developments in 14-19 provision david taylor deputy director, 14-19 reform group, dfes napaeo/face...
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Developments in 14-19 Provision
David Taylor
Deputy Director, 14-19 Reform Group, DfES
Napaeo/FACE Seminar
9 June 2006, Stoneleigh Park, Warwickshire
Participation rate at age 17 (2004)
14-19 Delivery - The scale and urgency of the challenge…internationally
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Trends in attainment and staying-on rates
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Attainment - GCSE & equiv Participation in Education - 16 year olds
Staying-on rates have flattened in the last decade
14-19 performance: A tale of two halves.
0%
10%
20%
30%
40%
50%
60%
70%
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90%
100%
8+ GCSEs A*-C(36% of
population)
5-7 GCSEs A*-C (15% ofpopulation)
1-4 GCSEs A*-C (24%of population)
5+ GCSEs D-G (18% of
population)
1-4 GCSEs D-G(3% of
population)
None reported (4% of
population)
Not studying
Level 2 or below
Level 3 VQ
GCE A/AS
Main study aim of 16 year olds by year 11 attainment 2002
. . . or a tale in three parts: some needing more stretch; some needing stronger vocational options; and some needing re-engagement
Where 16 year olds go:Numbers at the different providers
Independentschool
6th formcolleges
State school FE Other
8+ GCSE A-C 5-7 GCSE A-C 1-4 GCSE A-C5+ GCSE D-G 1-4 GCSE D-G None reported
Source: Youth Cohort Study 2004
Around 8% 16-18 NEET in last decade
0%
2%
4%
6%
8%
10%
12%
14%
16%
1985
1986
1987
1988
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Avera
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NEET
Unemployment
Source: National Statistics LFS/DfES NEET data
England’s 14-18 population will peak in 2006, but by 2020 will have reduced by more than 10 per cent …
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2003 2005 2007 2009 2011 2013 2015 2017 2019
Projected Population for EnglandFor Ages 14-19: 2003-2020
(000)
14 y.o.
15 y.o.
16 y.o.
17 y.o.
18 y.o.
Persons(ooo)
Source: ONS
20063.29m
320,000 fewer
14-18 year olds by 2020
… but, demographic change will differ considerably across the country with some regions falling by nearly one-fifth
0 20 40 60 80 100
East England
South West
North East
East Midlands
London
South East
Y’shire & Humber
West Midlands
North West
People (000)
Projected Decrease in Population of 14-18 Year Olds inEngland by Region Between 2006 and 2020
(000 People)Region Population (000) % Change 2006-2020
2003 2006 2020
North East 170 169 137 -19%
North West 465 471 386 -18%
Y’shire & Humber
335 344 293 -15%
East Midlands
277 289 254 -12%
West Midlands
359 365 314 -14%
East England
344 356 335 -6%
London 438 430 395 -8%
South East 516 537 490 -9%
South West 316 330 302 -8%
England 3,222 3,293 2,906 -12%
Projected Population of 14-18 Year Olds inEngland by Region for Selected Years
Source: ONS
1000
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03/0
405
/06
07/0
809
/10
11/1
2
13/1
415
/16
17/1
819
/20
Projected Baseline Participation Rates
Aspirational Participation Rates
People(000)
Even with significantly improved participation rates, the number of 16-18 year olds in education and training will peak in 2009
The problem
• Despite best ever• primary school results
• GCSE and A level results
• college success rates
• Too many drop out and too many disengaged
• Employers concerned about basic and generic skills
• Universities say the best not stretched and problems differentiating
Need 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• whatever their abilities and aspirations
The challenges
• Transform opportunities for individuals
• All young people master the basics
• Build a high quality vocational route, driven by employers
• All are stretched and given opportunities to progress
• Participation raised to match best in the world – from 75% to 90% in next 10 years
A strong core 14-19
• Expectation that all master functional English and maths before leaving education
• Catch up in KS4 for those who don’t get there at 14• GCSE English and maths restructured to secure ‘functional core’• Higher grades at GCSE depend on mastery of functional
elements• Performance table changes – focus on English and maths
attainment at GCSE• New diploma for 5 A*-C at GCSE including maths and English• Emphasise basics post-16 for those not at level 2 by 16• High quality information, advice and guidance
Stretch
