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Overview of 14-19 Education Reform: Implications for Qualifications and Higher Education

This document provides a comprehensive overview of the significant changes to 14-19 qualifications, including the introduction of Diplomas, Functional Skills, Personal Learning & Thinking Skills (PLTS), and the Extended Project. It examines the implications of these reforms for higher education admissions and outlines the timeline from 2008 to 2015, detailing the introduction and integration of these new qualifications. The need for increased achievement, employability, and the impact of legislative changes on commissioning and funding of 14-19 education are also discussed.

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Overview of 14-19 Education Reform: Implications for Qualifications and Higher Education

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  1. Implications for 14-19 Reform Janice Pigott SLLP Manager

  2. Objectives • To give an overview of the changes to 14-19 qualifications • To give information on Diplomas, Functional Skills, PTLS and Extended project. • To discuss the implications of changes for admissions to higher education.

  3. Programme • Overview of Reform programme • Diplomas – what they are • Discussion on consequences and issues for HE

  4. Context for Reform • Raising achievement • Personalisation • Employability • Raising of participation age • Changes to commissioning and funding of 14-19 provision But………….politics!

  5. Timeline • September 2008 - introduction of Diplomas; changes to A Levels • 2009 – National Apprenticeship Service 2010 – introduction of Foundation Learning Tier; LAs take over 16-19 funding • 2013 – Diplomas in place; RPA implemented; Review of qualifications • 2015 – all in place

  6. Entitlement • Four routes to qualifications • Functional skills (English, Maths, ICT • Personal Learning & thinking skills • Excellent IAG • 14-19 Prospectus • Common Application Process • September Guarantee

  7. Four pathways

  8. A Level & GCSE reforms • Revision of secondary curriculum • Sept 2008 A Level units changed • A* grade introduced • Extended project available • 2010- functional skills part of GCSE maths and English

  9. 14-19 Diplomas ‘Unique blend of general and applied learning’ Applied learning: acquiring knowledge and skills through tasks or contexts that have many of the characteristics of real work

  10. Levels: Level 1: Foundation – 5 GCSEs Level 2: Higher - 7 GCSEs Level 3: Advanced – 3.5 A Levels Level 3: Progression Diploma – 2.5 A levels

  11. Diploma structure • Principal Learning • Sector Related • Mandatory • Generic Learning • functional skills in English, mathematics and information and communication technology (ICT) • personal, learning and thinking skills • work experience (10 days) • a project offering the chance to show potential, and breadth and independence of learning • Additional and/or Specialist Learning • As given in the Diploma Catalogues (see NDAQ)

  12. Diploma volumes in glhs Level 3 Generic Level 2 Levels Principal Additional Level 1 0 200 400 600 800 1080 Guided learning hours (glhs)

  13. PLTSPersonal Learning & Thinking Skills • Independent enquirers • Creative thinkers • Team workers • Self-managers • Effective participators • Reflective learners • PLTS will not be separately assessed but will be integrated into the assessment criteria for principal learning. PLTS will be recorded in the Diploma transcript

  14. Work Experience • Each learner at each level of the Diploma must do at least 10 days of work experience • For older learners, in some cases, part-time work could provide some, or all, of the required experience, with appropriate structured recording of skills development • Work experience will not be assessed

  15. Project At levels 1 and 2 the project will: encourage independent learning • be sector-relevant • provide the opportunity to draw on and integrate learning from all Diploma components

  16. Project At level 3 the project will: encourage critical, reflective and independent learning • be sector-relevant • provide the opportunity to draw on the complexities of all Diploma components and develop the connections between them

  17. Project - volumes • At levels 1 and 2 the project requires 60 glhs of directed study. Further supervised study, including research, will also be required • At level 3 the project requires 120 glhs of directed study. Further supervised study will also be required up to an additional 60 glhs

  18. Functional Skills • English, Maths ICT • Part of generic learning • Required at level 1 for Foundation • Required at level 2 for Higher & Advanced • Free standing qualifications separately assessed

  19. Grading • Advanced Level - level 3 A*, A, B, C, D, E – Fail • Higher Level - level 2 A*, A, B, C – Fail • Foundation Level - level 1 A*, A, B – Fail

  20. Assessment • All Diplomas have external assessment- Foundation 30 glh -Higher 60 glh- Advanced 120 or 180 glh • All will have some internal assessment • Project has its own assessment

  21. Diploma Transcript • A report of achievement in units and qualifications. • Grades at Unit level • PLTS • Completion of work experience

  22. Progression • Move up Diploma levels • Move between pathways • Move into employment • Move into Higher Education

  23. London context • Diploma consortia formed in every borough • Some consortia delivering now • Gateway process to decide readiness for delivery • Diploma Support programme

  24. What are the issues for HE? • Support from the top? • What does a Diploma student ‘look like’? • What skills will Diploma students have? • How do Diplomas map to HE course requirements including extended project?

  25. Issues continued • What are the differences in assessment styles between HE and Diplomas? • How will this translate into admission criteria for each course? HEIs are required to publish their course entry requirements by Feb 2009

  26. Discussion • What is the impact of 14-19 Reform on my role? • What do I need to take back to my organisation and who do I need to speak to?

  27. For further information: Janice Pigott Skills & Learning for London Partnership Janice.pigott@prospects.co.uk www.sllp.org.uk

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