A London Region Post-14 Network Conference held 1 February 2011 in the Institute of Education, University of London, London WC1H 0AL
This was the third in our acclaimed series of conferences which explored and evaluated the educational policies of the Coalition Government. We turn now to look at the expectations made of institutions, and the impact this will have on learners. What will the providers of post-14 learning look like in four years time, what will be the impact of new types of institutions, and the new rules of competition?
This document discusses a science education program called InSciEd Out that was implemented at Lincoln K-8 Choice School. It involved partnerships between the school, local universities, and scientists. Through this program, which included authentic science curriculum and student review of lessons, the school saw significant improvements in student science proficiency test scores, participation in honors science courses and science fairs, and teacher and student attitudes towards science. Metrics showed Lincoln's improvements outpaced those of the district and state after just one year of the InSciEd Out intervention.
Raising of the Participation Age - Main PresentationL4L
The document discusses raising the participation age in the UK from 16 to 18. It notes that the first phase, requiring participation until age 17, will begin in 2013 and be fully implemented by 2015 when young people must participate until age 18. Local authorities and schools will have responsibilities to promote participation and identify young people who are not participating. The Youth Contract program will provide intensive support for 16-17 year olds who are not in education, employment or training and lack GCSEs. The presentation then discusses careers guidance services and models for delivering them in light of new statutory requirements for schools.
Scotland's Curriculum for Excellence: Into the Future. Report presentationBeatriz Pont
Students in Scotland (UK) engage in learning through Curriculum for Excellence (CfE), which aims to provide them with a holistic, coherent, and future-oriented approach to learning between the ages of 3 and 18. CfE offers an inspiring and widely supported philosophy of education. Schools design their own curriculum based on a common framework which allows for effective curricular practices. In 2020, Scotland invited the OECD to assess the implementation of CfE in primary and secondary schools to understand how school curricula have been designed and implemented in recent years. This report analyses the progress made with CfE since 2015, building upon several months of observations in Scotland, the existing literature and experiences from other OECD countries. The OECD analysis and recommendations aim to support Scotland as it further enhances CfE to achieve its potential for the present and future of its learners. Just as Scotland’s Curriculum for Excellence was among the pioneers of 21st century learning, its most recent developments hold valuable lessons for other education systems and their own curriculum policies.
27 January 2020, Bratislava.
This report, “OECD Skills Strategy Slovak Republic: Assessment and Recommendations”, identifies opportunities and makes recommendations to strengthen the skills of youth, reduce skills imbalances, foster greater participation in adult learning and strengthen the use of skills in the workplace.
The following presentation gives you a better understanding of what the Youth Technology Academy (YTA) and Advanced Technology Academy (ATA) try to accomplish.
Making it happen: teaching the technology generationwillstewart
This is a copy of my presentation to the JISC Regional Support Centre for Yorkshire & Humber on June 10th at Bradford University. The sub-title of the presentation was Beyond \"no significant difference\", on the basis that, in education, we use technology to do things the same way as we have always done rather than use it to do things differently. The theme of the presentation was that we, the teachers, rather than our students, are the technology generation. Because the use of digital technology has been completely normalised and fully integrated by our students, they don\'t see it as technology. They are the \"no technology generation\", and it is us who need to be taught how to use it in ways that engage our students and make their education relevant.
Reviews of National Policies for Education - Netherlands 2016EduSkills OECD
How can the Netherlands move its school system “from good to great”? This report draws on international experience to look at ways in which the strong Dutch school system might go further still on the path to excellence. Clearly the Dutch school system is one of the best in the OECD, as measured by PISA and PIAAC and is also equitable, with a very low proportion of poor performers. The report therefore proposes an incremental approach to reform, building on strengths while responding to some emerging challenges. The Netherlands should strengthen the quality of early childhood education and care, revisit policies related to early tracking with more objective testing and track decisions, and enhance the permeability of the system. It should develop the professionalism of teachers and school leaders through enhanced collective learning and working, while at the same time strengthening accountability and capacity in school boards. This report will be valuable not only for the Netherlands, but also to the many other education systems looking to raise their performance who are interested in the example of the Netherlands.
This document discusses a science education program called InSciEd Out that was implemented at Lincoln K-8 Choice School. It involved partnerships between the school, local universities, and scientists. Through this program, which included authentic science curriculum and student review of lessons, the school saw significant improvements in student science proficiency test scores, participation in honors science courses and science fairs, and teacher and student attitudes towards science. Metrics showed Lincoln's improvements outpaced those of the district and state after just one year of the InSciEd Out intervention.
Raising of the Participation Age - Main PresentationL4L
The document discusses raising the participation age in the UK from 16 to 18. It notes that the first phase, requiring participation until age 17, will begin in 2013 and be fully implemented by 2015 when young people must participate until age 18. Local authorities and schools will have responsibilities to promote participation and identify young people who are not participating. The Youth Contract program will provide intensive support for 16-17 year olds who are not in education, employment or training and lack GCSEs. The presentation then discusses careers guidance services and models for delivering them in light of new statutory requirements for schools.
Scotland's Curriculum for Excellence: Into the Future. Report presentationBeatriz Pont
Students in Scotland (UK) engage in learning through Curriculum for Excellence (CfE), which aims to provide them with a holistic, coherent, and future-oriented approach to learning between the ages of 3 and 18. CfE offers an inspiring and widely supported philosophy of education. Schools design their own curriculum based on a common framework which allows for effective curricular practices. In 2020, Scotland invited the OECD to assess the implementation of CfE in primary and secondary schools to understand how school curricula have been designed and implemented in recent years. This report analyses the progress made with CfE since 2015, building upon several months of observations in Scotland, the existing literature and experiences from other OECD countries. The OECD analysis and recommendations aim to support Scotland as it further enhances CfE to achieve its potential for the present and future of its learners. Just as Scotland’s Curriculum for Excellence was among the pioneers of 21st century learning, its most recent developments hold valuable lessons for other education systems and their own curriculum policies.
27 January 2020, Bratislava.
This report, “OECD Skills Strategy Slovak Republic: Assessment and Recommendations”, identifies opportunities and makes recommendations to strengthen the skills of youth, reduce skills imbalances, foster greater participation in adult learning and strengthen the use of skills in the workplace.
The following presentation gives you a better understanding of what the Youth Technology Academy (YTA) and Advanced Technology Academy (ATA) try to accomplish.
Making it happen: teaching the technology generationwillstewart
This is a copy of my presentation to the JISC Regional Support Centre for Yorkshire & Humber on June 10th at Bradford University. The sub-title of the presentation was Beyond \"no significant difference\", on the basis that, in education, we use technology to do things the same way as we have always done rather than use it to do things differently. The theme of the presentation was that we, the teachers, rather than our students, are the technology generation. Because the use of digital technology has been completely normalised and fully integrated by our students, they don\'t see it as technology. They are the \"no technology generation\", and it is us who need to be taught how to use it in ways that engage our students and make their education relevant.
Reviews of National Policies for Education - Netherlands 2016EduSkills OECD
How can the Netherlands move its school system “from good to great”? This report draws on international experience to look at ways in which the strong Dutch school system might go further still on the path to excellence. Clearly the Dutch school system is one of the best in the OECD, as measured by PISA and PIAAC and is also equitable, with a very low proportion of poor performers. The report therefore proposes an incremental approach to reform, building on strengths while responding to some emerging challenges. The Netherlands should strengthen the quality of early childhood education and care, revisit policies related to early tracking with more objective testing and track decisions, and enhance the permeability of the system. It should develop the professionalism of teachers and school leaders through enhanced collective learning and working, while at the same time strengthening accountability and capacity in school boards. This report will be valuable not only for the Netherlands, but also to the many other education systems looking to raise their performance who are interested in the example of the Netherlands.
Presentation by Andrew Bell, OECD, to the Parliamentary Committee, 7 October, Riga, Latvia. Launch of the OECD publication “OECD Skills Strategy Implementation Guidance for Latvia: Developing Latvia’s Education Development guidelines 2021-2027”.
Education in Latvia - Progress, Challenges and RecommendationsEduSkills OECD
How can Latvia improve the quality and equity of its education system and realise long-term efficiency gains? This report covers the whole education system from early childhood education and care to tertiary education and provides an assessment of Latvia’s policies and practices against the best approaches in education and skills across the OECD. This international comparison brings to the fore the many strengths of Latvia’s education system, but also highlights the challenges it faces and provides a number of recommendations in response. This report will be of value to Latvia but also policy makers in other countries looking to raise the quality, equity and efficiency of their education system.
Preparing Students for the 4th Industrial Revolution Implications for Scien...EduSkills OECD
Presented by Andreas Schleicher - Director for the Directorate of Education and Skills, OECD
The Programme for International Student Assessment (PISA) is a triennial international survey which aims to evaluate education systems worldwide by testing the skills and knowledge of 15-year-old students.
In 2015 over half a million students, representing 28 million 15-year-olds in 72 countries and economies, took the internationally agreed two-hour test. Students were assessed in science, mathematics, reading, collaborative problem solving and financial literacy.
The resilience of students with an immigrant background - factors that shape ...EduSkills OECD
The Resilience of Students with an Immigrant Background: Factors that Shape Well-being reveals some of the difficulties students with an immigrant background encounter and where they receive the support they need. The report provides an in-depth analysis of the risk and protective factors that can undermine or promote the resilience of immigrant students. It explores the role that education systems, schools and teachers can play in helping these students integrate into their communities, overcome adversity, and build their academic, social, emotional and motivational resilience.
