggers that will identify if a school or college delivering education or training to 16-19 year olds is underperforming. These triggers are:- Receiving an overall Ofsted judgement of inadequate (or, in thecase of a maintained school 6th form or an Academy 6th form if thenarrative assessment of the 6th form states the 6th form is inadequate);or- Falling below the National Minimum Standard set each year.The national minimum standards will use separate measures forperformance in A levels and vocational qualifications.
Five Year Timeline 2011/12 2012/13 2013/14 2014/1 2015/1 2016/1 June Sept Jan - Mar Sept Jan - Mar Sept 5 Jan - Mar 6 7 Jan - Mar 2012 2012 2013 2013 2014 2014 2016 2017Announcement - New Revised Study Teaching of New A 16-18 Maths andstudy common 16-18 Programme English and levels start performance English EBCprogrammes and inspection performance and funding maths to be tables taught post-funding reform framework tables Reforms becomes a taught including 16 in place Introduced condition of destinations Summer funding Maths and Spring Sept 2012 2013 English 2017 New 16-18 Conditions performance of Funding tables Introduced EBC taught at KS5 Education Employment destinations destinations EBC taught published as published as at KS4 experimental experimental New Qualifications, data data. All students being taught and offered courses all new based on study accountability programme measures available principles
The 16-19 Funding Formula Review from 2013 Geoff Daniels, Projects Director Education Funding Agency
16-19 Funding Formula Review for 2013Black Country Partnership for Learning 30th November 2012 Geoff Daniels Education Funding Agency
A new paradigm Raising Participation Study Age programmes Funding per student
Study • Students will take either academic programme or a substantial vocationalProgrammes qualification recognised by employers – these must help them secure skilled work or a university place Raising • Where appropriate students will also take Study part in work experienceParticipation Age programmes • Students who don‟t have GCSEs grade C in English and maths at 16 will continue to study these subjects Funding per • Students who aren‟t able to study a student substantial qualification will take a programme of work experience and continue to develop their numeracy and literacy skills
The new 16-19funding formula( Student Numbers National Funding Rate per student Retention Factor Programme Cost Weighting Disadvantage Funding ) Area Cost Allowance Total Programme Funding
High NeedsStudents (HNS) The place – EFA Funded • Element 1 This is the standard 16-19 Funding Formula as just described – it is based on lagged student numbers – this aspect rolls on from year to year. • Element 2 This is the first £6,000 of additional support – numbers are calculated based on information provided by the local authority about the number of places it is going to commission from each institution and the EFA adds £6,000 for each place to the allocation – completing the place funding. The Plus – Top up Funding – LA Funded • Element 3 any funding the individual requires above the first two elements is negotiated and agreed with the student‟s home LA ? ? ? Formula High Student TP from Protection Needs Support 11/12 Funding Students Funding
Emerging Themes fromProvider feedback Shadow Allocations and tool kit welcomed and clear Impact of Programme Cost weightings for some occupational areas 540 hours participation too high for second year A level students Single rate is insufficient for some Large Programmes Movement of high cost ALS to LAs needs longer planning time Clarity needed on activity that will count for funding purposes Want to see the audit guidance Student i Needs Support Students Funding
Reducing Bureaucracy • New funding formula simpler to operate and transparent • Reduction in quantity of data required • Aligning data requirements across sectors • Reduce time taken to approve qualifications • Reviewing Audit
“What Employers Want to See for the Training and Development of Young People and Upskilling of Employees – and is it happening?” - The Skills Pledge Vicki Wilkes, Managing Director, Phoenix Calibration Services & LEP Board – (Employment, Education and Skills)
What Employers want to see forthe Training and Development of Young People and Employees Vicki Wilkes Phoenix Calibration & Services Ltd
Phoenix Services• Small, privately owned, advanced engineering company• Design and build bespoke hydraulic testing machines• Established March 2003, investing, expanding and recruiting for nearly 10 years
Phoenix Services• Jobs at our company include – Administration – Mechanical / electronics design engineer – Hydraulic fitter – Software engineer – Electronics engineer – Service and calibration engineer – CNC operator
Phoenix Services• Employee backgrounds include – Degree – Traditional apprenticeship – Modern apprenticeship – No formal qualification
Barriers to growth?• Ability to recruit suitably skilled and motivated people• Access to suitable training for existing staff• Supply chain problems• Ageing workforce
What do we want?• Well informed young people – What career options are there for me? – What qualifications do I need?• Well informed careers advice – Staff who have access to a wide range of employers and understand the needs and options
What do we want?• Young people prepared for the workplace – Discipline and behaviour – Flexibility – Initiative and desire to learn
What do we want?• Access to information – Where do I go to recruit an apprentice? – How much flexibility is there in the framework? – How does progression work? – Where do I go to actually get the training?
