1419 Education and Training

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14-19 Education and Training

• The Big Picture

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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.

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• The Challenge
• Goals and Strategy

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




65-70




60-65
55-60
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The proportion of 19-21s with A levels has grown
relatively slowly in the last decade
Source LFS, Autumn Quarters
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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
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Our skills gap is partly due to our
internationally poor post-16 participation
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while prior attainment and social class remain
strong predictors of staying on
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and there has not been rising participation
despite rising attainment at 16
Source DfES Participation and Attainment data
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One reason for this is that only for some is
there a clear route ahead
Source YCS Cohort 11, England only
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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 shouldnt determine success
• To serve each individuals needs -
  Personalisation
• whatever their abilities and aspirations

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• The Challenge
• Goals and Strategy

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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

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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

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Raising attainment now

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

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More young people are achieving L2 qualifications
year by year
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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.

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Participation now on the way up
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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

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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

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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

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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

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Level 1 Diploma
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).
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
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(No Transcript)
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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
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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.

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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.

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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

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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.

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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.

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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/ks3re
  view
• 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.

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Delivery on the ground

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

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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
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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

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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

Groups passing through the Gateway will receive
support for workforce and leadership development,
partnership working and developing facilities in
order to meet the criteria
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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).

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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

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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.

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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 areas 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.

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14-19 Progress Check - draft performance scorecard
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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

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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.

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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)

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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.

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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.

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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

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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