Is the era of accessible, highly subsidised higher education coming to an end?University of Limerick
In many western countries, governments have made increasing participation rates and widening access for socially-excluded groups a policy priority for higher education. At the same time, higher education has historically been seen as a ‘public good’, with tuition costs offset by subsidies either directly to the universities or to students in the form of grants or low-interest loans. In many Asian countries, where families are accustomed to sending their children overseas or to expensive private universities at home, the fact that many western students have easy access to local universities where they pay partial or no tuition fees seems alien. The growing costs of massification, coupled with the current fiscal stress suffered by many governments after the financial crisis, means that this liberal western model is beginning to unravel. This presentation examines the case of New Zealand, where higher education policy is struggling to adjust to the new financial realities.
Education Reforms Across OECD - Trends and ChallengesEduSkills OECD
The document summarizes education reforms across OECD countries from 2008-2014. It finds that OECD countries adopted over 450 reforms in this period, focusing on areas like equity, quality, preparing students for the future, school improvement, evaluation and assessment, governance and funding. However, countries struggled with implementing coherent reform strategies and ensuring reforms reached classrooms. The document also provides examples of reforms in specific countries like Australia, Ireland, and Sweden in this period.
TALIS 2018 - Teacher professionalism in the face of COVID-19 (Paris, 23 Mar...EduSkills OECD
The world is currently facing a health pandemic and sanitary crisis without precedent in our recent history.
This has affected the normal functioning of education systems worldwide. Nearly all of the 48 countries and economies participating in TALIS are now facing mass and prolonged school closures on all or significant parts of their territory, and UNESCO estimates that 1.25 billion learners are impacted worldwide – i.e. nearly 73% of total enrolments.
This is a major external shock on the operations of our schools and the work of our teachers, who have had to move to distance and digital education offerings within a few days. It is also a major shock and challenge for parents who have been turned into home-schoolers overnight, with no training for this!
This is an odd timing to present the findings of a report depicting the functioning of schools and the work of teachers “before Covid-19”. And although there are lots of interesting things in this report, this is not a priority for today.
Today, I would like to reflect instead on how school and teachers can adapt to these dire circumstances and carry forward their teaching.
Today, I would like to focus on TALIS findings that can help educational systems as they deal with the crisis, and think forward in working out possible strategies to cope with these circumstances.
Today, I would like to convey hope that we can count on teachers to rise to the challenges.
Education Policy Outlook - Making Reforms HappenEduSkills OECD
Education Policy Outlook in Brief Looks at education reforms across 34 OECD countries that can touch the lives of more than 150 million students. There are common trends from the more than 450 reforms adopted across countries. With the crisis they are becoming more strategic. Education policy is not only about design. implementation and follow up are vital for success of reforms. The Outlook aims to support policy makers and others to make reform happen that translates into better education in our schools and classrooms
Supporting Teacher Professionalism Insights From TALIS 2013EduSkills OECD
This report examines the nature and extent of support for teacher professionalism using the Teaching and Learning International Survey (TALIS) 2013, a survey of teachers and principals in 34 countries and economies around the world. Teacher professionalism is defined as the knowledge, skills, and practices that teachers must have in order to be effective educators.
The report focuses on lower secondary teachers (ISCED 2) in different education systems and looks at cross-cultural differences in teacher professionalism. It explores how teacher professionalism is linked to policy-relevant teacher outcomes such as perceived status, satisfaction with profession and school environment or perceived self-efficacy. The publication also tackles equity concerns in teacher professionalism: it examines professionalism support gaps, which are defined as differences in support for teacher professionalism in schools with high levels of disadvantage as compared to those with low-levels of disadvantage. Last but not least, the report presents a number of policy-relevant recommendations to enhance teacher professionalism and equity in access to high-quality teaching in OECD member countries.
PISA 2015 - Volume I: Excellence and Equity in Education and Volume II: Poli...EduSkills OECD
presented by OECD Secretary-General Angel Gurría, London, 6 December 2016. The OECD Programme for International Student Assessment (PISA) examines not just what students know in science, reading and mathematics, but what they can do with what they know. Results from PISA show educators and policy makers the quality and equity of learning outcomes achieved elsewhere, and allow them to learn from the policies and practices applied in other countries.
Teachers are the most important resource in today’s schools. In every country, teachers’ salaries and training represent the greatest share of expenditure in education. And this investment in teachers can have significant returns: research shows that being taught by the best teachers can make a real difference in the learning and life outcomes of otherwise similar students. Teachers, in other words, are not interchangeable workers in some sort of industrial assembly line; individual teachers can change lives – and better teachers are crucial to improving the education that schools provide. Improving the effectiveness, efficiency and equity of schooling depends, in large measure, on ensuring that competent people want to work as teachers, that their teaching is of high quality and that high-quality teaching is provided to all students. This report, building on data from the Indicators of Education Systems (INES) programme, the Teaching and Learning International Survey (TALIS) and the Programme for International Student Assessment (PISA), explores three teacher-policy questions: How do the best-performing countries select, develop, evaluate and compensate teachers? How does teacher sorting across schools affect the equity of education systems? And how can countries attract and retain talented men and women to teaching?
TALIS 2018 - Teacher professionalism in the face of COVID-19 (London, 23 Marc...EduSkills OECD
The world is currently facing a health pandemic and sanitary crisis without precedent in our recent history.
This has affected the normal functioning of education systems worldwide. Nearly all of the 48 countries and economies participating in TALIS are now facing mass and prolonged school closures on all or significant parts of their territory, and UNESCO estimates that 1.25 billion learners are impacted worldwide – i.e. nearly 73% of total enrolments.
This is a major external shock on the operations of our schools and the work of our teachers, who have had to move to distance and digital education offerings within a few days. It is also a major shock and challenge for parents who have been turned into home-schoolers overnight, with no training for this!
This is an odd timing to present the findings of a report depicting the functioning of schools and the work of teachers “before Covid-19”. And although there are lots of interesting things in this report, this is not a priority for today.
Today, I would like to reflect instead on how school and teachers can adapt to these dire circumstances and carry forward their teaching.
Today, I would like to focus on TALIS findings that can help educational systems as they deal with the crisis, and think forward in working out possible strategies to cope with these circumstances.
Today, I would like to convey hope that we can count on teachers to rise to the challenges.
by Andreas Schleicher, Director for the Directorate of Education and Skills
The persistence of social inequities in education – the fact that children of wealthy and highly educated parents tend to do better in school than children from less privileged families – is often seen as a difficult-to-reverse feature of education systems. Yet countries across the world share the goal of minimising any adverse impact of students’ socio-economic status on their performance in school. PISA shows that, rather than assuming that inequality of opportunity is set in stone, school systems can become more equitable over a relatively short time.
TALIS 2018 - Teachers and school leaders as lifelong learnersEduSkills OECD
Do teachers spend more time on actual teaching and learning in a typical lesson compared to previous years? Do they feel prepared to teach when they start teaching? What sort of continuous professional development programmes do they participate in and how does it impact their practice? This report looks first at how teachers apply their knowledge and skills in the classroom in the form of teaching practices, with an accompanying assessment of the demographic makeup of those classrooms and the school climate to provide context on learning environments. The volume then assesses the ways in which teachers acquired their knowledge and skills during their early education and training, as well as the steps they take to develop them through continuous professional development over the course of their career. Based on the voice of teachers and school leaders, the report offers a series of policy orientations to help strengthen the knowledge and skills of the teaching workforce to support its professionalism.The OECD Teaching and Learning International Survey (TALIS) is the largest international survey asking teachers and school leaders about their working conditions and learning environments, and provides a barometer of the profession every five years. Results from the 2018 cycle explore and examine the various dimensions of teacher and school leader professionalism across education systems.
Session I: Elizabeth Fordham - Education and Skills in SouthEast AsiaOECD CFE
The document discusses the importance of education and skills development in Southeast Asia. It notes that skills drive economic growth and positive social outcomes. While school enrollment rates in ASEAN countries have increased, performance on international assessments like PISA show many students still lack basic literacy and numeracy skills. It recommends that countries get the basics right by investing in early childhood education, target disadvantaged students, connect schools to employers, and expand work-based learning to help build the skills needed.
Education at a Glance is the authoritative source for information on the state of education around the world. It provides key information on the output of educational institutions; the impact of learning across countries; the financial and human resources invested in education; access, participation and progression in education; and the learning environment and organisation of schools.
The 2016 edition introduces a new indicator on the completion rate of tertiary students and another one on school leaders. It provides more trend data and analysis on diverse topics, such as: teachers’ salaries; graduation rates; expenditure on education; enrolment rates; young adults who are neither employed nor in education or training; class size; and teaching hours. The publication examines gender imbalance in education and the profile of students who attend, and graduate from, vocational education.
The report covers all 35 OECD countries and a number of partner countries (Argentina, Brazil, China, Colombia, Costa Rica, India, Indonesia, Lithuania, the Russian Federation, Saudi Arabia and South Africa).
This edition includes more than 125 figures and 145 tables. The Excel™ spreadsheets used to create them are available via the StatLinks provided throughout the publication. More data is available in the OECD Education Statistics database.
A coordinated approach to skills issues: the OECD Centre for Skills EduSkills OECD
A PowerPoint by Ms. Montserrat Gomendio, OECD Deputy Director for Education and Skills & Head of the Skills Centre, presented at the Skills Summit 2018, Porto.
SESSION 3: IMPLEMENT – Towards better skills policies for tomorrow’s world
Objective: Discuss the major challenges in the implementation of education and skills policies raised by the digital transformation, identify contentious issues and how they can be solved, and agree on specific actions
The Education Policy Outlook 2018 - Putting Student Learning at the CentreEduSkills OECD
Taking the students’ perspective, Education Policy Outlook 2018: Putting Student Learning at the Centre analyses the evolution of key education priorities and key education policies in 43 education systems. It compares more recent developments in education policy ecosystems (mainly between 2015 and 2017) with various education policies adopted between 2008 and 2014. This report includes around 200 policies spanning from early childhood education and care (ECEC) to higher education and lifelong learning on topics such as: improving the quality and access to ECEC, promoting education success for all students, reducing the negative impact of some system-level policies and practices, increasing completion of upper secondary education, developing quality vocational education and training, enhancing the quality of tertiary education, supporting transitions across education pathways and the labour market.
