145-19 The Big Picture

14-19 Education and Training : 

14-19 Education and Training The Big Picture

How to use this pack : 

How to use this pack Dear conference participants This pack of slides is for you to use in a mix and match approach for your own dissemination, ensuring consistent messages are going out about 14-19 reforms. We expect that you will wish to tailor these to your needs and that you will want to use a lot of this text as speaking points, rather than as actual content for slides.

Slide 3: 

The Challenge Goals and Strategy

Far from having too many young people getting qualifications, we have too few : 

Far from having too many young people getting qualifications, we have too few Source: Skills Audit Update, Steedman et al, DfES Research Report 548, 2004

There is great variation in attainment at 19 : 

There is great variation in attainment at 19 75% or above 70-75% 65-70% 60-65% 55-60% Proportion achieving L2 in 2004

The proportion of 19-21s with A levels has grown relatively slowly in the last decade : 

The proportion of 19-21s with A levels has grown relatively slowly in the last decade Source: LFS, Autumn Quarters

And non-educational factors continue to have a significant effect on attainment at 19 : 

And non-educational factors continue to have a significant effect on attainment at 19 Did not Attain Level 2 at 15 Attained Level 2 at 15 Source: YCS cohort 12

Our skills gap is partly due to our internationally poor post-16 participation … : 

Our skills gap is partly due to our internationally poor post-16 participation …

…while prior attainment and social class remain strong predictors of staying on… : 

…while prior attainment and social class remain strong predictors of staying on…

…and there has not been rising participation despite rising attainment at 16 : 

…and there has not been rising participation despite rising attainment at 16 Source: DfES Participation and Attainment data

One reason for this is that only for some is there a clear route ahead : 

One reason for this is that only for some is there a clear route ahead Source: YCS Cohort 11, England only

So there are a number of reasons for reform… : 

So there are a number of reasons for reform… For economic reasons global productivity challenge means we need a high skill economy For social justice reasons background shouldn’t determine success To serve each individual’s needs - Personalisation whatever their abilities and aspirations

Slide 13: 

The Challenge Goals and Strategy

Goal of the programme : 

Goal of the programme Our aim is that by the age of 19, every young person should have been prepared by their education to succeed in life

Key aims of the programme : 

Key aims of the programme Getting young people to stay in learning now, getting them on the right courses, keeping them there, getting them to achieve – Raising Attainment now Reforming curriculum and qualifications so that more young people are motivated and engaged and so what they learn is a better preparation for life – 14-19 Curriculum and Qualifications Creating the infrastructure (workforce, providers, facilities, local partnerships and arrangements) capable of delivering the curriculum and qualifications entitlement – 14-19 Local Delivery

Raising attainment now : 

Raising attainment now Getting young people to stay in learning now, getting them on the right courses, keeping them there, getting them to achieve

More young people are achieving L2 qualifications year by year : 

More young people are achieving L2 qualifications year by year

Targets : 

Targets PSA target is to improve level 2 attainment for 19 year olds by 3% points 2004-2006, a further 2 % points 2006-2008, and to increase the proportion gaining level 3; Recently announced aspiration of 85% of 19 year olds reaching level 2 by 2013; A 3% point rise in achievement at level 2 2004-2005 meant that the target was effectively met a year early; Level 2 (equivalent to 5 GCSE A*-C) is the threshold for employability and acts as a stepping stone to achievement at higher levels. We want as many people as possible to reach it.

Participation now on the way up : 

Participation now on the way up

Activity Underway : 

Activity Underway Aspiration that 90% of 17 year olds will be participating in education or training by 2015. Participation figures published 8 June 2006 show we are currently at 76% by this measure; The September Guarantee will be in place in most LSC areas by September 2006 and in all areas by September 2007. It will ensure the offer of a training/learning place to all young people who seek one Key stage 4 Re-engagement: Will offer a tailored programme with a work focus and a strong emphasis on basic skills. Evidence shows that the Education Maintenance Allowance is effective in increasing post-16 staying on rates, particularly amongst disadvantaged groups; Activity & Learning Agreement Pilots in 12 areas of the country are testing out variants of EMA-style financial incentives for the NEET and Jobs Without Training groups The implementation of the Foundation Learning Tier (from 2007-10) will reform qualifications and learning programmes below level 2 to secure better achievement, participation and a stronger focus on progression