• Freeing up KS3 and KS4 curriculum gives time for stretch
• Opportunities for all to take units at the next level e.g. acceleration to AS level by age 16
• In short term, more information on candidates for Universities (AS level unit grades)
• Stretch 16-19 in A levels and Diplomas:• Extended project
• HE modules
• Tougher optional questions at A level and in Diplomas
• Review progress in 2008 to see if more needed
GCSEs and A Levels
• Remain as free standing qualifications
• Continued reform of maths and science GCSE curriculum and qualifications
• QCA to review coursework in both GCSE and A level
• Inclusion of AEA-type questions to encourage scholarship in A levels
• Gradual moves in most subjects at A level to 4 assessment units rather than 6
• Work with employers and Universities to see what if anything should be added on breadth of A level study and review progress in 2008
Vocational learning at Key Stage 4•By 2007-08 over 180,000 pupils in KS4 will be studying vocational subjects in schools;•Statutory requirement for work-related learning•Foundation, Level 1 and Level 2 qualifications available through vocational GCSEs, NVQs and other qualifications;•And there is Education-Business Links provision•Increased Flexibility Programme 14-16s in college - 300 partnerships, over 2000 schools and 100,000 pupils;•Young Apprenticeships - 2,000 pupils in 38 partnerships•E2E for disengaged 14-16 year olds - perhaps up to 10,000 participants by 2007-08
16-19 provision for the disengaged
• Range of providers including specialist provision and a range of innovative provision in many FE colleges;
• Entry to Employment (E2E) - an entry to level 1 work based programme for 16-18s not ready to enter an apprenticeship, employment or further vocational learning opportunities.
• 34% of E2E participants have learning difficulties or disabilities,17% are from ethnic minority backgrounds
• Around 25,000 E2E places - 43% leaving to positive outcomes
• Statutory duty on LSC to fund provision for learners with learning difficulties and/or disabilities
16-19 Financial Support• Review led by HM Treasury with other Government Departments • Create a level playing field of financial support across education
and training programmes• Education Maintenance Allowances (EMA) pilots increased
staying on rate by 5.9% (projected 3.8% nationally) and reduced NEETs by 2.7%
• Over 297,000 young people have received £10-£30 pw EMA payments in 2004-05 - 400,000 by 2006 (£500 million pa)
• April 2006 - Extending EMA (+ Child Benefit + Child Tax Credit) to unwaged trainees on Entry to Employment (E2E)
• £140 million Activity & Learning Agreement Pilots for 16-17s who are NEET and for those in Jobs Without Training (JWT)
Vocational reform
• Specialised Diplomas in 14 broad sector areas at levels 1 (foundation), 2 (intermediate) and 3 (advanced)
• All will have functional maths and English• Will combine best of vocational courses with A levels
and GCSEs• Advanced Diplomas alternative gateway to HE or high
skill employment• QCA will work with employers (through SSCs) and
universities to develop
New 14-19 Entitlement - Legislation
EVERY YOUNG PERSON will study National Curriculum Core subjects: English, maths and science National Curriculum Foundation subjects: ICT, PE and citizenship Work- related learning and enterprise Religious education Health and careers education.
Young people are also entitled to choose :
One specialised Diploma from a choice of all 14 lines; engineering; health and social care; ICT; creative and media; construction and the built environment; land- based and environment; manufacturing; hair and beauty; business administration and finance; hospitality and catering; public services; sport and leisure; retail; travel and tourism
Or
At least one course in each of the following areas: the arts, design and technology, the humanities and modern foreign languages.
Young people are entitled to choose a course in a ll four areas if they wish to.
There is likely to be overlap between the different entitlements, allowing space for
wider choice for young people
Diploma Lines First Introduction
Engineering September 2008Health and Social Care
ICT
Creative and Media
Construction and the Built Environment
Land-based and Environment September 2009Manufacturing
Hair and Beauty
Business Administration and Finance
Hospitality and Catering
Public Services September 2010Sport and Leisure
Retail
Travel and Tourism
What will the new programmes look like?
