update: programmes, skills and the transition to the new wbq fran hopwood and katy burns february...

KB + FH Jan 2014 CC Networks update

Update: Programmes, Skills and the Transition to the new WBQ

Fran Hopwood and Katy BurnsFebruary 2014

Role of ColegauCymru

Qualification Approvals

(DAQW)Programme

Planning and Funding

Delivery and Curriculum Changes

Performance

Measures

Self Regulation

and QA

Transition to new WBQ

2KB + FH FEB 2014 CC Networks update

KB + FH Jan 2014 CC Networks update 3

QualificationsLaunch of Qualifications Wales website

Qualifications with appropriate Relevance & Value only held in DAQW

Qualifications categorised as IVET or CVET

New Gate-keeping process for new qualifications using R&V criteria that are being developed

Awarding Bodies looking at these criteria but England also developing new criteria


SQAPsSector Qualification Approval Panels to be set up for each SSA area and will meet twice per year

Panel will include reps from SSC(s), Employers, HE, AOs and from CC curriculum networks

SSCs mandated to attend as part of annual Universal Services contract with WG

SQAPs in place for Care, Construction

Next ones will be Engineering and Land-based


Planning and Funding Programmes

Macro planning level – number of programmes by subject and level which is the funding level

Micro planning level – programme populated with main qualification(s) and content with GCHs which is the DfES monitoring level reviewing compliance and GCHs for main qualification – more than 50% of total GCHs

Delivery level – programme refined to meet individual learner’s needs and respond to their initial assessment results which is the quality assurance level and network scrutiny


Macro-Planning for 2014/15

Amendments to Programme Directory V2 will be visible at the end of February, tidied up and with some new programmes added

Programme Directory V3 available in September for planning for 2015/16 after review of 14/15 plans

Discussion re college planning documents for

2014-15 completed in December looking atProgramme plans in Annex D

Approach to planning

Response to ministerial priorities

College response to LMI


Planning & FundingFinal Allocations at end of January 14

FE working group meeting in Feb to look at funding for Part-Time, PTA, LearnDirect

Supplementary Guidance by end of Feb 14

Final Planning by 28th March 2014

SSCs now mandated to review 13/14 current activity and 14/15 final plans as a priority through Universal Services

The report on regional data and SSC comments will be fed back to the colleges as last year


Micro-Planning

Colleges will be required to complete a WG template showing planned content for each programme in terms of

Core

Main Qualification(s)

CLIF

Additional Work Experience

This will analysed for compliance with Learning Programme design principles


Individual Planning & Delivery

Advice & guidance to steer learners to appropriate LPs which match their intended outcomes and purpose for study

Customise the Learning Programme for any individual needs or intended outcomes

Carry out Initial Diagnostic Assessment or RPL

Use IDA to devise an individual Initial Action Plan and targets (recorded in (e)-ILP) which match intended outcomes and individual needs

Use of tutorial time to record progress and set new targets (Tutorial Conference May 2014?)

Consider Exit Interviews


Tribal Tool

Common tool intended for all post-16 for14/15

Tribal must meet demanding requirements

CC rep (KB) on the project board for this development

A user group has been established FE, ACL & NTfW,

Tribal to attend CC conferences to consult with tutors

Implementation likely to be delayed for a year to allow piloting, training and to meet college needs


Other Curriculum Changes

New ESW assessment

New GCSEs in functional English, Welsh, Numeracy and Mathematical Techniques

First teaching of GCSEs from September 2015

The Skills Continuum from Entry to L4

Some Common Assessment between GCSEs and ESW

5 year transition from Learning Programmes to full new WBQ


Entry Level

WG Entry level qualifications group with CC rep responding to relevant RoQ recommendation

Supported by a CC group which is reviewing the Entry Level Learning Programmes and Entry qualifications on DAQW

Second group also considering work done in other networks and the new qualifications being developed in Care and Catering & Hospitality


Comparing LPs & the new WBQLearning Programmes Content WBQ –L3

Main Qual(s) > 50%Grading

Main Qualification Main Qual –GradedGraded Challenges

CLIF (0-10%) Individual, employer and/or HE needs

Can link to the Challenges

WRE Entitlement = 30hoursSubject required Additional WE

WRE Entitlement WRE Entitlement

Core3ES or WKS

2 hours tutorial

Skills GapsGCSE(s)

ES to meet MQPurpose & Outcomes

14-19 Entitlement

Challenges (graded) GCSE(s)

BASIS OF FUNDINGOutputs and Outcomes

Risk of L2 ceiling on ES outputs limiting

purpose and outcomes

Universal adoption?Funding incentives?