What do we want?• Access to information – Where can I go to get a member of staff trained for core skills? – How long will it take? – Can I get a bespoke service if required?
Is it happening?• Not yet – Employers are not currently able to recruit young people with the skills and motivation we need – Difficult to access information and training – Promising developments with UTC, Dudley College CAM proposal – Recognition that we are working towards the same single outcome – growth of the economy
One Positive Outcome: the Black Country economy will grow by £5.9bn. 3 reasons to do them: 3 reasons to do them: •You will help all young people reach their potential •You will help someone reach their potential •You will help tackle child poverty •Your business will benefit•Your local economy will grow raising aspirations and attainment •The economy in which you do business will grow Education: 5 things to do: Business: 5 things to do 1.Invest more in ‘Work Skills’ 1.Invest more in skills 2.Buddy a school to build best practice 2.Mentor a budding entrepreneur 3.Build links with business 3.Build links with education 4.Offer structured and supported work experience 4.Offer work placements to young people and unemployed 5.Deliver impartial IAG 5.Employ an apprentice/s Primary and Secondary Schools Micro, small and medium sized (inc’ 16-19 in Special Schools) /Engineering (STEM Sectors) (inc Higher Apprenticeships) Apprenticeship Providers High Value Manufacture and Sixth Form College Foundation Learning Strategic Comapnies (i54 and Darlaston) Higher education (inc’ AEP / PRUs) Enterprise Zones Priority Sectors employers Colleges Education and skills providers Employers
Thank You!!• Thank you for listening – Any questions?
‘Universities, Industry, Schools and CollegesWorking in Partnership’ – UTCs in the Black Country – A Case Study of Technical Skills Chris Hilton, Principal, Black Country University Technical College, Walsall
The First Year: Meeting our Goals with Employers Mr Chris Hilton, Principal Black Country UTC
Our Mission “Bringing Engineering and Science to life” “ Proud to be the very first school to carry the title: „University Technical College‟. Our greatest passion is bringing engineering and science to life; our greatestlegacy is the talent of our learners: skilled, professional and enterprising.”
Major Employer Partner: Siemens“UTCs create a route for technician engineers with practical skills that can be more readily used in the workplace. They give students an early career focus to help engender engineering aspiration through specialist teaching and equipment.Siemens UK fully supports the UTC ethos andvision and is delighted to support the forthcomingBlack Country UTC, investing in the skills of thefuture.” Brian Holliday, Divisional Director , Siemens UK
Our Strategic Partners• Lead Sponsor: Walsall College• Co Sponsor: The University of Wolverhampton• Major Employer Partner: Siemens• Wider Business Links: Over 50 employers• Identified Skills Priorities for the region and sub- region
Achieving Educational Transformation1. Inspirational Leadership with high expectations2. Innovative Curriculum3. Holistic learning experience4. Inspirational learning environment
Strong experienced leadership• Skilled Governors• Experienced Executive Leadership team• Directors of Subject• Industry mentors/Student mentors• Comprehensive Staff induction- Industry focus
Employer Partnership Updates• Siemens have quarterly reviews related to our development• Employers regularly meet on the site led by our employer engagement appointment• Resources and Training
Curriculum Development• The English Baccalaureate – English, Mathematics Science, German (Business orientated) and History (Related to Engineering )• Sciences GCSE courses (Triple)- A Science route….• Meeting the standards agenda• Supported by the Engineering Diploma – Developing the technical, vocational and skills based curriculum• What is the future of the diploma?• What will the curriculum look like?
