Vocational reform 16- 19 – new approaches January 2015 – Linking London

Vocational reform 16-19 – new approaches

January 2015 – Linking London

England’s post-16 qualification reform programme

England, Wales and Northern Ireland move at different paces and in slightly different directions

Version 1.0 24.04.2014

Wolf report 2010 (which attacked “dead-end” courses which offer no route to meaningful employment) led to reviews of all vocational routes in terms of CAVTL’s “direct line of sight” between education and workplace, expressed as • employer ownership of the system• accountability (performance tables, funding systems and

regulation)• requirement to demonstrate benefit to learner and employer• more “rigour” – synoptic assessment, external testing, grading

England – three vocational reform initiatives

Apprenticeship reform 16-19 qualifications Adult vocational qualifications

• Defined on a single page and employer-designed

• Independent end-assessment (no explicit qualifications)

• Explicit employer endorsement

• Minimum twelve month• Occupational – jobs with

training - normally Level 3

• Purpose of qualifications explicitly stated: at Level 3, Tech Levels and Advanced General Qualifications

• Explicit employer (& HEI?) support

• End-tested and graded• Learner benefit…AO and

provider duty• Programmes of Study

must includeo at least one qualification

of substantial sizeo work experience o GCSE in English and/or

maths unless already achieved (some exceptions)

• Minimum size – end of credit

• Purpose explicitly stated• Employer designed• Explicit employer

endorsement• In long term graded?• End-tested (unless some

CPD)

3

Three strands of vocational reform

Tech Levels are new Level 3 vocational qualifications which equip students with specialist skills and knowledge, and enable entry to higher study, employment or an Apprenticeship in a specific occupation or occupational sector

New 16-19 vocational qualifications

for 2016 and 2017 performance tables• appropriate size, content and clear statement of purpose in

terms of progression to specific employment or F/HE • proven track record (at least 100 young people)• explicit letters of employer recognition (trade associations,

employers who employ at least ten staff)for 2018 performance tables: also• graded

• “significant” synoptic and external assessment

• no more than one retake and a different task• employer involvement must be demonstrated for all learners

before certification

Tech Levels must demonstrate “tough new characteristics”:

• independent assessment, primarily by synoptic test at end of the apprenticeship for at least two-thirds of the content of the whole programme (employers have key role in designing)

• assessed independently – employers have key role in designing and administering

• whole apprenticeships to be graded pass, merit, distinction • English and maths requirements to minimum Level 2 and

raised over time – assessed by functional skills or GCSE – strong preference for GCSE from Sept 2017

New rigorous apprenticeships

THE CHALLENGE

EDUCATION LEADERS ARE DEMANDING CHANGE

“A transformation of education is needed to prepare young people for an increasingly technical and exciting future. Transformations such as an education environment reflecting the real world, new systems of assessment and colleges that lead innovative teaching and learning.”

Dr Sarah Peers, New Engineering Foundation

“In Europe the mismatch between what our education systems are delivering and the needs of employers is

resulting in a serious skills shortage and damaging the aspirations of Europe's young people and, ultimately, our future prosperity.”

European Commissioner for Education and Youth, Androulla Vassiliou

“Employers don’t want qualifications. They want

skills. Focus on skills first and then qualifications. Skills like teamwork, negotiation and effective communication are classed as ‘soft skills’ but this is wrong as they are vital for success at work. If we are to succeed in bridging the gap, ‘hard wiring’ our new learning generation with these ‘soft skills’ is essential.”

Chris Wood, Preston’s College

NEF

PRESTON’S COLLEGE

EUROPEAN COMMISSION

DELIVERS WHAT LEARNERS, PROVIDERS AND EMPLOYERS REALLY NEED

OPEN DOORS

A rigorous programme of study designed and endorsed by employers to provide clear

progression to higher education, apprenticeships

and employment

CONNECT TO INDUSTRY

Meaningful links with employers within the

relevant industries to bridge the gap between education

and employment

BRING LEARNING TO LIFE

An entirely new approach to 14-19 education that utilises

the very latest learning technologies to inspire and engage the next generation

FULLY PREPARE FOR THE WORLD OF WORK

Gives learners all the insights, experience and motivation they need to

stand out from the competition

Project qualification & Work placement

TechBac Skills Zone

THE CITY & GUILDS TECHBAC

GCSE Re-sits

DELIVERS WHAT LEARNERS, PROVIDERS AND EMPLOYERS REALLY NEED

OPEN DOORS

A rigorous programme of study designed and endorsed by employers to provide clear

progression to higher education, apprenticeships

and employment

CONNECT TO INDUSTRY

Meaningful links with employers within the

relevant industries to bridge the gap between education

and employment

BRING LEARNING TO LIFE

An entirely new approach to 14-19 education that utilises

the very latest learning technologies to inspire and engage the next generation

FULLY PREPARE FOR THE WORLD OF WORK

Gives learners all the insights, experience and motivation they need to

stand out from the competition

Project qualification & Work placement

TechBac Skills Zone


TECHBAC qualification characteristics and purpose


16 – 19 (Level 3)