Qualifications and Curriculum Reform : 

Qualifications and Curriculum Reform Reforming curriculum and qualifications so that more young people are motivated and engaged and so what they learn is a better preparation for life

Key tasks – Curriculum and Qualifications : 

Key tasks – Curriculum and Qualifications Designing the functional skills – putting them into all key qualification routes (GCSEs, Diplomas, Apprenticeships) Designing the PLTS and incorporating as appropriate Designing and creating the specialised Diplomas Creating additional stretch alongside A level Re-creating KS3 in order to ensure more young people reach 14 with the grounding they need Creating better pathways to L2 and beyond Developing and implementing the underpinning systems

Specialised Diplomas : 

Specialised Diplomas Designed by groups which are led by employers and HE Ultimately, will be 14, covering all the main occupational sectors of the economy – first 5 to be taught from 2008 Designed to provide a good basis for progression to university Will be a mix of theoretical and practical – and appeal to a different learning style Available to all young people across the country at three levels (1, 2 and 3) – will become an entitlement At level 3 – comparable to 3 A levels – and graded

Slide 24: 

All Diplomas Available in 14 lines at 3 levels. Employer designed. National Standards. Units from Framework for Achievement. Literacy and numeracy, vocational content. work experience. school/college based (with time at employers). Level 1 Diploma Functional literacy and numeracy. National Curriculum. Aimed at 14-16s in 80th to 100th percentile Level 2 Diploma GCSE functional English and maths, National Curriculum (for 14-16s). Aimed at 14-16s in 0-80th percentile and 16-19s with L1 Level 3 Diploma GCSE functional Eng and maths, aimed at anyone 16-19 with L2, top end offer for HE entry, A level academic content Any Diploma may have: At SSC discretion: project work, team work, extra academic content, extra vocational content extra work experience as requirements Specialised Diplomas - Structure

Diplomas are more generic at lower levels : 

Diplomas are more generic at lower levels Generic learning - functional skills, project, personal learning skills Principal learning - sector related, determines Diploma title Specialist learning - specialisation in sector, complementary area

Functional Skills : 

Functional Skills What are they: The core elements of English, mathematics and ICT that enable young people and adults to operate confidently, effectively and independently; Soon to be a part of GCSEs, Diplomas & Apprenticeships and available as standalone qualifications for young people and adults.

Functional Skills : 

Functional Skills Examples of practical tasks that would be expected of Level 2 candidates: English: • prepare a paper for a meeting, accurately summarising information from separate sources; • draft accurate text for a company website; Maths: • work out which product or service represents best value for money by comparing terms & conditions; • produce an itemised quotation for a potential client; ICT: • use a spreadsheet package to analyse & present research findings or sales figures; • design a website & post content.

Functional Skills – Timescales and Implications : 

Functional Skills – Timescales and Implications Development & trialling September 2006 (50 centres) National piloting September 2007 (500 centres) Full implementation September 2009 (English & ICT), 2010 (Maths) 2 million learners in 2010 leading to 2 million awards in 2012 English, maths, ICT teachers and trainers to be prepared

A Level Stretch : 

A Level Stretch Introduction of extended project at A Level – a single piece of work requiring a high degree of planning, preparation, research and autonomous working and; Advanced Extension Award (AEA) type material which will be available to all; QCA currently consulting on draft framework and criteria for extended project; QCA piloting ways of introducing AEA type material into A level from September 2006; Revised A levels including extended project will be piloted from September 2006 to Summer 2008.

Developments for GCSEs : 

Developments for GCSEs Functional skills will be incorporated into GCSEs so that a grade C in Maths and English is a guarantee that young people have the functional skills they need; QCA will review GCSE coursework with a view to reducing the overall burden and ensuring that coursework is only used where skills and knowledge cannot be assessed in other ways; A New English and maths indicator will appear in the Achievement and Attainment Table from 2006 – currently piloting range of other indicators to reflect achievements in English and maths.

Key stage 3 : 

Key stage 3 14-19 White Paper announced a review of KS3; The review will define the essential elements of National Curriculum subjects that all young people are entitled to and therefore create space in the school timetable at KS3; This will give schools the flexibility to personalise their teaching by: offering catch up provision for those who are struggling in English and mathematics; and providing stretching opportunities for all children including those who have particular gifts and talents; QCA will be carrying out a national consultation on the KS3 Review in February 2007. Further information is available from www.qca.org.uk/ks3review; The new curriculum will be in schools for planning purposes from 2007 and will roll out from 2008. Tailored training and support will be developed for teachers, subject leaders and head teachers in delivering the new KS3 curriculum.

