14 19 education & the wolf report

Autumn Conference 14-19 Education and the Wolf Report

Black Country Partnership for Learning

25th November 2011

Keynote Input - Should We Welcome Wolf?

John Freeman, CBE, Chair of Corporation, Dudley College (formerly Director of the

REACT Programme and Director Children’s Services, Dudley MBC)


Autumn Conference - 25 November 2011

Should we welcome Wolf?

John Freeman CBEChair of the Corporation

Dudley College

Why me?

1982-84 – Industrial Physics Mode 3 CSE

1988-93 – Birmingham TVEI

1996-00 – Somerset County Council

2001-08 – Dudley MBC

2007-08 – Association of Directors of Children’s Services

2008-10 – React Programme (LGA / DCSF)

Why me?

1982-84 – Industrial Physics Mode 3 CSE

1988-93 – Birmingham TVEI

1996-00 – Somerset County Council

2001-08 – Dudley MBC

2007-08 – Association of Directors of Children’s Services

2008-10 – React Programme (LGA / DCSF)

This is a personal view and analysis!


Yes … but …

It’s more complicated than ‘yes’ or ‘no’:

- We certainly need to improve education provision from age 14.

- Too many young people leave school and college demotivated by education and under-skilled for further education and employment.

- But … the reality may not match the rhetoric.

A historical perspective – back in 1988

‘The TVE Entitlements’ (14-19, Birmingham)

For all:

- progressive work-related activity

- problem-solving technological activity across the curriculum

- enterprise education as part of economic awareness

- careers education and guidance

A historical perspective – back in 1988

‘The TVE Entitlements’ (14-19, Birmingham)

For all:

- progressive work-related activity

- problem-solving technological activity across the curriculum

- enterprise education as part of economic awareness

- careers education and guidance

Scuppered by the National Curriculum!

The principles

We need to build into the system incentives and disciplines for providers and for young people such that activities and learning that we value are promoted and that activities and learning that we don’t value are discouraged.

The principles


Agreed … but …

The principles


Agreed … but …

Who decides? The Secretary of State? Officials? The YPLA/SFA/EFA? The CBI?

An example

Employers use GCSE English and mathematics as an entry-to-employment filter.

But employers’ organisations repeatedly complain about literacy and numeracy.

So are GCSE English and mathematics fit for this purpose?

An example – literacy and numeracy

Is it appropriate that the ‘lowest attaining learners’ should focus on ‘the core academic skills of English and mathematics’?

Is it appropriate that young people who have failed to achieve GCSE A*-C in these subjects at school should be made to pursue a ‘course which leads to these qualifications’?

An example – literacy and numeracy

Is it appropriate that the ‘lowest attaining learners’ should focus on ‘the core academic skills of English and mathematics’?

Is it appropriate that young people who have failed to achieve GCSE A*-C in these subjects at school should be made to pursue a ‘course which leads to these qualifications’?

I argue that the aim is right – young people need to be literate and numerate – but that the implementation is wrong – GCSEs won’t work.

So – a quick skim through the recommendations

1. Qualifications and PIs

2. Freedom to offer KS4 courses

3. Common core

4. Improve outcomes at KS4 for lowest-attaining

5. General principles for vocational programmes

6. 16-19 courses must go beyond vocational

7. Lowest attaining 16-19 should focus on English, mathematics and work experience

8. Review apprenticeship frameworks

So – a quick skim through the recommendations - 2

9. Compulsory English and mathematics GCSE until Level 2 achieved

10.CPD for mathematics teachers

11.Funding on a per-student basis

12.Freedom for young people to choose courses

13.Post-19 credits for un-used learning entitlement

14.Apprenticeships subsidised

15.Review apprenticeship systems

16.Group Training Associations


17.QTLS in schools

18.Review non-QTLS vocational teaching

19.Colleges to enrol under 16 for KS4

20.Institutions to publish prior attainment

21.Work experience 16-18, remove WRL at KS4

22.Ofqual to change focus

23.Simplify qualification approval

24.Consult on NOS


25.Review Ofqual

26.Introduce better PI for schools

27.Vocational qualifications should involve employers

So - should we welcome Wolf?

Yes, with reservations, and a close eye on implementation, and an thought for the lessons of the past!


