14-19 Network Shirley Si Ahmed 14-19 progresion pathways manager 16 February 2011
Overview • The new learning landscape • Raising of the Participation Age (RPA) • The importance of collaboration
The Schools’ White Paper • The Importance of Teaching published November 2010 • Schools freed from the constraints of central Government direction • Teachers placed firmly at the heart of school improvement • The White Paper also sets out: • powers for teachers to improve discipline, and trialing a new approach to exclusions • a vision for a transformed school curriculum supported by rigorous assessment and qualifications • more academies and free schools and a strong strategic role for local authorities • changes to school performance tables, Ofsted inspections and governance • a fairer funding system including a pupil premium to channel more money to the most deprived children • school-led school improvement replacing top-down initiatives
Wolf Review of vocational learning • Review of the organisation of vocational education • Responsiveness of vocational learning to a changing labour market • Will consider ways to increase incentives for young people to participate. • The review will also take explicit account of good practice in a selection of developed economies. • The review will examine • institutional arrangements • funding mechanisms including arrangements for who bears the cost of qualifications • progression from vocational education to work, higher education and higher-level training • the role of the third sector, private providers, employers and awarding bodies. • Final report in spring 2011, which will include recommendations on how vocational education can be improved
The English Baccalaureate • The Government believes that schools should offer pupils a broad range of academic subjects to age 16 • The EBacc is not a new qualification in itself. It will recognise students’ achievements across a core of selected academic subjects in getting good passes in rigorous GCSEs or iGCSEs. • The EBacc will cover achievement in English, maths, sciences, a language and a humanities subject. • EBacc outcomes were reported nationally in January and showed that in 2010 14.1% of Croydon learners achieved the measure (vs a national average of 15.6%) • The challenge for London is how we support the development of other areas of learning against a backdrop of new performance measures i.e. ICT, arts, D&T, applied learning, vocational training, skills development and employability
Foundation Learning • Still part of the agenda – FL included in the Early Intervention grant • Entry Level and Level 1 provision – 25% of the 14-19 cohort • Objective to help raise participation, attainment and progression • Destination-led - progression to further learning or employment • Croydon update: • All post-16 provision below level 2 is now Foundation Learning • Implementation group • Supply and demand audit • Post-16 entry requirements consolidation • Pilot work in a range of school settings • CPD programme and personalised support for schools available
Diplomas • National policy: • The proposal for a Diploma entitlement has been dropped • Schools and colleges are now free to decide whether to offer Diplomas or not • Government has pledged ‘to make them even simpler to teach and award’ • Forms part of the Wolf Review of vocational education (due Spring 2011) • Funding: • Funding for Diploma development has ceased • Additional funding for pre-16 learners will only continue for those who started in 2010 • Diplomas are likely to continue where local demand has been established but there are issues: • The perceived size and complexity of the Diploma as a qualification • Functional skills remains a tough ask • Sustainability of employer engagement • Focus of attention now shifting elsewhere EBacc, Academies, Free Schools, RPA….
Apprenticeships • Expand 16-19 apprenticeships • Continued commitment to the ambition of 1 in 5 young people to access an apprenticeship by 2020 • 68000 new places by 2014/15 (overall 16-18 growth over this period is projected to be 62000) • Ideally all young people in work should be undertaking an apprenticeship • Expand Adult Apprenticeships • Particular focus on 19-24 year olds • 75,000 increase by 2014/15 • Reshape programme so Level 3 becomes the level to aspire to
Ongoing engagement & financial incentives • Plans to end EMA • Significant impact on London learners • Increases in university tuition fees • Fewer unskilled / low skilled jobs • Significant numbers of public sector job losses • Expectation on the private sector to pick up the slack • Important that young people have a broader skills base
The future of IAG • Changes to the current Connexions arrangements • Schools and providers to have de-centralised responsibility for IAG and careers education • All-age careers service from Sept 2011 • Future funding arrangements unclear
Questions for consideration • Do we have a target for London / our boroughs? • Where do we want to be? A pan-London entitlement? • How will the new measures link to London’s ambitions for learning and meet future economic needs? • How are we identifying learners? What is the data analysis process? • How will providers manage curriculum planning and limited options choice? • Are they meeting the requirements of the Ebacc? • How are we developing curriculum to support learners who are unlikely to meet Ebacc requirements / 5+ A*-C GCSEs? • What will happen to learners if they don’t achieve at the prescribed level? How can we prevent this happening?
Raising of the Participation Age (RPA) • The Coalition Government has made clear its continued commitment to the Education and Skills Act 2008 in raising the participation age to 17 in 2013 and to 18 by 2015. • Raising the participation age does not necessarily mean young people must stay in school; they will able to choose one of the following options: • full-time education, such as school, college or home education • work-based learning, such as an Apprenticeship • part-time education or training if they are employed, self-employed or volunteering for more than 20 hours a week.
Why RPA? The cost implications • Youth unemployment already costs the state £3.5m each day in Jobseekers’ Allowance. Office for National Statistics, Labour Market Statistics, January 2010. • There is a substantial loss of potential tax revenues and positive contributions to the economy. • There are enormous costs to state if involved in crime, arson, road traffic accidents, mental health issues, teenage pregnancy, drug abuse etc.. • The average NEET will cost the taxpayer £97,000 during their life time. (Research by the London School of Economics.)
What are 16 – 18 year olds currently engaged in? 1,352,000 are in Full Time Education 123,000 are in Work Based Learning 171,000 are in Training 160,000 are in Jobs Without Training 183,000 are NEET Source: Statistical First Release, Participation in EET (June 2010)
Strategic Leadership Early Experiences Supporting Success Opening up the Offer Tracking and Transitions Communicating the Message who does what? expectations to 18 inclusive and included personalising the provision sharing and caring information andmarketing The Challenge for Local Authorities
Schools Colleges Training Providers Voluntary, Community and Faith Sectors IAG providers IYSS TYS Education Business Partnerships Economic Regeneration NAS Employers Parents Learners …and their partners
Moving forward • Ongoing communications with schools to ensure that they are fully planning to meet the needs of their year 9 cohort • We need to support schools, colleges and other providers to develop a learning landscape which is more flexible and “honest” and consider partnership working. • Understand the delicate balance between the needs of the learners and the requirements placed on providers. • Managing expectations
Questions for consideration • In preparing for RPA what do you see as the key challenges and opportunities for your organisation? • Who is accountable? Roles & responsibilites? • Are we communicating RPA to learners & parents / carers? • How are we ensuring progression for all learners? Is it destination-led? Is learning meaningful? • How are we identifying learners at KS4 and beyond (G&T, Ebacc, L2, Borderline, Foundation Learning)? • How are you building capacity? • What are your workforce development strategies? • How will you support vulnerable groups? • Do we have the right mix of provision?
The importance of collaborative working • Going forward what do you think are the best collaboration opportunities for your institution? • How do we need to work together in the future to ensure we best meet the needs of: • Our learners? • Employers? • Providers? • With reduced LA support and “decentralisation” how can we facilitate improved partnership working?