Performance MeasureOutputs & Outcomes


Monitoring LPs and WBQMonitoring Compared

DfES

Number of programmes, planned and actual enrolments, Programme Content, (possible AOs used) Average GCHs and variancesOutputs and Outcomes,Destinations and Learner Voice

Estyn

Purpose and early outcomes (readiness to progress)Challenge and progress with an emphasis on literacy and numeracy; Distance travelledWBQ outputs and performance outputs with grade profiles; Destinations, Validation of self-regulation

ColegauCymru

Self-Regulation to include programme content, Curriculum profile and AOs usedAverage GCHs and variances, used ,Outputs and Outcomes Overall statements about economic impact


DfES Monitoring and Review Number of programmes by subject and level

Actual enrolments vs planned enrolments by programme

Total GCH per programme

Compliance with design principles - Main qualification(s) to be more than 50% of total GCHs

Outputs and Outcomes


Learner Performance Measures

Outputs of Main Qualification(s)

Grading if appropriate

Output of any other accredited quals in the LP

Progress in Skills if non accredited

OutcomesReadiness to progress

Progression or early destination

Learner Voice

e-ILP

Outcomes – initial thoughts

17KB + FH Jan 2014 CC Networks update

Learner records progress against targets plus softer skills with supporting evidence

Tutor (teaching team) Independent endorsementRecord and assess progress of employability from activitiesagainst targets with evidence project, sport, NUS, WE, PT work*

Outcomes Rationale

Introduction of a common post-16 initial and diagnostic assessment tool giving consistent measures of learners’ starting point

Review of e-ILPs and their capacity to measure skills development and progress

Recognises colleges own systems of tracking progress with establishment of three common landmarks (post half-term October and February plus end of year exit interview)

Common indicators for outcomes measurements


Outcome indicatorsProgress made in literacy and/or numeracy

(can be measured by e-ILP targets, attainment or formative and summative assessment)

Progress in the wider key skills

(can be measured by attainment or assessment)

Attendance punctuality and time manage

( registers, submitting work on time, using wider KS)

Employment & Progression Skills

(progress against specific e-ILP or learning outcomes achieved. Evidence from WE, WRE, projects, PT work, NUS and other activities)

Exit interview to discuss learners ‘readiness to progress’



Self-Regulation (SR)

Endorsed by Principals and ColegauCymru

SCMs happy to align QA cycles

Marian Jebb/ Bethan Milton see SA as the next step from self-assessment and willing to make reference to self-regulation in their next guidance note especially if cycles can be aligned

Estyn interested and could validate SR as part of the new inspection regime

Geoff Hicks interested in the pilot and could link his monitoring to SR activity

21

Self Regulation – a possible model

KB + FH Jan 2014 CC Networks update

ColegauCymru Board

ColegauCymruImproving Quality

Committee

Self Regulation Panel

Curriculum Network Curriculum Network Curriculum Network


Role of the Networks

Curriculum Networks are central to Self Regulation

Steps in place by CC to improve both the communication with colleges and the consistency and professionalism of the networks

Critical Factors to success of SR:-Annual cycle of events

Membership and role of chairs and vice chairs

Willingness of colleges to engage

Support from ColegauCymru

Agreement of the process and the measures

Self Regulation Process Potential role of Chair, Vice Chair, CC and network members in self regulation (refer to draft paper)

Review compliance with the programme design principlesReview and confirm requirements for the programmes, their purpose, outcomes and pathways in their programme areaReview and confirm the list of qualifications, including new qualifications, on DAQW which are appropriate for inclusion in the programme in line with DfES’ ‘Relevance and Value’ function Ensure that programmes are suitable for their main purpose and outcomes Reviewing performance data and make recommendations on addressing any issues and Disseminate good practice Present a report to the Self Regulation Panel.



Next steps

Maintain links with Estyn and synergy in the development of self regulation and new FE Inspection process

Maintain links with DfES and synergy in the development of self regulation and post-16 performance measures

Maintain links with DfES and WJEC in the development of new WBQ

Support FE to implement programmes

Review booklets to ensure purpose and outcomes are appropriate for each vocational area

update: programmes, skills and the transition to the new wbq fran hopwood and katy burns february...

Documents

final planning

cc networks update3

cc networks update8

cc networks update6

cc networks update7

cc networks update4

cc networks update5

planning response