Raising Performance in Lithuanian Education - An International PerspectiveEduSkills OECD
Lithuania has achieved steady expansion of participation in education, substantially widening access to early childhood education and care and tertiary education, coupling this with nearly universal participation in secondary education. However, if Lithuania’s education system is to help the nation respond effectively to economic opportunities and demographic challenges, improvements in the performance of its schools and its higher education institutions are needed. Improved performance requires that Lithuania clarify and raise expectations of performance, align resources in support of raised performance expectations, strengthen performance monitoring and the assurance of quality, and build institutional capacity to achieve high performance. This orientation to improvement should be carried across each sector of its education system.
The document discusses curriculum planning in higher education for lifelong learning. It provides background on lifelong learning and the UK higher education response, including the creation of continuing education departments and access programs. It then discusses whether and how curriculum in higher education needs to be planned. As an example, it summarizes the mission and outcomes of The Open University in the UK, including its large student population across various degree levels and age ranges. Finally, it outlines a stagegate process and key drivers for curriculum planning, including market forces, academics, government, employers, major themes, and skills for lifelong learning. It argues for optimal alignment of these factors and provides an example of institutional-level intervention to initiate a new program in retail.
Complete breakdown of our most recent employment statistics for our MBA programme.
More information on the programme at http://www.london.edu/programmes/mba.html
Presentation by Andrew Bell, OECD, to the Parliamentary Committee, 7 October, Riga, Latvia. Launch of the OECD publication “OECD Skills Strategy Implementation Guidance for Latvia: Developing Latvia’s Education Development guidelines 2021-2027”.
Education in Latvia - Progress, Challenges and RecommendationsEduSkills OECD
How can Latvia improve the quality and equity of its education system and realise long-term efficiency gains? This report covers the whole education system from early childhood education and care to tertiary education and provides an assessment of Latvia’s policies and practices against the best approaches in education and skills across the OECD. This international comparison brings to the fore the many strengths of Latvia’s education system, but also highlights the challenges it faces and provides a number of recommendations in response. This report will be of value to Latvia but also policy makers in other countries looking to raise the quality, equity and efficiency of their education system.
Preparing Students for the 4th Industrial Revolution Implications for Scien...EduSkills OECD
Presented by Andreas Schleicher - Director for the Directorate of Education and Skills, OECD
The Programme for International Student Assessment (PISA) is a triennial international survey which aims to evaluate education systems worldwide by testing the skills and knowledge of 15-year-old students.
In 2015 over half a million students, representing 28 million 15-year-olds in 72 countries and economies, took the internationally agreed two-hour test. Students were assessed in science, mathematics, reading, collaborative problem solving and financial literacy.
The resilience of students with an immigrant background - factors that shape ...EduSkills OECD
The Resilience of Students with an Immigrant Background: Factors that Shape Well-being reveals some of the difficulties students with an immigrant background encounter and where they receive the support they need. The report provides an in-depth analysis of the risk and protective factors that can undermine or promote the resilience of immigrant students. It explores the role that education systems, schools and teachers can play in helping these students integrate into their communities, overcome adversity, and build their academic, social, emotional and motivational resilience.
Is the era of accessible, highly subsidised higher education coming to an end?University of Limerick
In many western countries, governments have made increasing participation rates and widening access for socially-excluded groups a policy priority for higher education. At the same time, higher education has historically been seen as a ‘public good’, with tuition costs offset by subsidies either directly to the universities or to students in the form of grants or low-interest loans. In many Asian countries, where families are accustomed to sending their children overseas or to expensive private universities at home, the fact that many western students have easy access to local universities where they pay partial or no tuition fees seems alien. The growing costs of massification, coupled with the current fiscal stress suffered by many governments after the financial crisis, means that this liberal western model is beginning to unravel. This presentation examines the case of New Zealand, where higher education policy is struggling to adjust to the new financial realities.
Education Reforms Across OECD - Trends and ChallengesEduSkills OECD
The document summarizes education reforms across OECD countries from 2008-2014. It finds that OECD countries adopted over 450 reforms in this period, focusing on areas like equity, quality, preparing students for the future, school improvement, evaluation and assessment, governance and funding. However, countries struggled with implementing coherent reform strategies and ensuring reforms reached classrooms. The document also provides examples of reforms in specific countries like Australia, Ireland, and Sweden in this period.
TALIS 2018 - Teacher professionalism in the face of COVID-19 (Paris, 23 Mar...EduSkills OECD
The world is currently facing a health pandemic and sanitary crisis without precedent in our recent history.
This has affected the normal functioning of education systems worldwide. Nearly all of the 48 countries and economies participating in TALIS are now facing mass and prolonged school closures on all or significant parts of their territory, and UNESCO estimates that 1.25 billion learners are impacted worldwide – i.e. nearly 73% of total enrolments.
This is a major external shock on the operations of our schools and the work of our teachers, who have had to move to distance and digital education offerings within a few days. It is also a major shock and challenge for parents who have been turned into home-schoolers overnight, with no training for this!
This is an odd timing to present the findings of a report depicting the functioning of schools and the work of teachers “before Covid-19”. And although there are lots of interesting things in this report, this is not a priority for today.
Today, I would like to reflect instead on how school and teachers can adapt to these dire circumstances and carry forward their teaching.
Today, I would like to focus on TALIS findings that can help educational systems as they deal with the crisis, and think forward in working out possible strategies to cope with these circumstances.
Today, I would like to convey hope that we can count on teachers to rise to the challenges.
Education Policy Outlook - Making Reforms HappenEduSkills OECD
Education Policy Outlook in Brief Looks at education reforms across 34 OECD countries that can touch the lives of more than 150 million students. There are common trends from the more than 450 reforms adopted across countries. With the crisis they are becoming more strategic. Education policy is not only about design. implementation and follow up are vital for success of reforms. The Outlook aims to support policy makers and others to make reform happen that translates into better education in our schools and classrooms
Supporting Teacher Professionalism Insights From TALIS 2013EduSkills OECD
This report examines the nature and extent of support for teacher professionalism using the Teaching and Learning International Survey (TALIS) 2013, a survey of teachers and principals in 34 countries and economies around the world. Teacher professionalism is defined as the knowledge, skills, and practices that teachers must have in order to be effective educators.
The report focuses on lower secondary teachers (ISCED 2) in different education systems and looks at cross-cultural differences in teacher professionalism. It explores how teacher professionalism is linked to policy-relevant teacher outcomes such as perceived status, satisfaction with profession and school environment or perceived self-efficacy. The publication also tackles equity concerns in teacher professionalism: it examines professionalism support gaps, which are defined as differences in support for teacher professionalism in schools with high levels of disadvantage as compared to those with low-levels of disadvantage. Last but not least, the report presents a number of policy-relevant recommendations to enhance teacher professionalism and equity in access to high-quality teaching in OECD member countries.
PISA 2015 - Volume I: Excellence and Equity in Education and Volume II: Poli...EduSkills OECD
presented by OECD Secretary-General Angel Gurría, London, 6 December 2016. The OECD Programme for International Student Assessment (PISA) examines not just what students know in science, reading and mathematics, but what they can do with what they know. Results from PISA show educators and policy makers the quality and equity of learning outcomes achieved elsewhere, and allow them to learn from the policies and practices applied in other countries.
Teachers are the most important resource in today’s schools. In every country, teachers’ salaries and training represent the greatest share of expenditure in education. And this investment in teachers can have significant returns: research shows that being taught by the best teachers can make a real difference in the learning and life outcomes of otherwise similar students. Teachers, in other words, are not interchangeable workers in some sort of industrial assembly line; individual teachers can change lives – and better teachers are crucial to improving the education that schools provide. Improving the effectiveness, efficiency and equity of schooling depends, in large measure, on ensuring that competent people want to work as teachers, that their teaching is of high quality and that high-quality teaching is provided to all students. This report, building on data from the Indicators of Education Systems (INES) programme, the Teaching and Learning International Survey (TALIS) and the Programme for International Student Assessment (PISA), explores three teacher-policy questions: How do the best-performing countries select, develop, evaluate and compensate teachers? How does teacher sorting across schools affect the equity of education systems? And how can countries attract and retain talented men and women to teaching?
TALIS 2018 - Teacher professionalism in the face of COVID-19 (London, 23 Marc...EduSkills OECD
The world is currently facing a health pandemic and sanitary crisis without precedent in our recent history.
This has affected the normal functioning of education systems worldwide. Nearly all of the 48 countries and economies participating in TALIS are now facing mass and prolonged school closures on all or significant parts of their territory, and UNESCO estimates that 1.25 billion learners are impacted worldwide – i.e. nearly 73% of total enrolments.
This is a major external shock on the operations of our schools and the work of our teachers, who have had to move to distance and digital education offerings within a few days. It is also a major shock and challenge for parents who have been turned into home-schoolers overnight, with no training for this!
This is an odd timing to present the findings of a report depicting the functioning of schools and the work of teachers “before Covid-19”. And although there are lots of interesting things in this report, this is not a priority for today.
Today, I would like to reflect instead on how school and teachers can adapt to these dire circumstances and carry forward their teaching.
Today, I would like to focus on TALIS findings that can help educational systems as they deal with the crisis, and think forward in working out possible strategies to cope with these circumstances.