Delivery on the ground : 

Delivery on the ground Creating the infrastructure (workforce, providers, facilities, local partnerships and arrangements) capable of delivering the curriculum and qualifications entitlement

The partnership between national actions and local initiative is paramount : 

The partnership between national actions and local initiative is paramount National prescription: Entitlement, partnership, prospectus Local discretion: Who provides which courses; curriculum framework; local delivery model; transport arrangements; working of partnership; underpinning systems; complaints procedures; etc. Learning model: structured programme of visits to learn from most advanced

Delivering the 14-19 entitlement : 

Delivering the 14-19 entitlement 14-19 entitlement will give young people an entitlement to study towards a specialised Diploma; A Local Authority must ensure that all Diploma subjects are being provided locally for 14-16 year olds and an LSC must ensure that all the Diploma subjects are being provided locally for 16-18 year olds - except where this would cause disproportionate expenditure; LAs and LSC must co-operate with each other to provide the full entitlement; A school must provide access to all the Diploma subjects for every 14-16 year old young person – this might mean providing access to courses at other institutions;

The Gateway : 

Groups passing through the Gateway will receive support for workforce and leadership development, partnership working and developing facilities in order to meet the criteria The Gateway Process End of June - expressions of interest from consortia to DfES End Sept - Self-assessment tool and more detailed criteria issued by DfES. By December - Consortia develop proposals and send self-assessment to DfES. Jan and Feb 2007 - Regional panels consider self-assessments and advise for September 2008 (or later). Feb/Mar 2007 - Publish list of those to pass Gateway for Sept 2008 and to receive support. Sept 2007 - Awarding Bodies start approval to deliver the Diplomas from September 2008. Specifications made available to schools and workforce support begins. September 2008 – first teaching. Criteria Consortia; impartial IAG; Capacity - curriculum and workforce development; Engagement with employers and HE; Priority if in functional skills pilots in 2007

Learning Visits : 

Learning Visits Learning Visits for strategic planners and practitioners in other areas to learn about what has worked on delivery in 14-19 Pathfinders; Three levels of service: an Introductory Learning Visit; a Follow Up Service; and, on request, an area- based Action Planning event; During first tranche, 78 LA areas attended at least one Introductory Learning Visit; positively received; second tranche started in September; Further information, and how to book, on Learning Visits section of 14-19 website (www.dfes.gov.uk/14-19).

Workforce Development – The Projects : 

Workforce Development – The Projects As set out in the 14-19 Implementation Plan, four projects are being taken forward by partners: Leaders and managers – lead partners National College of School Leadership, Centre for Excellence in Leadership – package of support to promote leadership capabilities, management development and partnership working; Supply of additional vocational teaching staff and up-skilling the existing workforce – Training and Development Agency and Lifelong Learning UK are developing a framework for training supply, ensuring that staff have the necessary generic skills and knowledge to teach vocational subjects, and developing and implementing routes for initial teacher and support staff training;

Workforce Development – The Projects : 

Workforce Development – The Projects Delivery of the new Diplomas – Quality Improvement Agency and Specialist Schools and Academies Trust are taking the lead in producing a subject specific resources for each of the new Diplomas and subject specific Continuing Professional Development programmes; Delivery of functional skills - QIA and National Strategies are developing teaching and learning resources and CPD, building on existing support programmes for staff delivering functional skills; Funding: £50m in funding, linked to the Gateway, has been made available to support this training.

14-19 Progress Checks : 

14-19 Progress Checks A co-ordinated system to measure the progress of all areas of the country in implementing the reforms for 14-19. Government Offices will work with the LSC and their Local Authorities in running progress checks which will: provide reports 2 or 3 times a year to Ministers on whether 14-19 progress is on track; enable us to understand progress and to make adjustments to the programme; encourage areas to review, evaluate & improve their performance; enable support and assistance to be targeted Based around 13 key indicators, aiming to give a comprehensive picture of an area’s performance at 14-19. Workshop for GOs, LSC and LAs 21 June. Draft guidance. Trials in 5 Regions in July & August 2006 to test & refine the system. National implementation from October 2006.