Titling (Technical) Certificate (360 GLH or 450 GLH)(Technical) Extended Certificate (540 GLH)(Technical) Diploma (720 GLH)(Technical) Extended Diploma (1080 GLH)

(Tech Levels)

Progression and purpose

Enable entry to an Apprenticeship or other employment, or progression to a related higher education course.

DfE: ‘these are rigorous advanced (level 3) technical qualifications, on a par with A levels and recognised by employers … enabling entry to an Apprenticeship or other employment, or progression to a related higher education course.’

Assessment Combination of:• Externally set, externally marked on-line assessment• Externally set, internally marked synoptic assessment, usually practical

Employer involvement

Qualifications must enable all students to undertake a meaningful activity involving employers during their study. This may be in the form of:• Work placement• Projects, exercise, assessments set with input from industry practitioners• One or more unit delivered or co-delivered by industry practitioner (could be in the form of guest

lecture/master class)• Industry practitioners operate as ‘expert witnesses’ that contribute to the assessment of learners work

TECHNICALQUALIFICATION

TECHBAC qualification areas – KS5 Level 3


13/14 (Live) 14/15 – being developed currently to meet full measures

15/16 – on pipeline for development subject to customer testing

SECTOR • Children (full measures)• Engineering• Digital/IT• Construction (full measures)

All now approved by DfE as ‘Tech Levels’

• BSE• Business• Children• Construction (Trade)• Hair/Beauty• Health and Social Care• Hospitality/Catering• Land (all other sub-sectors)• Performing Arts• Sport• Transport - Auto• Travel• Art, design, creative and media

• Science/Technology

Pilot/First teaching

September 14/Sept 15 September 15/Sept 16 September 16/Sept 17

UCAS points Announced May 2015 Announced May 2016 Announced May 2017

OPENING DOORS

UCAS TARIFFS

LEVEL 3 TECHNICAL QUALIFICATIONS:

EARLY YEARS, CORE MATHS & EXTENDED PROJECT:

• Have all been successfully submitted and now attract UCAS points under

the current tariff

• Submission underway

• Discussion with UCAS has confirmed we can submit qualifications as a

category, and have them recognised alongside A Levels and BTecs.

PROJECT QUALIFICATION

DEVELOPING INDEPENDENT STUDY SKILLS

Learners complete a project in their technical area supporting independent learning and developing skills in areas such as planning, research and problem solving

Allows learners to demonstrate what they can do, not just what they know

Available at Level 2 and Level 3, Key Stage 4 & 5

Level 3 Extended Project fits into the Governments Technical Baccalaureate measure

The Level 3 Project Qualification carries UCAS points (70 – 20, depnt on grade)

Submitted to appear on performance tables Project Level GLH

Higher Project Level 2 60

Extended Project Level 3 120

LEVEL 3 PROGRAMMES

NEW CORE MATHS QUALIFICATION

• Now accredited and can be offered alongside the City & Guilds TechBac to meet learner achievement as part of the government’s Technical Baccalaureate measure

• Designed for candidates who have GCSE Mathematics at A* to C, but are not going on to do A Levels

• Available to register on now, and will have first assessment, by external knowledge tests, in 2016

Grade UCAS pointsA 60B 50C 40D 30E 20

3849-03 CITY & GUILDS LEVEL 3 CERTIFICATE IN USING AND APPLYING MATHEMATICS

QAN 601/4708/8

Scheme No. 3849-03

Framework NQF

GLH 180

UCAS POINTS

50% of 14-19 year olds think maths would be improved if it was more geared towards real-life practical scenarios. City & Guilds Ways Into Work, June 2012

ADDING MATHS AT LEVEL 3

THE GOVERNMENT’S TECHNICAL BACCALAUREATE

CITY & GUILDS TECHBAC

GOV’S TECH BACC

Includes contextualised Maths and English

Rounded Vocational programme of study with additional employability skills

The City & Guilds Advanced TechBac at Level 3 will be contribute to the Government’s Performance Tech Bacc Measure when combined with further level 3 maths study.

…But with the wider TechBac offer providing learners with a much richer study programme.