Today, I would like to convey hope that we can count on teachers to rise to the challenges.
by Andreas Schleicher, Director for the Directorate of Education and Skills
The persistence of social inequities in education – the fact that children of wealthy and highly educated parents tend to do better in school than children from less privileged families – is often seen as a difficult-to-reverse feature of education systems. Yet countries across the world share the goal of minimising any adverse impact of students’ socio-economic status on their performance in school. PISA shows that, rather than assuming that inequality of opportunity is set in stone, school systems can become more equitable over a relatively short time.
TALIS 2018 - Teachers and school leaders as lifelong learnersEduSkills OECD
Do teachers spend more time on actual teaching and learning in a typical lesson compared to previous years? Do they feel prepared to teach when they start teaching? What sort of continuous professional development programmes do they participate in and how does it impact their practice? This report looks first at how teachers apply their knowledge and skills in the classroom in the form of teaching practices, with an accompanying assessment of the demographic makeup of those classrooms and the school climate to provide context on learning environments. The volume then assesses the ways in which teachers acquired their knowledge and skills during their early education and training, as well as the steps they take to develop them through continuous professional development over the course of their career. Based on the voice of teachers and school leaders, the report offers a series of policy orientations to help strengthen the knowledge and skills of the teaching workforce to support its professionalism.The OECD Teaching and Learning International Survey (TALIS) is the largest international survey asking teachers and school leaders about their working conditions and learning environments, and provides a barometer of the profession every five years. Results from the 2018 cycle explore and examine the various dimensions of teacher and school leader professionalism across education systems.
Session I: Elizabeth Fordham - Education and Skills in SouthEast AsiaOECD CFE
The document discusses the importance of education and skills development in Southeast Asia. It notes that skills drive economic growth and positive social outcomes. While school enrollment rates in ASEAN countries have increased, performance on international assessments like PISA show many students still lack basic literacy and numeracy skills. It recommends that countries get the basics right by investing in early childhood education, target disadvantaged students, connect schools to employers, and expand work-based learning to help build the skills needed.
Education at a Glance is the authoritative source for information on the state of education around the world. It provides key information on the output of educational institutions; the impact of learning across countries; the financial and human resources invested in education; access, participation and progression in education; and the learning environment and organisation of schools.
The 2016 edition introduces a new indicator on the completion rate of tertiary students and another one on school leaders. It provides more trend data and analysis on diverse topics, such as: teachers’ salaries; graduation rates; expenditure on education; enrolment rates; young adults who are neither employed nor in education or training; class size; and teaching hours. The publication examines gender imbalance in education and the profile of students who attend, and graduate from, vocational education.
The report covers all 35 OECD countries and a number of partner countries (Argentina, Brazil, China, Colombia, Costa Rica, India, Indonesia, Lithuania, the Russian Federation, Saudi Arabia and South Africa).
This edition includes more than 125 figures and 145 tables. The Excel™ spreadsheets used to create them are available via the StatLinks provided throughout the publication. More data is available in the OECD Education Statistics database.
A coordinated approach to skills issues: the OECD Centre for Skills EduSkills OECD
A PowerPoint by Ms. Montserrat Gomendio, OECD Deputy Director for Education and Skills & Head of the Skills Centre, presented at the Skills Summit 2018, Porto.
SESSION 3: IMPLEMENT – Towards better skills policies for tomorrow’s world
Objective: Discuss the major challenges in the implementation of education and skills policies raised by the digital transformation, identify contentious issues and how they can be solved, and agree on specific actions
The Education Policy Outlook 2018 - Putting Student Learning at the CentreEduSkills OECD
Taking the students’ perspective, Education Policy Outlook 2018: Putting Student Learning at the Centre analyses the evolution of key education priorities and key education policies in 43 education systems. It compares more recent developments in education policy ecosystems (mainly between 2015 and 2017) with various education policies adopted between 2008 and 2014. This report includes around 200 policies spanning from early childhood education and care (ECEC) to higher education and lifelong learning on topics such as: improving the quality and access to ECEC, promoting education success for all students, reducing the negative impact of some system-level policies and practices, increasing completion of upper secondary education, developing quality vocational education and training, enhancing the quality of tertiary education, supporting transitions across education pathways and the labour market.
Raising Performance in Lithuanian Education - An International PerspectiveEduSkills OECD
Lithuania has achieved steady expansion of participation in education, substantially widening access to early childhood education and care and tertiary education, coupling this with nearly universal participation in secondary education. However, if Lithuania’s education system is to help the nation respond effectively to economic opportunities and demographic challenges, improvements in the performance of its schools and its higher education institutions are needed. Improved performance requires that Lithuania clarify and raise expectations of performance, align resources in support of raised performance expectations, strengthen performance monitoring and the assurance of quality, and build institutional capacity to achieve high performance. This orientation to improvement should be carried across each sector of its education system.
The document discusses curriculum planning in higher education for lifelong learning. It provides background on lifelong learning and the UK higher education response, including the creation of continuing education departments and access programs. It then discusses whether and how curriculum in higher education needs to be planned. As an example, it summarizes the mission and outcomes of The Open University in the UK, including its large student population across various degree levels and age ranges. Finally, it outlines a stagegate process and key drivers for curriculum planning, including market forces, academics, government, employers, major themes, and skills for lifelong learning. It argues for optimal alignment of these factors and provides an example of institutional-level intervention to initiate a new program in retail.
Complete breakdown of our most recent employment statistics for our MBA programme.
More information on the programme at http://www.london.edu/programmes/mba.html
This document discusses challenges in raising the participation age in education and training in England from 16 to 18 and responses to those challenges. It notes that most young people participate in full-time education, apprenticeships, or training, but some are unemployed. Initiatives to address this include increasing attainment at age 16, supporting post-16 options, improving vocational education, and engaging those not ready to learn through programs like the Youth Contract. The Youth Contract provides additional support through local organizations for disengaged 16-17 year olds to help them into education, training or jobs.
The document discusses trends in UK university applications and admissions over recent cycles. It notes a 7.7% decrease in total applicants for the 2012 cycle compared to 2011 as of 23 April 2012. UK applicants aged 19 and under have decreased 7.4% year-on-year. Acceptance rates to Russell Group universities have declined slightly for the least and most advantaged students. The document outlines key elements of a strong application, including meeting entry requirements and submitting accurate predictions, a well-written personal statement, and school reference. It also discusses the UCAS Course Finder tool and contextual data policies.
Closing the gap: Shared Learnings and Shared ResponsibilitySFI-slides
Mary Jean Gallagher, Chief Student Achievement Officer of Ontario, præsentation fra SFI-konferencen "Skolen og det inkluderende samfund" den 18. november 2013.
Welcome plenary - Helen Lazarus, Michael Heanue and Catherine KnivettJisc
Led by your host Helen Lazarus, head of Jisc London, the opening session will set the scene for the day and will include a strategic update, and the latest news from Jisc.
With contributions from Michael Heanue and Catherine Knivett, principal policy officers, Greater London Authority.
Jisc Connect more in London, 28 June 2016
The document discusses the challenges and opportunities of postgraduate education delivered at a distance. It provides an overview of The Open University UK's large-scale operations delivering undergraduate and postgraduate degrees through open and distance learning. Some of the key challenges discussed are ensuring quality of student experience and outcomes, and addressing perceptions that distance education is inferior. The document argues that distance education can help expand access to postgraduate programs in a way that meets growing demand while promoting inclusion and social justice.
Serving Social Justice and Pedagogical Innovation through Open Educational Pr...Rajiv Jhangiani
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CDN Institute of Directors Conference presentation working with collegesJoe Wilson
Colleges in Scotland provide education and training to over 238,000 students annually. They offer a variety of programs from vocational training to higher education. Colleges help develop the local workforce and economy. 63% of college students have no prior qualifications, and college programs can boost earnings by up to 80% for those who complete higher national diplomas. Colleges also deliver the majority of modern apprenticeship programs. In 2014-15, colleges contributed over £1 billion to the Scottish economy.
This document discusses graduate employment outside of London and provides perspectives from universities, employers, and graduates. It summarizes survey results showing that the average graduate salary outside of London is £29k but many employers think entry-level salaries should be £15k-£18k. While investment banking jobs are popular again, public sector jobs are declining. Most graduates seek jobs in London but opportunities exist outside the city as well. Employers value graduates for bringing new ideas, leadership skills, and increasing productivity. Universities, employers, and graduates sometimes have differing expectations about graduate recruitment.
14 19 Educational Reform Presentation by J Croxton-CayzerJamescayzer
The document discusses the goals and plans for educational reform in the UK from 2010-2020. It aims to raise the minimum school leaving age to 18, introduce new diploma qualifications in 17 subject areas, and reduce assessments at A-Level while maintaining rigor. The reform seeks to have 90% of students achieve level 2 qualifications and 70% level 3 qualifications by age 19. New diploma qualifications will provide more flexible, practical options alongside traditional GCSEs and A-Levels. Apprenticeships will also be expanded to provide additional options for students. The goals of the reform are to better prepare students for an increasingly technology-driven world and changing job market.