Slide 41: 

14-19 Progress Check - draft performance scorecard

Summary of Funding Changes in 06-07 and 07-08 : 

Summary of Funding Changes in 06-07 and 07-08 Dedicated sources of funding supporting 14-19 reform in 06-07 and 07-08: The following dedicated funding is supporting 14-19 reform; the Increased Flexibility Programme (IFP) administered by LSC is currently supporting 90,000 young people undertaking vocational qualifications at levels 1 and 2, and a further cohort has been announced to start from September 06. Funds £35/36m. From September 2007 the funding will be mainstreamed into the general LSC funding and will no longer exist as a ringfenced national programme; the Department will also be funding a third cohort of Young Apprenticeships (YA) in 2006/07 undertaking highly focused sector specific occupational programmes, growing total numbers on that programme from 3,000 to 5,500. Funds £17/34m;

Summary of Funding Changes in 06-07 and 07-08 : 

Summary of Funding Changes in 06-07 and 07-08 DSG funding has been earmarked for 06-07 and 07-08 to enable secondary schools to secure a broader range of practical and specialist provision at Key Stage 4. Funds £40/110m; Funding through the 14-19 flexible funding pot, administered by LAs, to contribute to the additional costs of partnership working and logistics costs, for example transport. Funds £15/15m; LSC will be additionally be providing £6.5m in 06-07 to be used flexibly at local level to build capacity towards the 14-19 entitlement and contribute to participation, attainment and NEET targets.

Funding system reform : 

Funding system reform FE White Paper contains a commitment to explore the feasibility of changes to 14-19 funding arrangements to support delivery of the new curriculum and qualification entitlements set out in the 14-19 White Paper and Implementation Plan. Currently working with national partner organisations to develop a funding system that supports reform and delivers the FE White Paper funding principles from 2008-09, including ‘funding following the learner’ and exploring the potential of Agenda for Change funding method for purchase of off site provision pre and post 16. Test out new approaches through Organisation and Funding pilots Quantum of funds from 08-09 to 10-11 to be determined through Comprehensive Spending Review (CSR)

Capital and BSF : 

Capital and BSF BSF visions have been extended to provide a comprehensive plan of the facilities required to deliver 14-19 across the school and FE estate; The 16-19 Capital Fund became operational from 1 April 2006. There is £120 million for 2006-07 and £180 million for 2007-08 for new 16-19 places in schools and colleges; In 2005-06 the LSCs capital budget for FE state modernisation was about £300 million, this will rise to about £500 million by 2007-08 and the Treasury announced an additional £350 million on top of the existing capital funding baseline for 2008-10; There will be £40 million of capital funding for some areas that successfully go through the Specialised Diploma Gateway for 14-19 projects.

Transport : 

Transport There have been a number of innovative solutions to overcoming transport issues from pathfinders and other areas: E-learning – from video conferencing to curriculum materials Peripatetic teachers/trainers - travel to the learners to deliver practical education and training. Local Skills Centres - to increase local access and reduce student travel. Mobile Learning facilities - learning being taken to the learner. Alternative transport - areas have used alternative methods of transport, such as minibuses or provided students with mopeds. Curriculum framework - some areas have arranged their curriculum to enable holding Diploma days or weeks. We expect local areas to explore thoroughly the most efficient way of organising local transport arrangements, using, for example, their school travel coordinators (1 in each local authority) and linking plans to their overall transport strategies.

Information Advice and Guidance : 

Information Advice and Guidance High quality, independent information advice and guidance (IAG) will be essential to ensure all young people are informed about new options open to them through the 14-19 reforms; 14-19 partnerships will be required to show evidence of good quality careers education and IAG to get through the 14-19 Gateway process; New quality standards for IAG are being developed to ensure that minimum expectations are met – a draft will be available in November. ‘Taster’ sessions for young people and parents can inform choice and help to overcome entrenched stereotypical views Genuine 14-19 pathways are needed – links between pre- and post-16 and beyond into employment and HE

Useful links : 

Useful links http://www.dfes.gov.uk/14-19 http://www.lsc.gov.uk/National/default.htm http://www.info4local.gov.uk/ http://www.qca.org.uk/ http://www.ssda.org.uk/ http://www.aoc.co.uk/ http://www.specialistschools.org.uk/ http://www.direct.gov.uk/Homepage/fs/en