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What is the future for vocational education?. David Harbourne Director of Policy and Research, Edge Foundation [email protected]. The Edge Foundation. A charity dedicated to raising the status of practical and vocational education: www.edge.co.uk. - PowerPoint PPT Presentation
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What is the future for vocational education?
David HarbourneDirector of Policy and Research, Edge
The Edge Foundation
A charity dedicated to
raising the status of practical and
vocational education:
www.edge.co.uk
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Newcastle UTC will specialise in Engineering, Information Technology and Science.
Science, technology, engineering and mathematics are woven into the fabric of a city with a long and proud heritage of complex industrial engineering, from shipbuilding and railways to defence industries to a present day position in the vanguard of scientific development.
SponsorsNewcastle College CorporationNewcastle UniversityCentre for Life
Local PartnersNewcastle International AirportProctor & GambleNorthumbria WaterSMD LTDFleet FactorsBritish Engines LtdHadrian EngineeringCAR-O-LINEROnyx
Key Stage 4 vocational qualifications
2004• Applied GCSEs:
113,000• GNVQs: 117,000• VRQs: 13,000• Total: 243,000
2010• VRQs: 587,000• NVQs: 9,600• Diplomas: 10,500
(2011)• Total: 607,100
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VRQ: Vocationally-Related QualificationNVQ: National Vocational QualificationA few applied GCSEs were taken in 2010 … but not many (eg engineering: 1,850)
GCSE entries (2011): 5,152,000
The Wolf Report
“Perverse incentives created by the current system have encouraged the teaching of qualifications which attract the most points in the performance tables – not the qualifications that will support young people to progress.”
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Wolf Report: government response
• Schools can offer any qualification they like
• Only “high quality” qualifications will count in performance tables
• End of “equivalence”: one VQ = one GCSE• A maximum of two VQs per pupil will
count in performance tables
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What does “high quality” mean?
Qualifications that will feature in the Key Stage 4 performance tables should –• allow for progression to a broad range
of qualifications post 16• be at least the size of a GCSE• have a substantial amount of external
assessment, including synoptic assessment
• be graded• have a proven track record
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Post-16 study programmes
Programmes should include –• at least one qualification of substantial size
and challenge• non-qualifications activity such as tutorial time• internships where appropriate• English and maths for all those who do not
have the GCSE at C or aboveStudy programmes should not focus solely on one occupational area: they should not narrow a young person's options in terms of future learning or employment.
Work-related learning
• Proposal is that WRL should cease to be part of the statutory KS4 curriculum
• Schools will be free to offer KS4 WRL (including work experience) if they choose
• Emphasis on longer placements/internships for post-16 students
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What happens to people who get vocational
qualifications?
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Where are they now?
Lee Smith
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Where are they now?
Suzie Godfrey
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Where are they now?
Mark Wright
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Jamie Fineran
Plastering and Drywall Systems, Worldskills 2011 – Medallion for Excellence
And don’t forget …
• There’s a shortage of graduate-level jobs
• There’s a shortage of people with intermediate (technician) level skills
• The baby boomers are starting to retire.• Who’s going to service your boiler in ten
years’ time?
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