Curriculum• Principles designed with employers partners ‟• Integrated project led approach- (Development time needed)• What about the core?• Pre 16: Optional subjects: History or Business• Post 16: 12 Optional courses• Qualification development with ASFI and other accrediting bodies• Pre –Apprenticeships and Apprenticeships Level 2 and 3
Curriculum with partners: Key Stage 4 • Haughton Design – Design an entertainment system for children and young adults for use in a hospital environment. • Sandvik – Manufacture an accurate component from the system designed in project 1 • ZF Lemforder – Produce 5 finished components using CNC machining operations • Siemens – Design and produce a system for the automation of heating and lighting control within a given building
Curriculum with partners– Post 16 • Stratasys – Suggest product improvements through the use of rapid prototyping, additive manufacturing and thermoplastics. • Finning – Carry out diagnostic maintenance on a caterpillar excavator to include oil analysis, MTTF rates and detailed measurement. • South Staffs Water – Assess the impact of engineering on the environment including analysis of water, air and soil. • Chamberlin – Produce components using casting processes with explanations of the structural change to the material
Holistic learning experience• Induction• Learning Companies• Student Executive Board• Managing Directors• The WOW factors• Enrichment for all• The Black Country UTC graduate scheme• Development and recording of employability skills• The UTC term and day structure
Vision working with employers• An ethos of „Skilled, Professional and Enterprising‟• Linked to local and regional regeneration priorities• Reinvigorating Black Country engineering / manufacturing heritage• Employers to play a strategic role in delivery• Strong links to partner institutions and local schools• Strong professional STEM networks• Learning companies supporting commercial exposure
Ethos• Extended School Day – 8:30am to 5pm• 5 term year• „Real-life‟ Project briefs• Employability and Enterprise• Work experience• Industry exposure• Progression to Sixth Form/University/Apprenticeships• Increased employment opportunities
Our approach• Awarding Bodies approached• Siemens Technical Academy Germany• Matched Employers to Diploma Units• Development team• Project Briefs• Consultation• Assessments• Mapped across other subjects
Project Sponsors•Principal Learning Units – Advanced Engineering Diploma – Level 3F556: F557: F558: F559: F560: F561: F562: F563: MathematicalEngineering Applications of Selection & Instrumentation Maintaining Production & Innovative Techniques &Businesses & Computer Application of & Control Engineering Manufacturing Design & Applications for Engineering Engineersthe Aided Engineering Systems Enterprise F564:Environment Designing Materials Scientific Principles & Applications for Engineers
Resource Funding• Employer Advice• Educational / Industrial• Value for Money• Sustainable• Sponsorship• Discounts• Technology Leasing
Learning Environment• Designed like the work place• Consultancy with companies re the new design• Corporate image• Uniform branded by Siemens and the Baker Dearing Trust• The UTC way, consistent language, consistent expectations for all• Designing the new build and refurbishment
Glass partitions to highlight the Central “hub” for access to different Rooms to follow a logical order,interdependency between processes, areas of the Technical Centre. reflecting the movement through theskills and technology. Design CA design and manufacturing process. D Prototype Mechatronics Manufacturing Changing facilities ProductionScience and engineering stores to Changing facilities areshare a central preparation area located at the entranceand stores. This will ensure to each workshop tomaximisation of resources and ensure adequate PPE isreinforce the link between the two worn at all times.specialisms.
‘Giving Employers What They Want – Further Education College Case Studies - Linking with Employers Mike Hughes, Faculty Director, STEM, City of Wolverhampton College Advanced Manufacturing – Working with Jaguar Land Rover
Working With Jaguar Land Rover. And others! Mike HughesDirector of Learner Responsive & HE
About us• General FE college in The Black Countrys only City.• The first college to gain TQS status part A at our first attempt.• Our engineering facility is on a heritage site !