The Technical Baccalaureate Performance Measure will be first reported in 16-19 performance tables from January 2017 and will measure learners' achievement of three elements:

• Level 3 Technical Level qualifications

• Extended Project

• Level 3 Maths (A Level, AS Level, Core Maths)

SUBSTANTIAL TECHNICAL QUALIFICATION

EXTENDED PROJECT QUALIFICATION

CORE MATHS

A PERSONALISED EXPERIENCE FOR EACH LEARNER

TECHBAC SKILLS ZONE

An interactive digital learning platform, aligned to the recent FELTAG agenda around innovation in learning.

ONLINE, MOBILE & ONE-TO-ONE ENGAGEMENT TO DEVELOP WORKPLACE SKILLS

Design and deliver learning in a way that suits today’s young people.

Makes the best use of new digital platforms to ensure learning is engaging and inspiring.

Gives learners access to content on-the-go and enables better student/tutor interactions.

Captures learner activity, including learner progress and engagement which centres can use to personalise their learner’s journey and track progress of individuals or the cohort as

a whole through the Performance Optimiser.

WORKPLACE SKILLS

DEVELOPING THE SKILLS EMPLOYERS DEMAND

e-learning resources, one-to-one support and real-world tasks

Learners to develop, practise and demonstrate seven key workplace skills

Tracks learners’ progress and enables tutors to reward them with online badges

SEVEN KEY WORKPLACE SKILLS:

1. Communication

2. Digital Skills

3. Enterprise

4. Delivering Results

5. Innovation

6. Self-development

7. Workplace literacy

ONLINE MENTORS

MEANINGFUL LINKS TO INDUSTRY

Who can offer mentoring?

Online mentoring is an optional element of the TechBac and there will be an additional charge for this service

We provide the platform to manage the mentoring process – centres undertake mentor recruitment

WORKING IN PARTNERSHIP WITH:

Online mentoring

Learners access a real industry mentor who will offer targeted support throughout their course

Delivered through a safe and secure online mentoring platform that sits inside the Skills Zone

Managed by Brightside

“Transferring skills to others who have not had the same opportunities in life is one of the best things people can do.”David Cameron, Prime Minister

LEADING THE WAY

TECHBAC PIONEERS

For the 2014/2015 academic year, we are working closely with five providers known as the TechBac Pioneers:

“Finally there will be a qualification that recognises true skills development in a technical and vocational learning package that meets the needs of the labour market. It is key to building the workforce of the future in a collaborative employer-education partnership.”

Chris Wood, Vice-principal for excellence and learning at Preston’s College

What does it mean for HE?

What will the TechBac learner bring to applying to HE?


The City & Guilds Advanced TechBac provides learners with

• study and research skills through the project

• DfE recognised Tech Level Qualifications

• UCAS points for Tech Levels, project and, if taken, Core Maths

• meaningful, focussed and relevant work experience

• development through professional mentoring

• non-traditional background compared with other HE entrants, meaning a more diverse intake reflecting increased social mobility

The qualifications – more detail

Technicals in Construction



Technicals in Digital


Level 3 (Technical) Extended Certificate/Diploma in Digital Technologies (Application Development)

UAN City & Guilds unit number

Unit title GLH Barred units

Mandatory

Y/506/5049 301 Project management 30 N/A

L/506/5050 302 Information security 60 N/A

R/506/5051 303 Networking fundamentals 60 N/A

Y/506/5052 304 Digital business communication 60 N/A

D/506/5053 305 Software development fundamentals 60 N/A

K/506/5055 306 Collection and analysis of data 60 N/A

M/506/5056 307 Enterprise technologies 30 N/A

A/506/5058 310 Application development 60 N/A

Optional Group A

F/506/5059 311 Code an application using object oriented programming language

60 Unit 311 in Group B

T/506/5060 312 Code an application using event driven programming language


A/506/5061 313 Code an application using procedural programming language


Optional Group B

F/506/5059 311 Code an application using object oriented programming language

60 Unit 311 in Group A

T/506/5060 312 Code an application using event driven programming language


A/506/5061 313 Code an application using procedural programming language


F/506/5062 314 Games development fundamentals 60

J/506/5063 315 3D Computer modelling 60

L/506/5064 316 Computer animation 60

R/506/5065 317 Creative interactive media 60

Y/506/5066 318 Mobile application development 60

D/506/5067 319 Human computer interaction and the user experience

60


Technicals in Engineering



Technicals in Early Years Educator



L3 Using and Applying Mathematics


What challenges do you see in TechBac?

What can City &Guilds do to help you prepare for your first TechBac applicants?


• What challenges do “non-traditional” learners bring?

• What strengths do learners with the Extended Project or other vocational programmes offer?

• What do you need from City & Guilds next?

Documents

Vocational reform 16- 19 – new approaches January 2015 – Linking London