Autumn Conference - 25 November 2011


John Freeman CBEChair of the Corporation

Dudley College

The 14-19 Landscape – Impact of Wolf

Mike Cox, Learning and Skills Improvement Service (LSIS)

Government Priorities and Timelines for Vocational Education, Following the

Wolf Recommendations

Tessa Griffiths, DfE Wolf Implementation Team - A Levels and

Vocational Education

Wolf Review

Policy Update

Tessa Griffiths16-19 Qualifications Policy

Why good vocational education matters

• It is crucial to improving England’s educational performance

• It contributes towards our economic growth

• It improves social mobility and inspires ambition in young people

Immediate Wolf priorities

• Simplifying Apprenticeships, removing bureaucracy and making them easier for employers to offer

• Looking at the vocational offer for 14-16 year olds and reforming Key Stage 4 performance tables

• Considering the principles of 16-19 vocational education: funding, study programmes, work experience and English and maths

14-16 vocational education: what are the issues?

• Impact of performance tables on school behaviour

• Specialisation at Key Stage 4

• Need for strong academic core at Key Stage 4

“… the overwhelming majority of respondents to the Review were in agreement that there should be no substantial degree of specialisation before the end of KS4” Professor Alison Wolf

“No KS4 student should be tracked irreversibly: and all KS4 programmes should therefore contain a large common core” Professor Alison Wolf

14-16: what we are doing

• Reform equivalencies – one qualification will count for one

• Include only the highest quality vocational qualifications in Performance Tables in future

• Publish the list of qualifications that will count in the 2014 performance tables in Spring 2012

We have published our response to the consultation on 14-16 Qualifications and Performance Tables. We will:

16-19 vocational education: what is the problem?

• High numbers of 16-19 are pursuing qualifications that offer little possibility of progression

• Too few young people who do not achieve GCSE English and maths at age 16 go on to achieve these qualifications post-16

• Employers say that young people are leaving full time education without the skills they need

“The staple offer for between a quarter and a third of the post-16 cohort is a diet of low-level vocational qualifications, most of which have little or no market value” Professor Alison Wolf

Only about a fifth of those who have not achieved Level 2 English and maths by age 16 achieve qualifications in these subjects by age 19

16-19: what are we doing?

Proposing that every full time 16-19 learner follows a coherent study programme that enables them to progress

Proposing radical reforms to the post-16 funding system to support this change – funding by student/study programme not qualification

Giving providers freedom to develop programmes in response to their students’ needs, ambitions and interests

Holding providers to account for this through inspection and performance indicators

Expecting study programmes to include English and maths for those who have not achieved the GCSE by age 16

Making substantial experience of the workplace a key element of 16-19 study programmes

Questions

What are the best vocational qualifications for 14-16 year olds?

What makes a good coherent study programme 16-19?

How are the barriers to high quality work experience post 16?

How can we improve achievement in Level 2 English and Maths post 16?

If you haven’t already, please respond to the consultations:www.education.gov.uk/consultations

Strategic and Funding Considerations – Implications for Institutions 2012 and

Beyond

Geoff Daniels, Adviser, Funding Reform, Young Peoples Learning

Agency (YPLA)

Championing Young People’s Learning

Geoff Daniels (YPLA)


25 November 2011

STRATEGIC AND FUNDING CONSIDERATIONS



COLLABORATION AND FLEXIBILITYIN VOCATIONAL EDUCATION

• Colleges free to enrol pre-16• QTLS to be valid for schools (probably April ’12)• UTCs and Studio Schools• College sponsorship of Academies


16-19 FUNDING CONSULTATION• Autumn 2011 – consultation launched, closes

4 January 2012• Spring 2012 – decisions• 2013/14 – Raising of participation age to 17.• 2013/14 – Implementation of new funding

arrangements• 2015/16 – Raising of participation age to 18


SCOPE OF CONSULTATION• Reforming disadvantage funding• Funding learners’ ‘programmes’• Success factor• Other factors e.g.., area costs, residential

care standards


DISADVANTAGE• Alignment with pupil premium – standard flat rate

funding for all deprived young people (pro rata part-time)

• Options for scope of disadvantage fundingo Single budget combining current disadvantage and ‘formula’

ALS, separate funds for learning disabilities/difficultieso Separate funds for economic disadvantage and learning

support (similar to present)o Separate funds for economic disadvantage and learning

disabilities/difficulties; learning support integrated into programme funding


DISADVANTAGE• Options for allocating disadvantage

o Use pre-16 eligibility (FSM)o Index of Multiple Deprivationo Income Deprivation Affecting Children Index

• Additional categories; pre-16 premium includes care learners and service children


PARTICIPATION FUNDING

• ‘Funding per learner’ key principle (differentiating full and part time)

• Options for reflecting variations in programme size• Weightings at ‘programme’ rather than ‘qualification’

level• Reduce number of programme weightings?