We have invested in Engineering• For 2009 / 10 we invested:• £530, 000 on Motor Vehicle and Body and Paint Facility.• £175,000 on Welding and Fabrication.• For 2011/12 we invested:• £475,000 in The Engineering Learning Zone.
Our Engineering and Manufacturing Learners 2011/12• 332 Full Time Learners L 1 to L3.• 243 Part Time Learners L1 to L3.• 65 Learners on HNC / HND.• 136 Apprentices in Learning with 68 companies.• Deliver Technical Certificates for 5 partner training providers who have 68 learners.
JLR Journey• Contact to our customer services in Feb 2012 asking if they could arrange an informal meeting – they didnt want to meet the Principal.• End of May invited tender for Apprentice provision – I54 Engine Plant• Bid complete 8th June• Presentation 15th June- Informed by 25th July of the outcome.• 20th August Feedback on tender -Decision meeting!• 8 apprentices started with us 1st October.
The Engineering Learning Zone.• New concept in engineering and manufacturing training.• The learning zone areas run as cells. Learners are taught skills and processes including Lean Manufacturing , CAD /CAM and Fluid Power.• Not a new replacing old workshop.• Development driven by Industry Partners and SEMTA supported.• Supports Learning from L1 to L5.
NEW Challenge with JLR• Secure the training contract for the estimated 600 operatives .• Help the people of Wolverhampton to• Develop engineering and manufacturing skills.• Plant begins production Sept 2014.
BEGINNINGS OF THE PROJECT Staff at King Edward‟s met with RBS Head of Global Recruitment in 2010-11 to discuss a new curriculum initiative. The bank were keen to develop opportunities for bright A level students from diverse backgrounds with the potential to be successful in a career in finance. RBS commissioned a research project during 2011-12. Mathematics in Education & Industry (MEI) and the Institute for Financial Studies (IFS) developed L4 materials, piloted at K.E. RBS supplied an immersion day A sample of universities and schools/colleges were visited plus DfE and papers submitted to parliamentary select committees.
WHAT DOES THE FINANCE BACCALAUREATE INVOLVE? Students undertake at least three A levels, which include Mathsand finance-based A levels, such as Economics A programme of maths and finance-based work at level 4 The programme involves class-based and computer-basedactivities Attendance at „finance-based‟ enrichment activities, such ascareers advice relating to banking and finance Taking part in an „immersion visit‟ such as at the Royal Bank of Scotland headquarters in London
WHO IS THE FINANCE BACCALAUREATE AIMED AT?An academic vocational „umbrella qualification‟ intended for: High calibre A level students with an interest in finance who are studying Mathematics and finance-based subjects such as Economics, Business Studies and Accounts. Students who are keen to extend their learning want the challenge of first year undergraduate work, Level 4 modules are keen to be involved in finance and maths-based enrichment activities are able to express themselves in reports and projects, such as the EPQ
WHAT DID THE STUDENTS THINK?During the course . . . “As I am intending to enter the finance industry, it was a good insight into the sort of mathematical operations I might be doing. The calculations were tough however, but I‟m sure with more time studying the course the calculations wouldn‟t seem too bad.” “The economic topics helped, as I was learning the topics in my business studies lessons.” “I felt the additional information provided in email attachments was very helpful in allowing me to complete the assignments and learn about the topics being covered and how maths is used in finance.”
WHAT DID THE STUDENTS THINK?At the end of the course . . . “Overall a very good course and I would recommend to other Economists/Maths students.” “I found the course interesting and would recommend it to future students.” “The topics covered were enjoyable with good links to current issues and would be good for other students.”