Functional Skills
Underpinning Knowledge
Vocationally related learning
Work Experience
GCSE maths, English, ICT and/or functional skills units
GCSEs, A levels, knowledge components from VRQs
Skills development components from VRQs/NVQs
Project assignment based on work experience
Personal, Employability Learning and Thinking Skills
Embedded teaching and assessment of employability skills
Specialised Diploma Framework
Teaching and Assessment vehicles
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 DiplomaFunctional 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 contentextra work experience as requirements
Specialised Diplomas - Structure
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VGCSE
GNVQ
NVQ
SPECIALISEDDIPLOMAS
By 2012 nearly half a million 14-15 year olds (>1 in every 3 learners) could be pursuing a programme going beyond general qualifications
People(000)
14-19 Delivery & Support
• Work towards national entitlement to full range of GCSEs, A levels and 14 specialised Diplomas
• Schools, colleges and training providers in partnership on local delivery of the entitlement
• Network of high quality facilities with key role identified for specialist schools and CoVEs
• LAs and LSCs will commission provision to fill gaps• High quality training and development for workforce• Prospectus in every area with full range of local opportunities• The gateway process• Delivery underpinned by rigorous accountability, including new
progression targets and progress reports
14-19 Workforce Development Support
Four discrete projects are being taken forward with partner organisations:
• Leaders and managers (NCSL & CEL)• Supply of additional vocational teaching staff and up-skilling the
existing workforce (TDA & LLUK)• Delivery of specialised Diplomas in 2007/08 (QIA & SSAT)• Delivery of functional skills (QIA & National Strategies)
• £50 million investment in training and support for staff over two years.
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).
• End Feb 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. Workforce support begins.
• September 2008 – first teaching.
Criteria•Consortia; impartial IAG; •Capacity - curriculum and workforce development; •Engagement with employers and HE; •Priority if in functionalskills pilots in 2007
The Gateway
Local discretion will be key – so delivery requires a learning system
National prescription:Entitlement, partnership, prospectus
Local discretion:Who provides which courses; curriculum framework;
local delivery model; transport arrangements; working of partnership; underpinning systems;
complaints procedures; etc.
Learning model: structured programme of visits to learn
from most advanced
Skills Academies
Leading specialist schools with vocational specialisms
At local level schools, colleges, training providers, employers as local “spokes”, collaborating with groups of other local providers to deliver the vocational entitlement
Colleges, training providers -Centres of Vocational Excellence
Establishing networksAt national level, Skills Academies as national centres of excellence
At regional/sub regional level CoVEs
and dedicated specialist schools as
area hubs
Variant 1: Single vocational hub
school
FE school
school
school
Vocational hub
Movement of learners or teachers
Characteristics
• similar to Knowsley Collegiate• tends to have high capital cost• suited to urban areas with good
transport links• requires formal agreement over
ownership/management
• gives partnership physical reality - increases buy-in?
Variant 2: Dispersed vocational centres, linked to schools
school + vocational satellite
school + vocational
satellite
school + vocational satellite
school + vocational
satellite
FE
Characteristics
• Similar to Sunderland, Nottingham• Suited to more dispersed
population, or larger number of partners, with good transport links
• Requires formal agreement over ownership/management
• Gives partnership a physical reality - increases buy-in?
Movement of teachers
Variant 3: Informal collaboration
school school
school
FE
Characteristics
• Most common Pathfinder model. Similar to Coventry, Wolverhampton, Gateshead, E Manchester
• Low capital cost• Suited to urban areas or dispersed
populations with good transport links
• Allows for flexible partnership arrangements, but less buy-in?
Movement of teachers and learners
Variant 4: school and college virtual groups
Characteristics• Similar to Cumbria, Shropshire• Extensive use of ICT,
videoconferencing, distance and e-learning
• Medium to high capital cost• Suited to rural/dispersed
populations with poor transport links
• Allows for more flexible partnership arrangementsschool
FE
school
school
E-learning
No movement of teachers or learners
Developments in 14-19 Provision
David Taylor
Deputy Director, 14-19 Reform Group, DfES
Napaeo/FACE Seminar
9 June 2006, Stoneleigh Park, Warwickshire