SUCCESS FACTOR• Issues concerning transparency; possible ‘risk averse’

behaviour; need for success factor in funding given other accountability measures

• Optionso Retain success factoro Remove success factor completelyo Remove ‘achievement’ element but retain ‘retention’ element


OTHER FACTORS• Area costs – retain current factors or align with

proposed pre-16 method?• Separate ‘residential care standards’ funding from

formula• Remove ‘short programme modifier’


IMPLEMENTATION AND NEXT STEPS

• Options to manage funding volatilityo Transitional protectiono Phased implementation

• Calculate ‘shadow allocation’ for 2012/13• Allocations for 2013/14 based on new formula

Panel Q & A

Lunch and networking

‘Developments in the Mathematics Curriculum post-Wolf’

Charlie Stripp, Chief Executive, MEI (Mathematics in Education and

Industry)

Developments in the Maths Curriculum post Wolf

Charlie Stripp, Chief Executive,

Mathematics in Education and Industry (MEI)

Three maths cohorts at 16

1. Those who failed to achieve at least a grade C (level 2) at GCSE Maths

2. Those going on to AS/A level Maths (Almost all have A*, A or B at GCSE)

3. Those with C+ at GCSE not planning to take AS/A level Maths

Level 2 Maths post-16• English and Maths GCSE (at grades A*-C) are

fundamental to young people’s employment and education prospects. Yet less than 50% of students have both at the end of Key Stage 4 (age 15/16); and at age 18 the figure is still below 50%. Only 4% of the cohort achieve this key credential during their 16-18 education. Worse, the funding and accountability systems established by government create perverse incentives to steer 16+ students into inferior alternative qualifications.

Wolf review March 2011

English and Maths GCSE (A*-C) are of critical importance for employment. Employers use them as a signal and sifting device and they are also of critical importance for entry into selective programmes post-16, and HE. As Professor Lorna Unwin told the Review,“There is only one real Level 2. Maths and English A*-C.”

Wolf review March 2011

Level 2 Maths post-16

Wolf review: Recommendation 9

Students who are under 19 and do not have GCSE A*-C in English and/or Maths should be required, as part of their programme, to pursue a course which either leads directly to these qualifications, or which provide significant progress towards future GCSE entry and success. The latter should be based around other Maths and English qualifications which have demonstrated substantial content and coverage; and Key Skills should not be considered a suitable qualification in this context. DfE and BIS should consider how best to introduce a comparable requirement into apprenticeship frameworks.

DfE response to the Wolf reviewFor those who fail to achieve these GCSEs (English and Maths) by age 16, we will consider whether there are other qualifications that provide significant progress towards future GCSE success. Once we have established which qualifications are suitable we will develop new indicators for the performance tables showing the progress made by pupils in English and maths after the age of 16.

Study Programmes for 16 – 19 year olds: Consultation…all students, regardless of the course the are on, who are under 19 and do not have GCSE A*- C in English and/or maths should be required as part of the programme to take a course which either leads directly to these qualifications, or which provide significant progress towards GCSE entry and success.

Study programmes for 16 – 19 year olds, October 2011

A post-16 GCSE Mathematics

…we have actually gone backwards in terms of what is available for post-16 students. GCSE Mathematics for adults has vanished, even though it was highly successful, and recognised that a single approach cannot work for all age groups. I would be delighted to see it re-established.

Professor Alison Wolf,

quoted in the Vorderman Maths Task force report.


• Re-sitting the same type of GCSE they have already failed is not working for the large majority of post-16 year olds.

• These students need a GCSE Mathematics that they find relevant and engaging.

• GCSE in the title is crucial for the qualification’s currency.


• Ofqual has recently ruled that GCSE ‘Use of Mathematics’, piloted from 2006-10, can no longer be called a GCSE as it does not cover the full NC programme of study.

• A new ‘mature’ GCSE Mathematics is needed – the Vorderman task force report is highly critical of the current GCSE Mathematics.

A post-16 GCSE MathematicsRecommendation 6.2 of the Vorderman Maths Task Force report states:

The design of a new system for GCSE Mathematics should not be constrained by the present framework.

This would open the way for a new post-16 GCSE Mathematics.