FINANCE BACCALAUREATE: THE „IMMERSION DAY‟ ATTime Session10:30 Registration10:30 – Welcome to RBS, Global Banking and Markets10:4510:45 – Current State of Global Economy – Given by a current RBS economist11:3011:30 – Break11:4011:40 – Next Steps – What do the students need to do in order to be successful in12:15 securing graduate roles in finance in the future.12:15 – Networking Lunch – Students will informally meet with graduates from different13:00 areas of the bank.13:00 – First Rotation14:3014:30 – Break and transition to second rotation14:4514:45 – Second Rotation16:1516:15 – Mike Maddick, Head of RBS Global Recruitment. Feedback16:45
„IMMERSION‟ DAY AT THE ROYAL BANK OF SCOTLAND, 29TH February 2012
STUDENT FEEDBACK Immersion Day at The Royal Bank of Scotland, 29th February 2012 “I have nothing but praise for the day and am extremely grateful for the opportunity presented to me. I would 100% recommend this course to anyone who is thinking of pursuing a career in finance.” Omar Aftab “I really enjoyed the day which provided a brilliant insight to RBS and I would definitely“The best thing about the day recommend it to anyone who has anwas being allowed on the trading interest in finance. The trip exceeded myfloor, which was very exclusive. expectations and has definitely left meRBS were also great by allowing considering applying to RBS Graduateso many staff the time to give us recruitment programme. ”advice on their careers. ” Daniel Carrington-FosterRobert Dunn
PROJECT OUTCOMES: SCHOOLS AND COLLEGES A number of sixth form colleges and grammar schools involved in research. Students and staff at all levels were surveyed. All were positive about the potential opportunity and some students wanted to start straight away! Staff were positive about the direct application to student progression, low-cost nature of delivery, links between subjects and level of challenge. Some staff were concerned about their ability to teach the Maths elements.
A HEADTEACHER‟S VIEW„It appeals to a distinct group of students who areleaning towards Mathematics and Economics.A great way to give these very talentedstudents something more – a distinct area thatis not catered for and the basic structure ofMaths and one of Economics and Business isbrilliant and would meet a lot of students needs.‟[Lawrence Sheriff School]
A HEADTEACHER‟S VIEW„„the students are quite savvy, they will only do extrawork, if they think it will result in something.If this is seen as a way to get into a city job and itgives students the chance to network very early on,that is a major attraction…I think having access to people in the bankingsector and a different „type‟ of workexperience…having targeted careers advice, by thepeople who are there and are doing the job, that isalso a key factor…”[King Edward VI Aston School]
UNIVERSITIES‟ VIEWS „With regard to admissions teams at‘The Accounting and Finance universities, you have certaincourses, such as at Warwick universities that are looking forUniversity, are likely to be motivation as much as anything elseparticularly interested in and the fact that students have gonestudents taking this down this sort of route would indicatequalification’ they are keen to do it…‟[Cambridge University] [Birmingham City University] „The Finance Baccalaureate provides a good mixture of stats, maths, economics and finance (theory and applied).‟ [Leeds University]
FINANCE BACCALAUREATE YEAR 2: 2012-13 Research well-received by RBS who agreed to fund expansion over two years. Now 100 students approximately in 3 schools and 3 colleges 3 other colleges and possibly 2 schools to join in 2013-14 Finance Conference in March with Leeds University, LSE and RBS providing sessions MEI working with OCR to formally accredit L4 materials
SOME OF THE ORGANISATIONS INVOLVEDThe next slides show the variety of institutions taking part currently or from 2013-14
SCHOOLS INVOLVED IN THE FINANCE BACCALAUREATE „Outstanding‟ Midlands schools including: King Edward VI Handsworth School OFSTED rated „outstanding‟ 2005 and 2008. Continually ranked in the top 20 state schools for A Level results. One of the seven schools, which make up the prestigious group of schools within the King Edward VI Foundation in Birmingham.