DLAC 2020 - Scaling Up for Mandatory e-Learning: A Perspective from Canada’s ...Michael Barbour
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P2 Martin Collins - Supporting successful transitions from school in GlasgowOECD CFE
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Learners and Providers: School, College and Work-based learning
1. A LONDON REGION POST-14 NETWORK CONFERENCE
Learners and Providers: School, College and
Work-based learning
WELCOME
A Network for Lifelong Learning:
an initiative of the Institute of Education
2. A LONDON REGION POST-14 NETWORK CONFERENCE
New opportunities and benefits of partnership working in
the context 14-19 education and training
Lynn Thackway
Vice Principal for Curriculum Standards and Performance,
A Network for Lifelong Learning:
Barnfield College
an initiative of the Institute of Education
3. Opportunities and benefits of partnership
working in the 14-19 education
and training context
Lynn Thackway
Vice Principal
Barnfield Federation
5. Barnfield FE College
• Incorporated in 1993
• Beacon College graded “Outstanding”
• IiP Champion
• 1st FE College Academy Sponsor
• 1st FE College/Academy Federation
• 1st FE College to set up Studio Enterprise
Academy
• 1st FE College to establish an “in-house” PMC
• Highest performing Academy Sponsor
(07/08/09)
• 950 FT staff, 22,000 students, 6 campuses
• £60 million Academy builds underway
• Circa £42 million turnover with healthy reserves
6. Our Vision
“To build Britain’s highest performing
Federation, where customer and
community needs are met, students are
happy, successful, and reach their full
potential”
7. GCSE Results - Barnfield South Academy
100% 100%
90% 2007 90% 2007
80% 80%
70% 70%
60% 60%
2010 50% 2010
50%
(Interim) 40% (Interim)
40% 30%
30% 20%
20% 2011 10% 2011
10% (Projected) 0% (Projected)
0% 5+ A* - C grades (inc
5+A* - C grades E&M)
• In 3 years GCSE grades increased by 45% - best results ever
• In 2008/9 named as one of most improved secondary
schools
• Jan 2010 Ofsted graded Governance, L & M and Capacity to
Improve as Outstanding (Good overall) – never been better
than “Satisfactory”
8. GCSE Results - Barnfield West Academy
100% 100%
90% 2007 90% 2007
80% 80%
70% 70%
60% 60%
2010 50% 2010
50%
(Interim) 40% (Interim)
40% 30%
30% 20%
20% 2011 10% 2011
10% (Projected) 0% (Projected)
0% 5+ A* - C grades (inc
5+ A* - C grades E&M)
• In 3 years GCSE grades increased by 52% - the best results ever
• Named as the most improved secondary school in 2008/9/10
• Jan 2010 Ofsted graded “Outstanding” – never been better
than “Satisfactory “
10. Federal Benefits
Students First
• Broader curriculum offer (academic & vocational)
• Smoother transition to 18 years & beyond
Staffing
• Working across the Federation
• Sharing excellent practice
Financial Muscle
• Shared services (human/physical)
• Discounted purchasing/joint bids
11. Federal Benefits
Community
• Regeneration
• Cohesion
Brand Impact
• Students
• Staff/community
Future
• Progression to further study & RPA
• Apprenticeships & work related careers
12. New Structure
Barnfield College
Barnfield University
Project
Sponsor Technical
Manageme
Trust College
nt
Company
Barnfield
Academy Studio
Trust - School
Luton Trust
14. To conclude, we believe
“Great things happen when the right parts
come together”
“Challenging times – innovative solutions “
Thank you
15. A LONDON REGION POST-14 NETWORK CONFERENCE
The Strategy in London for Young
People
Mary Vine-Morris
Director - London Councils
A Network for Lifelong Learning:
an initiative of the Institute of Education
16. The Strategy in London
for Young People
Mary Vine-Morris
Director London Regional Planning Group
17. The evidence base
• Jointly produced by YPLA and 14-19 RPG
• Regional level analysis with links to local authority
and national figures
• Draft report released to local authorities in May for
feedback. Formal release September 2010
• Key themes of Employer Skills Needs, Participation
and Achievement.
18. London infrastructure overview
£915m allocated to FE and
school Sixth Form provision in
2010/11
376 providers funded to deliver
16-18 provision in 2010/11
Just over two thirds of 16-18
providers are School Sixth Forms
and 15% are FE institutions
35 Academies funded in 2010
19. Pre-16 attainment
• GCSE attainment (5 or more GCSEs at grade A*-C or equivalent including
English and Maths) in London has risen from 54% in 2008/09 to 58% in
2009/10, which is 4.6 percentile points higher than the national average
• However, there is variation by both:
• Borough performance which ranges between 48% to 71%; and
• Types of learners
70
60
50
40
%
30
20
10 2008
0
2009
20. London’s economy
Expansive economy
Approx 4.68 million workers
600,000 people self-employed
High correlation between
qualifications and employability
88% employment rate for
those qualified to degree, but
65% rate for those without
Level 2
Employers and Young People
London employers less likely
to recruit a school or college
leaver and to say young
people are less well prepared
for work.
Poor attitude/personality or
lack of motivation is a key
issue
21. Who is in learning?
• 86% of 17 year olds in learning compared to 94% 16
year olds indicating a high dropout rate
• School censuses indicate increase in Year 12 and 13
numbers - in contrast to decrease projected by GLA
and ONS
• Reduction in the number of 16-18 year olds in
employment
• Majority of learners on Level 3 courses
22. Who is not in learning?
Significant fall in participation at 17
• Especially for maintained schools from 16 to 17
• 9% gap in London: above national average and since
2002
• Scale of fall varies across London, ranging from 13% to
2%, with over half of outer London boroughs exceeding
the regional average.
• Further exploration needed on reasons for why learners
leave participation at 17
23. Proportion of NEET Oct 08 – Oct 10
Proportion of 16-18 year olds who are NEET (%)
London England
10.0
9.0
8.0
7.0
6.0
5.0
4.0
3.0
2.0
1.0
0.0
Feb-09
Feb-10
Dec-08
Dec-09
Jun-09
Jun-10
Aug-09
Aug-10
Oct-08
Oct-09
Oct-10
Apr-09
Apr-10
Source: DfE NCCIS and Connexions
24. NEET by borough October 2010
Strong NEET % Performance
• 5.5% NEET average in London
compared to 6.6% nationally
(Oct 2010)
Specific challenges:
• 11,577 16-18 year olds are
NEET in London
• 14 boroughs have NEET levels
above the London average (Oct
2010)
• Significant borough by borough
variation in both NEET levels
and the groups of those who
are NEET
25. •
B
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100.0
200.0
300.0
400.0
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en
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up Ch on
on els
Th ea
a
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GCE A Level achievement
m s
Le be
w th
is
ha
M m
R e
QCDA Level 3 Point Scores Per Candidate
ic N rton
hm ew
on R h
d ed am
up b
on rid
T h ge
S am
ou e
th s
w
ar
698.8 points compared to 744.8 nationally (2009/10)
To
w Su k
W er tt
al Ha on
th m
am le
t
W Fo s
an re
s
W dsw t
es or
tm th
in
st
er
• There is also significant variation between outer and inner London
London
England
Average
Average
2009/10
2008/09
2007/08
The average QCDA points score per candidate is the lowest in the country:
27. Strategic Priorities
We are determined to get the best deal for Londoners
and to make the system work for them to secure:
• Choice – high-quality learning for all young people
• Support – help, where it is needed most, to take full
advantage of the opportunities available to young
Londoners
• Success – outcomes that give young Londoners the edge
in higher education and the job market, increasing social
mobility
28. Priority 1: All young people on the education and training
programme of their choice
Why:
• Learners needs paramount
• Institutions have greater freedom to meet needs
• Local authorities have more responsibility to join up services
What does this mean for providers:
• Developing a curriculum informed by a strong evidence base
• Working with other providers to deliver an appropriate
curriculum offer – particularly to address drop out at 17
29. Priority 2: All vulnerable young people will benefit from the
local leadership of post-16 learning
Why:
• Need to better meet the needs of vulnerable learners, particularly
learners with learning difficulties and disabilities
• Need to develop a more inclusive and comprehensive London
offer - because full participation by 2015 means a change in what
is on offer
What does this mean for providers:
• Working with Local Authorities to understand and predict needs
• Working with other providers to deliver a local curriculum offer –
particularly to meet the needs of vulnerable learners
30. Priority 3: All young people to have great opportunities for
work and moving on
Why:
• Unemployment at 18-24 is increasing – and is costly
• The take-up of apprenticeships, although improving, still falls
well short of our aspirations
What does this mean for providers:
• Ensuring learners have a genuine mix of high quality academic,
vocational and applied courses available to them
• Working with local authorities to establish the unmet needs of
NEET young people and helping to secure full participation and
increased achievement
31. Priority 4: All young people get the best support and
guidance
Why:
• Many young people will not make the most of a rich and diverse
offer without impartial CEIAG
• Pressures on budgets means cost-effective solutions are critical
What does this mean for providers:
• Ensuring that learners are on the most appropriate course
• Providing the support which enables young people to achieve
and reach their full potential – track leaver destinations
32. Priority 5: All young people to reach their full potential
Why:
• The gap between the highest and lowest achievers is still too
great
• We still need to drive up the ambition to deliver high quality
provision that significantly exceeds minimum standards
What does this mean for providers:
• Self-regulation - taking responsibility for learner achievements
and value for money
• 14-19 Partnerships need to form a view of the overall
effectiveness of provision in the area – and the ability to
challenge poor performance
33. More information
London Strategic Analysis ’14-19 in
London: an evidence base’
http://www.londoncouncils.gov.uk/policylobbying/children/publications/14-
19andLondonanevidencebase.htm
Regional Statement of Priorities ‘choice,
support, success’
http://www.londoncouncils.gov.uk/policylobbying/children/education14to19/statementofp
riorities.htm
34. A LONDON REGION POST-14 NETWORK CONFERENCE
Data and MI: Looking forward
Mike Pettifer
YPLA Director (external commissioning),
Young People's Learning Agency
A Network for Lifelong Learning:
an initiative of the Institute of Education
35. Data & MI – Looking Forward
Mike Pettifer
Regional Director - London
Young People’s Learning Agency
Championing Young People’s Learning
36. “When nothing is sure, everything is possible.”
- Margaret Drabble
Championing Young People’s Learning
38. Message from the Ministers
Policy - three simple principles
Freedom – trusting professionals, academies
programme, free schools, studio schools, reducing
bureaucracy, light touch inspection.
Fairness – attainment gap, social mobility, focus on
teaching & learning, choice, restore confidence in
exams system, open up qualifications.
