The UK economy and the workforce

• 3.6m unskilled jobs reducing to 600,000 by 2012

• 40% of jobs will require graduate status by 2020

• more graduates annually in India than in the European Union

• more graduates in China than children in the UK (18.4m people under 20, 1.36m from BME groups)

• 90% of world’s toys, 50% of the cameras, 25% of the washing machines already made in China

UK against OECD Countries

20th for post-16 participation rate18th for proportion of workforce with skills above level 2

3rd for the literacy of 10 year olds

7th for the maths and literacy standards of 15 year olds

2nd for research output and impact in Higher Education

How many do we leave behind in Hampshire?

91.6 91.2 91.6 91.8 91.5

83.9 83.8

85.886.8 86.9 87.1 86.6 86.7 86.9 86.6

80

82

84

86

88

90

92

1997 1998 1999 2000 2001 2002 2003 2004 2005 2006

Perc

en

tag

e .

5+ A*-G inc En & Ma (Hants) 5+ A*-G (inc En & Ma)

Who are they likely to be?• Children and Young People in care• Traveller and gypsy children and young people• White children and young people from disadvantaged

backgrounds (especially boys)• Bangladeshi, Pakistani, Black African and Black

Caribbean children and young people• Children and young people with disability and/or

learning difficulties• Young carers• Young parents• Children and young people who attend poor schools!

If don’t develop skills in our children and young people

• we probably condemn them to a life of poverty with all that goes with it

• they won’t make the contribution to the economy we need

• we’ll all pay for it – financially, and in the coin of dislocation and fragmentation

It can’t just be about attainment

• 5 outcomes not one

• Development of ‘soft skills’

• Participation – in the other sense

• Effective, rights-respecting citizens and social coherence

Why is 14-19 so crucial?• We have always needed failure in the English

education system so that success meant something to those who achieved it.

• We weeded people out rather than included them - until we got the class sums wrong

• English education has never sorted parity of esteem between ‘academic’ and ‘applied’ routes – its most signal failure

• The new 14-19 curriculum can tackle all of this – it has to.

Consortium Working• Quality assurance or crisis

management after the event?

• More flexible approach to resource distribution

• Looking ahead – to primary schools, the development of Children’s Centres, Extended Schools, parenting

And eventually?

Not just a group of institutions delivering the curriculum 14-19 but…..a group which, with external support and challenge, through leadership and governance, takes responsibility for the development of a whole community.

14-19 In a Nutshell!• Two routes • Three levels• A common core• All children and young people90% in education at 17 ( HCC 80%)72% achieve L2 by 19 in 2008 2% Not in Education Employment or

Training (NEET - HCC 6% and rising)

Two RoutesGeneral Diploma (L2)• Achievement of 5

GCSEs at grade A*-C including English and mathematics

• Functional English, ICT and mathematics

• Personal, learning and thinking skills

• Work related learning

Specialised Diploma (L2)• Equivalent of 5+ GCSEs

at grade A*-C including English and mathematics

• Functional English, ICT and mathematics

• Personal, learning and thinking skills

• Academic and vocational material

Diplomas• Applied learning focussed on one of 14

occupational sectors available at all three levels (Foundation, GCSE and Advanced)

• Five available for teaching from September 2008

• Entitlement to access all 14 by Sept 2013• Statutory requirement for an “Area

Prospectus” detailing available courses to be in place for September 2007

In Hampshire• Nine consortia which include schools,

colleges and training providers• Consortia focussed on travel-to-learn

areas• Funding of at least £61 per KS4 student

through standards fund• Central LA funded co-ordination, advice

and guidance for consortia• 14-19 Executive with LA, LSC and

Connexions – Local area engagement