SCHOOLS INVOLVED IN THE FINANCE BACCALAUREATE King Edward VI Handsworth King Edward VI Handsworth School is a multi-ethnic, selective school for girls 900+ pupils The school is a Specialist Performing Arts & Science College. Strong links with other „outstanding‟ schools
SCHOOLS INVOLVED IN THE FINANCE BACCALAUREATE „Outstanding‟ Midlands schools including: Lawrence Sheriff School OFSTED rated „outstanding‟ 2005, 2007 and 2011 Ranked top in the country for GCSE results for 3 of the past 4 years (2008, 2010 and 2011)
SCHOOLS INVOLVED IN THE FINANCE BACCALAUREATE Lawrence Sheriff School A selective school in Year 7 with a non-selective sixth form 870 pupils 300 high calibre students in the sixth form Strong links with other „outstanding‟ schools
COLLEGES INVOLVED IN THE FINANCE BACCALAUREATE A network of „outstanding‟ Midlands sixth form colleges led by: King Edward VI College, Stourbridge OFSTED rated „outstanding‟ 2006 and 2009 One of the leading A level sixth form colleges. One of the country‟s highest „success rates‟ of any sixth form colleges
COLLEGES INVOLVED IN THE FINANCE BACCALAUREATE King Edward VI College, Stourbridge The college is a „Beacon College‟ A national reputation for outstanding teaching and learning 1665 sixth form students Strong links with other „outstanding‟ colleges
COLLEGES INVOLVED IN THE FINANCE BACCALAUREATEA network of „outstanding‟ Midlands sixth form colleges supported by: Joseph Chamberlain Sixth Form College OFSTED rated „outstanding‟ 2008 Queen‟s Anniversary Prize, 2007 Prime Ministers Prize for best public building in the UK
COLLEGES INVOLVED IN THE FINANCE BACCALAUREATE Joseph Chamberlain Sixth Form College 2000 students including adults 97% of students from an ethnic minority background Outstanding work in raising students‟ aspirations and progression to universities. Inner city college High levels of deprivation Strong links with other „outstanding‟ colleges
COLLEGES INVOLVED IN THE FINANCE BACCALAUREATEA network of „outstanding‟ Midlands sixth form colleges supported by: Hereford Sixth Form College OFSTED rated „outstanding‟ 2005 and 2008 The sixth form college for Hereford city and the surrounding area.
COLLEGES INVOLVED IN THE FINANCE BACCALAUREATE Hereford Sixth Form College The College regularly gains one of the highest A level points score per entry of sixth form colleges For the last 3 years, one of the best colleges in the country for value-added examination results. 1800 sixth form students Strong links with other „outstanding‟ colleges
SCHOOLS INVOLVED IN THE FINANCE BACCALAUREATE „Outstanding‟ Midlands schools including: King Edward VI Aston School OFSTED rated „outstanding‟ 2004 and 2008 The school is a Specialist Sports College. One of the seven schools, which make up the prestigious group of schools within the King Edward VI Foundation in Birmingham.
SCHOOLS INVOLVED IN THE FINANCE BACCALAUREATE King Edward VI Aston School King Edward VI Aston School is a multi-ethnic, selective school for boys 780 pupils 250 high calibre students in the sixth form Strong links with other „outstanding‟ schools
OTHERS INVOLVEDA number of other institutions are or will be taking part: King Edward‟s Handsworth (started 2012-13) Alcester Grammar (started 2012-13) Hills Road Sixth Form College (probably from 2013-14) Winstanley Sixth Form College (from 2013-14) Farnborough Sixth Form College (probably from 2013-14)
WHY YOU SHOULD BE INVOLVED: COLLEGES/SCHOOLS Supports student progression and encourages high aspiration Improves IAG Cost effective to run Effective marketing for your institution The project has the support of : A major bank, government ministers (mentioned in parliament andat select committees), MEI, IFS, some Russell Group and otheruniversities
HOW CAN YOU BE INVOLVED? Send students to one of the participating centres for the level 4tuition. Offer to host a group at your school/college. Share finance business contacts to help develop the network of immersion day providers. Send students to the finance conference in March (places limited)or put on a similar event.