Responsibility – high quality education system, powers
back to the teacher, strong leadership, rigorous
standards, talented teachers, good behaviour.
Championing Young People’s Learning
39. Message from the Treasury
Spending Review - three simple principles
Fairness – Achieve comparable funding by 2014/15.
Economic growth – Achieve full participation for 16/17s by
2015.
Reform – Decisively narrowing the attainment gap.
Championing Young People’s Learning
40. Simplification – what does it actually
mean?
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“Making the simple complicated is commonplace; making the
complicated simple, awesomely simple, that’s creativity.” -
Charles Mingus
Championing Young People’s Learning
41. The first rule of chess, exchange and simplify…
Championing Young People’s Learning
42. The secret life of data…
“In god we trust, all others must
bring data.”
Edward Deming
Championing Young People’s Learning
43. DCSF BIS
Learning & Skills Council
Performance Systems Curriculum Quality Funding
Process Capital Allocations National Priorities
Regional Priorities Regional Planning Groups
Sub-regional offices Partnership Teams Local Priorities
GTC JACQA QCDA GOs
Local Authorities BECTA OFSTED RDAs TDA
Schools Food Trust Audit Commission
PROVIDERS
Championing Young People’s Learning
44. OFSTED EFA DFE BIS Skills Funding Agency
Funding Statement Skills Investment Strategy
data derived automated funding system
TRANSPARENT DATA ACCESSIBLE DATA
LAs
Accountability
PERFORMANCE – RESULTS – PERFORMANCE - RESULTS
PROVIDERS – PROVIDERS - PROVIDERS
CUSTOMERS - CHOICE - CUSTOMERS Championing Young People’s Learning
45. “An unsophisticated forecaster uses statistics as
a drunken man uses lamp posts – for support
rather than for illumination.” - Andrew Lang
• Collect your data well.
• Use your data intelligently.
• Submit accurate data.
• Data = funding.
• Data measures results.
• Get used to other people seeing
it.
• Evidence progression.
Championing Young People’s Learning
46. Sail your own ship
Don’t wait for detailed guidance.
Don’t expect a proposed structure.
Don’t expect all the answers.
Do expect a clear vision with a clear
set of expected outcomes.
Do expect clarity where it’s
necessary.
Do take the initiative.
Championing Young People’s Learning
47. Technology - Idle Speculation and
hopefully food for thought
“When speculation has done its worst, two and two still
make four”
Samuel Johnson
“In practical life the wisest and soundest people avoid
speculation.”
George Earle Buckle
Championing Young People’s Learning
48. Oranges are not the only fruit –
technology and the future of education
Have you had your
five a day?
Championing Young People’s Learning
49. Government data released
Secure Data Cloud
www.education Private, public or both?
Ed.App Ed.App Ed.App Ed.App Ed.App Ed.App Ed.App
Championing Young People’s Learning
50. The way young people, parents and
carers make decisions as consumers is
coming to an educational establishment
near you…be ready.
Championing Young People’s Learning
51. A LONDON REGION POST-14 NETWORK CONFERENCE
Voices from across the state and independent
sectors – learners talking about their 14-19
experiences
Ann Hodgson and Ken Spours
Institute of Education
A Network for Lifelong Learning:
an initiative of the Institute of Education
52. Voices from across the
sector: learners talking
about their 14-19
experiences
Ann Hodgson and Ken Spours
Centre for Post-14 Research and
Innovation
53. Why research learner
perspectives?
• Important to talk with people who actually experience
education
• They are grounded, reflective and pragmatic and have
good ideas about teaching, learning and assessment
• It provides a counter-balance to the views of policy-
makers and education professionals
• It is part of reflective practice for professionals
• Researching their views is educational for learners and
shows respect (but it is very important to act on the
findings from research)
• Student perspectives are a powerful tool for change with
staff
53
54. Four research projects
• Kingswood Area Progression Project (KAPP)
• Development of the Sixth Form Baccalaureate
(SFBac)
• Reviewing the 13-19 curriculum in independent
schools
• North East Lincolnshire 14-19 Progression Project
54
55. Different angles on learner
perspectives
•KAPP - individual advice and guidance (IAG), course choices at Key
Stage 4 (including the Diplomas) and post-16, views on study at Key
Stage 4 and post-16, institutional choices post-16, HE and career
intentions and the recession
•SFBac - 16-19 sixth form college experience of A Levels, BTEC and
enrichment programmes and SFBac proposals for a broader and more
holistic curriculum
•HMC 13-19 curriculum – the independent school curriculum and how
it prepares them for GCSE, A Levels and higher education
•North East Lincs – the 14-19 curriculum, progression opportunities
linked to wider economic regeneration of the area
55
56. The curriculum at
Key Stage 4
• GCSE has cachet with learners and there are concerns about the
currency of other Key Stage 4 qualifications
“I’m not sure about the Diplomas – they’re new. I’d rather stick
with the safer options”
“BTEC is learn, copy and forget”
• GCSE is seen as a good preparation for post-16 study –
particularly in terms of examination techniques
• Learners echo teachers’ concerns about spoon-feeding to pass
examinations at KS4
• Modularity is popular with most learners
• The importance of choice, practical and active learning, a mix of
theory and practice, interest in and being good at the subject, a
variety of learning and teaching styles
• ‘Vocational/applied subjects’ are often not as practical as learners
have been led to believe – “too much writing”
56
57. Information, advice and
guidance for progression
• The most highly rated IAG activities were:
• Options evenings
• Institutional information booklets/prospectuses
• Taster sessions
• Work experience
• Assemblies
• Individual interviews (but the majority of learners did not experience these)
• The least highly rated were:
• Nationally produced leaflets and booklets
• Websites and on-line planning tools (e.g. Plan it)
• The importance of families and individual teachers in making choices
• A minority of students are aware of institutional self-interest in post-
57
16 staying-on - others collude with it - ‘familiarity factor’
58. 16-19 learning
• Students on mixed programmes at KS4 likely to opt for A Levels
• Big step up from GCSEs to A Levels because of spoon-feeding in Years 10
and 11
• Support for modular assessment
• Teachers important for success at A Level – in particular those who
encourage independent learning and a ‘seminar approach’
• Enjoyment of the subject/course – a major motivator
• Extra curricular activities are prevalent and very important to learners in the
independent sector and sixth form colleges
• The value of undertaking independent research (e.g. EPQ) – seen as good
preparation for university
• The importance of choice and being treated like an adult
• The importance of hands-on experience for learners on vocational
programmes
• The work-based route and apprenticeships in demand, but relatively few
58 opportunities
59. Conclusions (1)
• Learners will not be agents of radical change – they are likely to make
traditional qualifications choices (e.g. the A Level route)
• Many also likely to make safe institutional choices based on familiarity
(e.g. sixth form)
• Learners prioritise the ‘exchange value’ of qualifications, but can be won
over to ‘use value’
• In all sectors they are aware of the importance of gaining qualifications
and the need to do well in a competitive HE and labour market
• Nevertheless there is a desire for a more innovative curriculum
approach – more active and practical learning and a chance for
independent study in depth
59
60. Conclusions (2)
• Learners across the sectors have many common messages about
qualifications, teaching, learning and assessment
• However, learners in the state sector are much more likely to take mixed
general/applied programmes both in Key Stage 4 and post-16 – the
independent sector overwhelmingly offers GCSEs and A Levels
• Aspirations for the future that differ on an attainment and class basis
• A significant minority of learners want to be in the labour
market/Apprenticeship – problems of the lack of a strong work-based route
• 14-19 learners potentially have multiple identities – exam achiever,
researcher, worker, consumer, volunteer, friend, family member - but the
current system does not actively harness, develop or recognise these
• The importance, therefore, of a more holistic curriculum and accreditation
system that is both meaningful and challenging
60
61. Web addresses
The Kingswood Area 14-19 Progression Project (2008-2013)
http://www.ioe.ac.uk/research/32731.html
Developing and Piloting a Sixth Form Baccalaureate (2009-2011)
http://www.ioe.ac.uk/research/33699.html
13-19 Education in HMC Schools (2009-10)
http://www.ioe.ac.uk/research/36430.html
Reviewing transition and progression at 14+ in North East Lincolnshire
(2010-11)
http://www.ioe.ac.uk/research/49007.html
61
62. A LONDON REGION POST-14 NETWORK CONFERENCE
Workshops
Workshop A: The LA role in the new context
Linda McPhee – London Borough of Richmond
upon Thames
A Network for Lifelong Learning:
an initiative of the Institute of Education
63. The LA role in the new context
Where are we now and where are we going
64. Aims of the session
An overview from the Richmond upon
Thames partnership perspective
Opportunities and challenges
Workshop discussions to share other LA
perspectives
65. Leadership and management of 14-19
partnership
Responsibilities include regional, local
networks
Key partnership groups
Education and business links
Effective quality assurance arrangements
Training and advisory support
66. Where are we now?
Schools all considering Academy status
LA will become a commissioner of
services
Actively identifying gaps for support
Promotion of services
through SLA
67. Changing landscape for Richmond
Partnership
Currently strong level of support for core
curriculum but…
Active Partnership continues to exist:
Headteachers working collaboratively on
post-16 provision; Deputy Headteachers
committed to good quality shared
provision opportunities
69. Successful shared courses
Hair & Beauty
Construction
Engineering
Food preparation
Diploma in IT
AS Critical Thinking
70. Collaborative provision for Foundation
Learners
Recognition of establishing right kind of
provision within Richmond upon Thames
Collaboration essential to ensure richer
and engaging offer and environment for
all young people
Transition arrangements must be smooth
Progression partners needed to ensure
whole range of routes available
71. New shared provision for
Foundation Learners
Bicycle maintenance
Carousel course offering a range of units
from City & Guilds
Award in skills – Home maintenance
Diploma – Caring for children
Diploma –Travel and tourism
72. Richmond Education Business
Partnership
Keeping a balance between direct
experience of work, understanding
work and enterprise and skill building
Streamline work experience service
Build a portfolio of work related
learning activities
Service survival – funding likely
to disappear
73. Challenges
If not Diploma, then what?