WHY STUDENTS SHOULD TAKE THE FINANCE BACCALAUREATEIt provides an opportunity to: It is used in their university and employment applications to: Develop their maths skills indicate their academic strength in their UCAS personal Develop their understanding statementof organisations such as yours show they are motivated and Meet the challenge of first hard workingyear undergraduate work highlight their preparation for To aspire and see graduate university recruits in their working environment show employers their increased readiness for the Gain an insight into career world of work opportunities
WHY BUSINESSES SHOULD SUPPORT THE FINANCE BACCALAUREATEIt is an opportunity for businesses to: Be involved with a new curriculum development supported by theRoyal Bank of Scotland Be involved with a network of „outstanding‟ schools and sixth form colleges Provide support for the very best students in state education Have direct access to the most able sixth form students Identify highly motivated students as potential recruits Provide opportunities for students who may have low aspirationsand feel socially excluded
HOW COULD BUSINESSES SUPPORT THE FINANCE BACCALAUREATE? Provide students with the opportunity to have an „immersion day‟ Provide careers advice for graduate recruits or the most able 16-18 year old students Become involved in the future development of the FinanceBaccalaureate Provide financial support to the schools and colleges, enablingthem to develop this qualification further
IMMERSION DAYSProvide students with the opportunity to have an „immersion day‟ Between 15-20 students from one of the schools or colleges 1 day, or more, based within the organisation Students linked up to graduate recruits and senior managers Opportunity for the students to gain a high quality insight into „howdo I go from here to get to where you are there...‟ An opportunity to spot high quality recruits for the future
CAREERS ADVICEProvide careers advice for the most able 16-18 year old students Advice on how to enter the finance industry as a career Opportunity to visit some of the best schools and colleges in thecountry Tailored advice for high calibre students, who may be your recruitsof the future
INFLUENCE CURRICULUM DESIGNBecome involved in the future development of the FinanceBaccalaureate Play a part in developing the new qualification Join in the discussion of „what students should know about the UK financial sector‟ Help us to refine the skills of some of the best mathematicians and financiers of the future Have your say and be a part of this exciting curriculumdevelopment
FINANCIAL SUPPORTProvide financial support to the schools and colleges Funding needed to deliver the qualification in other „outstanding‟schools and colleges Funding needed to update the content of the FinanceBaccalaureate, so that it remains current and up to date Funding needed to train the new staff involved in the Finance Baccalaureate An opportunity for the private sector to support the very beststudents in some of the outstanding schools and colleges in stateeducation
HOW CAN I FIND OUT MORE ABOUT THE FINANCE BACCALUAREATE? Contact Mike Deasy, Head of Faculty firstname.lastname@example.org OR Mark Kent Deputy Principal email@example.com at King Edward VI College, Stourbridge
Academy Status – Responding to the Needs of Employers Lesley James, Director of Business Strategy, RSA Academy Tipton – Working with Caparo Industries
Transforming learning, transforming livesResponding to the needs ofemployersWorking with Caparo and others
The CurriculumKey Stage 3 – Opening MindsKey Stage 4 – the competencesKey Stage 5 – the competences (IBLearner Profile) Transforming learning, transforming lives
Post-163 pathways: IB Diploma, IBCC, VocationalThe International Baccalaureate Careerrelated Certificate (IBCC):Internationally recognised combination ofrigorous academic study plus high qualityvocational courses Transforming learning, transforming lives
IBCC2 or 3 IB Diploma courses1 or 2 vocational courses (BTEC nationals)IBCC Core (C&S, Approaches to Learning, Reflective project)1 language= 400 UCAS points Transforming learning, transforming lives
IBCC Vocational Courses:Art, Health & Social, ICT, Sport, BusinessStudies, Engineering, Hospitality &Catering, Music Technology, PerformingArts.All vocational courses within the IBCC musthave industry links and participation.Plus, the reflective project must be basedon one of the student‟s vocational studyareas. Transforming learning, transforming lives
Working with Caparo:Input to the curriculum (Engineering and Business Studies) to help students complete units of studyVisitsCaparo staff in the classroomAuthentic case studies, project setCaparo Breakfasts @ the Academy, students present Transforming learning, transforming lives
Available for Academy students:Apprenticeship programmes1 fully funded university scholarshipPrizesCaparo Engineering Student of the Year Transforming learning, transforming lives
Panel & Plenary session ‘Ways into Work’ chaired by Kate Shoesmith – Director ofPolicy and Corporate Affairs, City and Guilds, focusing on key priorities for participants, reactions to inputs and recommendations
Thank YouSlides and related information will be available on the BCPL website www.bcpl.org.uk