Continuing to offer central college
courses at 14+
IAG – ongoing need to find better ways of
supporting those in danger of NEET and
those for whom uni will be financially
daunting!
74. Apprenticeships opportunities
Creating local
apprenticeship
opportunities and ensuring
the route is accessible to
young people
75. Emerging picture 2011 onwards
Ongoing negotiations with internal &
external partners
Positive trend towards local team
mergers
Working together on Quality Assurance
arrangements
77. A LONDON REGION POST-14 NETWORK CONFERENCE
Workshop B: Foundation Learning
Sharon Grainger – London Borough of
Newham
A Network for Lifelong Learning:
an initiative of the Institute of Education
78.
79. WHY SCHOOLS MAY NEED
NAP 2011
THE PERFECT SCHOOL SYSTEM…???
EVERY ‘ROUND’ PEG
FITTING NEATLY INTO
A ‘ROUND’ HOLE
80. THE PERFECT ASSESSMENT SYSTEM…???
The expectation is that all 60 % 40 %
will be assessed at 16
using GCSEs. A* - C D-G
A*-Cs = Level 2
Level 2 Level 1
D-Gs = Level 1
82. IN REALITY…EVERY SCHOOL HAS ‘SQUARE’ PEGS
THAT DON’T FIT INTO THOSE ‘ROUND’ HOLES
Entry Level and Low
Level 1 Learners whose
needs are not best met
by GCSEs
Those who are
disaffected and
disengaged from the KS4
curriculum becoming
truant.
Those whose behaviour
is difficult to manage in a
formal education context
and require alternative
provision.
83. Entry 1 to
Entry 3 to Entry
Entry 3
1 Level 1
LEVEL LEARNER
LEARNER
LEARNER
CHALLENGING
DISENGAGING
BEHAVIOUR at
SCHOOL
Risk of
REFUSER
Exclusion
84. The number of learners for Foundation
Learning
Out of a total of
nearly three million
14-19 learners,
around 500,000 –
800,000 (roughly
25%) are expected
to be suitable for
Foundation
Learning
Total FL cohort:
480–800,000
87. Work skills CHILD DEVELOPMENT
Work skills CONSTRUCTION
Work skills CREATIVE MEDIA
Work skills HAIR & BEAUTY
Work skills MOTOR VEHICLE ENG.
Work skills RETAIL
Work skills SPORTS LEADERSHIP
88. The Foundation Learning
curriculum model
Vocational/
subject based
learning
8-40 credits
Initial 14-19
engagement Personal and destinations
social Functional
development skills
learning
15 credits
3-21 credits
18–70 credits in total
Information, advice and guidance
89. Personalisation
Foundation Learning Foundation Learning
programme for Learner ‘x’ programme for Learner ‘Y’
‘X’
Vocational/ Vocational/
subject based
subject based learning
learning
Functional
Personal and skills
Personal Functional social
and social skills development
development learning
3.2
90. Provider Course Area NOS. Vocational PSD
APE Media Eco Fashion Creative/Media 10 NOCN
APE Media TV/Film Production Creative/Media 10 NOCN
Radio Broadcast
APE Media Sound & Music Creative/Media 10 NOCN
Beckton Activities Engineering (Mot Vehicle) Engineering 12 C &G
METS Engineering (Mot Vehicle) Engineering 10 ASDAN
METS Hair & Beauty Hair & Beauty 8 ASDAN
METS Trade Skills (Construction) Construction 8 ASDAN
LANDMARK Principle Learning in Retail Retail 10 EDEXCEL
Peacock Academy Sports Leadership Sport & Leisure 10 EDEXCEL Work Skills
Peacock Academy Hair & Beauty Hair & Beauty 10 EDEXCEL Work Skills
Peacock Academy Performing Arts Creative/Media 10 EDEXCEL Work Skills
Pitstop Engineering (Mot Vehicle) Engineering 8 C &G
Newtec Childcare Health & Soc Care 20 CACHE
Building Craft College Construction Construction 16 C &G
John Laing Construction Construction 15 C &G
Docklands Riders Engineering (Motor Cycle) Engineering 6 C&G
Skillshop Trade Skills (Construction) Construction 10 C &G C.o.P.E.
91. NEWTEC 20
B. C. C.
JOHN LAINGS
50
METS
SKILLSHOP
APE MEDIA 40
THE PEACOCK ACADEMY
92. THE PEACOCK ACADEMY
METS
18
DOCKLANDS RIDERS
B.A.C. 36
METS
PITSTOP
LANDMARK 10
THE PEACOCK ACADEMY 10
93.
94. Ape Media
Apple Pie Enterprises Ltd ( Ape Media ) is an
East London based:
• Creative Industries Training
• Event Management and
• Production Company
It is a ‘not for profit’ organisation located in
the Crypt of St. John’s Church in Stratford.
APE offers professional training courses
and produces amazing work, from:
• Radio production
• Fashion shows
• Dance
• Music
• Drama
• TV production
The APE ethos is ‘ Developing Talent,
Revitalising the Industry’
95. Eco Fashion Design Course
TV/Film Production Course
Radio Broadcasting
and Sound and Music Technology
96. Newtec
Newtec provides high quality
Early Years and Childcare
training from Entry Level up to
Level 6. Additionally, through
classroom-based and outreach
programmes they provide ESOL,
Literacy and Language support
and a Return to Study
programme, to meet the needs of
the local and ethnically diverse
communities.
Running alongside the training
programmes, is the provision of
affordable, effective, and
integrated children's services
through the four nurseries,
mobile crèches and Children's
Centre that are firmly established
in the Borough.
97. Peacock Academy
The Peacock Gym is an east
London charity and community
club, which strives towards
“improving the quality of life
through sports”. Our educational
programmes are designed for
students who learn best in an
active and experimental way. We
aim to support the social,
emotional and learning needs of
young people in the 21st Century
as well as celebrating what young
people CAN do. We currently
offer the following courses:
•Sports and fitness award
•Sports leadership Award
•ABA Boxing certificate
•Chess Federation Award
•First Aid certificate
•Health and Safety Award
•Wider Key Skills Qualifications
•Hair and Beauty Courses
100. Training will take place at the Pitstop Training Centre
workshops at Upton Avenue, E7. Pitstop is a working
garage, working on real customers’ cars to obtain real
work place training opportunities. In most cases, the
students will be doing their training and assessments
on real road-going vehicles. Near the end of the
course, students will get the chance to observe first
hand the working of all the vehicle systems by taking
part in an off-road driving session.
The Course consists largely of understanding and
maintaining the different systems that are necessary
on a motor vehicle and performing standard
maintenance and servicing operations on a car.
Behind this there is essential health and safety
training and key aspects of work training type issues
such as timekeeping, understanding and following
instructions, working both on their own and as part of
a team.
101. Beckton
Activities Centre
The Beckton Activities Centre is a
centre where young people can
learn new things, socialise and
have fun! Currently we run
projects in building PCs from
scratch, I.T. support, maintaining
and repairing motorbikes, building
a kit car, as well as a Technical
Music Project (making music on
computers). Children and young
people can also play table tennis
or just come to meet in a safe and
friendly environment.
102.
103. The College was founded in 1893. For over 100
years we operated from the site of the original
Building Crafts Training School, located in
central London, before moving in 2001 to a
brand new, and much larger building in Stratford,
East London. Demand for our courses has
grown so rapidly that already a further extension
has been planned.
More locally, the College provides craft training
options for local schools and courses in basic
skills for construction for adults changing career
or returning to work. Taken together, these
courses open up opportunities for residents in
East London who wish to learn the skills needed
to gain employment in the large number of major
construction projects in the Thames Gateway,
including the 2012 Games.
104.
105. John Laing Training provides a working
partnership with local schools. They
promote active engagement of young
learners through the Foundation Learning
Pathway, supporting the development of
their life skills and vocational options
106. Docklands Riders is a Community Interest
Company established in 2007 to address
the issues and problems of illegal
motorcycle riding and to provide a
controlled environment for the riding of off-
road motorcycles.
In addition to this we also provide
accredited courses in motorcycle
maintenance.
It was established with the assistance and
support of the London Borough of Newham
Council
107. We are METS - a training initiative set up and
run by experienced, professional
educators. METS stands for Manor Education
and Training Solutions, and we run The
Techshop, Studio E12 and Trade Skills E12.
We aim to…
• increase, through innovative learning
programmes, skills, confidence and
achievement levels in young people who are
disengaged and disaffected from mainstream
education and falling short of academic
attainment.
• support Young People’s entry into mainstream
progression routes through entry-level
accreditation, offering underpinning knowledge
and a practical skills base.
108. The Introduction to Mechanical
Techshop Engineering (Karting& Bikes)
This course is designed as a pre-Vocational and Work Skills learning programme providing
a personalised curriculum to match fit the learner’s ’Spiky’ profile.
Learners will be required to work within small teams and carry out a schedule of workshop
based practices leading to - the stripping and the rebuild of team Go-karts & individual
mountain bikes.
Through this process the participants will learn about mechanical engineering principals &
practices and gain an understanding of the various metallic and non-metallic materials used
in the design of a Go-Kart and a Mountain Bike. Hence, enabling the learners to work
towards possible progression pathway – Engineering Diploma.
109. Introduction to Hair Dressing and Beauty
Studio E12 is a training facility developed by Manor Education & Training Solutions Ltd.
(METS).
Learners at entry Level with an interest/ability in the filed/s Hair & Beauty. More
importantly, an interest in pursuing personal development through a vocational based
learning programme within a team setting.
This course is offered with two distinct parts to encourage personal and group
development within a team setting - vocational and employability skills. Learners will be
required to work within small groups and follow an individual learning plan covering
workshop based practices and Certificate in Employability (ASDAN) to help raise their
vocational & employability skills.
110. Landmark Training is a registered
charity and company limited by
guarantee and is based in Stratford,
East London. It was founded in 1978
as Newham Community Employment
Projects Ltd. It offers training and
educational courses to young people
aged 14-25 living in East London.
Landmark has a contract to offer
Foundation Learning and
apprenticeships in administration and
customer service. Landmark is part of
the East London Training Alliance
(ELTA) and is involved with several
European Social Fund (ESF)
projects.
Principal learning in Retail Business
111. Performance figures for GCSEs and examples of the qualifications used
within FLT Progression Pathways, QCF qualifications and functional skills
112. PERSONALISED LEARNING
COHERENCE & FLEXIBILITY
1 Day X 12 = 60 GLH per term
2 Days X 12 = 120 GLH per term
Level 1 Award Guided Learning Hours (GLH): 60-130
Level 1 Certificate Guided Learning Hours (GLH): 130-360
Level 1 Diploma Guided Learning Hours (GLH): 370+
113. YEAR 10 YEAR 11
Sports Lead
Engineering
Construction Construction
Engineering Construction
Sports Lead Sports Leadership
Engineering
Construction Work
Award Award Award Foundation Diploma Skills
HairRetail
Child Beauty
& Care HairRetail
& Beauty Child Care
Hair & Beauty HairRetail
Child Beauty
& Care Work
Award Award Award Foundation Diploma Skills
Eco Fashion
TV/Film
Radio Broad. Eco Fashion
TV/Film
Radio Broad. TV/Film
Eco Fashion
Radio Broad.
TV /Eco Sound/
Film Production
Radio Broadcast. / Fashion Music Work
Production
Design
Sound/ Music Production
Design
Sound/ Music Production
Design
Sound/ Music
Technology
Award Technology
Award Technology
Award
Foundation Diploma
Technology Foundation Diploma Skills
Carousel model based on 2 days of Vocational FL/PSD….based on I.A.G.
114. SKILLS ATTAINMENT & QUALIFICATIONS
PERSONALISED LEARNING
WorkSkills
Easy-to-assemble BTEC qualifications
that stack up to job success and
career development across the four
skills pathways
• Personal Life Skills,
•Sustainable Employability Skills,
•Work Placement Skills and
•Skills for Business.
BTEC Award in WorkSkills (Entry Level 3)
BTEC Award in WorkSkills (Level 1)
115. SKILLS ATTAINMENT & QUALIFICATIONS
Eco Fashion Design Course
NOCN qualifications at Entry Level (Entry 3) - Level 1 (inc: Diploma).
TV/Film Production Course
NOCN qualifications at Entry Level (Entry 3) - Level 1 (inc: Diploma).
Radio Broadcasting and Sound and Music
Technology
3 x OCN Level 1/2 and 1 x City & Guilds level 1 certificate in
Sound and Music Technology (7603)
116. SKILLS ATTAINMENT & QUALIFICATIONS
Motor vehicle maintenance &
repairs / motorcycle
VRQ Level 1 motor cycle, City & Guilds 4101
117. SKILLS ATTAINMENT & QUALIFICATIONS
Motor vehicle repair and
maintenance. Entry Level 3
and Level 1
City and Guilds 3902- at award, certificate and diploma level.
118. SKILLS ATTAINMENT & QUALIFICATIONS
Introduction to Hair & Beauty
with Employability Skills
Certificate in Employability L1 / L2 (ASDAN)
Introduction to Mechanical/Automobile
Engineering with Employability Skills
Certificate in Employability L1 / L2 (ASDAN
Introduction to Construction
with Employability Skills
Certificate in Employability L1 / L2 (ASDAN
119. SKILLS ATTAINMENT & QUALIFICATIONS
Motorcycle Maintenance, Servicing and Repair
City and Guilds 3902 Entry Level 3
120. SKILLS ATTAINMENT & QUALIFICATIONS
Peacock Gym Academy
Sport & Active Leisure.
BTEC Entry Level 3 & BTEC Level 1
Hair & Beauty
BTEC Level 1, BTEC Level 2
121. SKILLS ATTAINMENT & QUALIFICATIONS
Basic Construction Skills
City & Guilds 6218 – 1 Multi Skills Programme
covering two areas; Carpentry; Plumbing
122. SKILLS ATTAINMENT & QUALIFICATIONS
Basic Construction Skills
Qualification
City & Guilds 6218 Level 1
Qualification pathways to an Award, a
Certificate or a Diploma based on the
number of credits achieved.
123. SKILLS ATTAINMENT & QUALIFICATIONS
Principal learning in Retail Business
Edexcel Level 1 Foundation Award /
Certificate/ Diploma
124. SKILLS ATTAINMENT & QUALIFICATIONS
Caring for Children
CACHE Level 1 Foundation Award /
Certificate/ Diploma
125. Award in Work Skills KS4 CORE ( 15 Hrs.)
Entry Level 3 / Level 1
English (+1) + (F.S)
Introduction to
Construction Mathematics + (F.S.)
with Employability Skills
Certificate in Employability L1 Science
ICT + (F.S.)
City & Guilds
Diploma in Physical Education
Engineering
Level 1 Religious Studies
Personal Dev. Ed.
126. Award in Work Skills KS4 CORE ( 15 Hrs.)
Entry Level 3 / Level 1
English (+1) + (F.S)
Award
In Mathematics + (F.S.)
CACHE
Looking After Children Science
ICT + (F.S.)
NVQ
Diploma in Physical Education
Hair & Beauty Religious Studies
Level 1
Personal Dev. Ed.
127. KS4 CORE ( 15 Hrs.)
Award in Work Skills
Entry Level 3 / Level 1
English (+1) + (F.S)
Award in
TV/Film Production Mathematics + (F.S.)
Science
NOCON
Diploma in ICT + (F.S.)
Level 1
Radio Broadcasting Physical Education
and Sound and
Music Technology Religious Studies
Personal Dev. Ed.
128. Entry 1 to
Entry 3 to Entry
Entry 3
1 Level 1
Engaged Aspiring
LEVEL LEARNER
LEARNER
LEARNER
Participating Progressing
Skilled Learning
CHALLENGING
DISENGAGING
BEHAVIOUR at
SCHOOL
Risk of
Qualified REFUSER Employable
Exclusion
129. A LONDON REGION POST-14 NETWORK CONFERENCE
The evolving role of work-based
learning
Ali Kaye
Director, Work Based Learning Alliance
A Network for Lifelong Learning:
an initiative of the Institute of Education
130. London Work Based Learning
Alliance
Ali Kaye – Director
The Evolving Role of Work Based Learning
London Region Post-14 Network Conference
Tuesday 1st February 2011
131. London Work Based
Learning Alliance
• Network of work based learning providers
• 125 Independent and FE College members
• Apprenticeship and Foundation Learning
• Membership services
• Research and Development
• Funding and Contract updates
• Information and Intelligence
132. London Work Based
Learning Alliance
The Evolving Role of Work Based Learning: Influencing factors
• Policy Drivers
• The Learner Offer
133. London Work Based
Learning Alliance
The Evolving Role of Work Based Learning: Policy Drivers
• 16-18 offer
• Apprenticeships
• Level 3 Apprenticeship offer
• Raising of the Participation Age
• EMA
• 14-19 local agendas
134. London Work Based
Learning Alliance
The Evolving Role of Work Based Learning: Learner Offer
• Level 3 – the Apprenticeship offer
• Functional Skills deferred to 2012
• SASE – Specification of Apprenticeship Standards for England
135. London Work Based
Learning Alliance
The Evolving Role of Work Based Learning: Learner Offer
Foundation Learning
• Up to five qualifications entry to level 1
• Success = qualifications
• Loss of EMA
• Learner Impact
• Provider Impact
136. London Work Based
Learning Alliance
The Evolving Role of Work Based Learning: FL Learner Impact
• Turned off by qualifications
• Walking away from exams
• Lack of vocational work experience
• The emerging learning environment?
137. London Work Based
Learning Alliance
The Evolving Role of Work Based Learning: FL Provider Impact
• Where is the wbl focus?
• Funding imperatives – the golden five
• Selective recruitment
• Progression or qualifications driver
• The emerging learning environment?
138. London Work Based
Learning Alliance
The Evolving Role of Work Based Learning: diverse offers
• Increasingly strong Apprenticeship offer at level 3 and beyond
• Entry to level 2 wbl offer - how far does FL meet the need?
• Youth unemployment will drive an offer?
139. A LONDON REGION POST-14 NETWORK CONFERENCE
The developing role of apprenticeships
Graham Hoyle
CEO, Association of Learning Providers
A Network for Lifelong Learning:
an initiative of the Institute of Education
140. A LONDON REGION POST-14 NETWORK CONFERENCE
Skills and Young People: A Different
Approach?
Ken Warman
Principal and students, BSix College
A Network for Lifelong Learning:
an initiative of the Institute of Education
150. Providing the evidence
Core • Attendance Records, ILPs, Reports
Tutorial • Handouts, World of Work records
Activity • Records, Output, Witness Statements.
Reflection • Skills, values, breadth
Validation • An account of above
Presentation
151. Implementing the Bac
Target = 50 student applicants
Outcome = 74
and still growing
Students aiming higher
Friends joining in
153. A LONDON REGION POST-14 NETWORK CONFERENCE
Conference conclusions: a plenary discussion
A Network for Lifelong Learning:
an initiative of the Institute of Education
154. A LONDON REGION POST-14 NETWORK CONFERENCE
Thank you for attending
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