A post-16 GCSE MathematicsThe scale of the problem: In 2011 around 220 000 young people finished KS4 without achieving an A*-C grade in GCSE Mathematics.

Based on the Wolf review, by age 18 fewer than 1 in 5 of these is likely to achieve an A*-C grade in GCSE Mathematics.


We estimate that of those entering higher education in any year, some 330,000 would benefit from recent experience of studying some mathematics (including statistics) at a level beyond GCSE, but fewer than 125,000 have done so.

ACME Mathematical Needs report, June 2011

• There is an economic need for a further 200 000 young people to study level 3 Mathematics post-16

• Michael Gove has set a goal that: “…within a decade the vast majority of pupils are studying maths right through to the age of 18.”


• Some good news is AS/A level Mathematics and Further Mathematics numbers are growing strongly.

• However AS/A level Mathematics is not usually accessible to students with a grade C GCSE Mathematics and many schools insist on A/A* at GCSE before allowing students to start AS Mathematics.


• Many students would benefit from a different type of level 3 maths qualification.

• AQA’s level 3 FSMQs are designed to be accessible to students with grade C GCSE Mathematics, but uptake is low (none had more than 2000 entries in 2011) so they do not yet have much currency.


• New level 3 Mathematics qualifications, accessible to students with grade C GCSE Mathematics, must be developed to meet the needs of higher education and employers across a variety of disciplines.

• MEI is doing development work in this area.


• The scale of the problem: It is anticipated that a further 200 000 16 – 18 year olds will study maths at level 3 within 10 years.

• How will this fit into the curriculum?• Who will teach them? (CPD/resources?)• How will it be funded?


AQA level 3 FSMQs available to all centres June 2011 entry FSMQ Algebraic and Graphical Techniques 850 FSMQ Modelling with Calculus 207 FSMQ Using and Applying Decision Maths 208 FSMQ Using and Applying Statistics 540 AS Use of Mathematics (based on FSMQs) 647

Pilot AQA level 3 FSMQs June 2011 entry FSMQ Calculus 523 FSMQ Data Analysis 1947 FSMQ Decision Mathematics 1693 FSMQ Dynamics 171 FSMQ Hypothesis Testing 110 FSMQ Maths Principles for Personal Finance 132 AS Use of Mathematics (based on FSMQs) 1927 A Level Use of Mathematics (based on FSMQs) 510

Growth in AS/A level Maths

Mathematics entries in England

0

20000

40000

60000

80000

100000

120000

2003 2004 2005 2006 2007 2008 2009 2010

A level

AS level

Source: JCQ

Growth in AS/A level Further Maths

Further Mathematics entries in England

0

2000

4000

6000

8000

10000

12000

14000

16000

2003 2004 2005 2006 2007 2008 2009 2010

A level

AS level

'English and Maths Qualifications - or Alternatives - for 16-18 yr olds'

Glynis Frater, Director, Learning CulturesPanel Session – 20/25 minute inputs as

above with Q & A from floor

English and Maths Qualifications - or Alternatives - for 16-18 year olds

Glynis Frater, Director, Learning Cultures

Addressing the challenges

OCR's Mark Dawe commented at a recent conference:

"Maths means different things to different people. Some say it's all about numeracy - the facility to add, subtract, multiply and divide whole numbers, with perhaps, a little

bit of percentages thrown in - whereas others equate maths with arithmetic - the art of calculation. Some believe 'real maths' helps unpick the secrets of the universe. Whichever it is, the system clearly isn't

delivering”.

Meeting the needs of society"Too many students do not acquire the maths skills that society demands which means they can't enjoy mathematics or take it into further education, the workplace or use it in everyday life”. Mark Dawe of OCR speaking at the Computer Based Math Education Summit

OCR want to know:“what 'real world maths' means to teachers and employers; do we need to be teaching arithmetic and number manipulation or is computer-based maths the future; and most importantly, how do we engage students in maths in the first place?“

http://www.ocr.org.uk/qualifications/subjects/mathematics/real_world/index.aspx

Consultation

Consultations launched in October 2011 by the Department for Education and the Young People’s Learning Agency (YPLA) recommend that:

“All students aged 16 to 19 without a grade C or better in GCSE English and maths should continue to study those subjects. This

year’s annual skills survey from the CBI found that more than two-fifths of employers were not satisfied with the basic literacy

of school and college leavers”

Observations

http://www.education.gov.uk/consultations/

“Too many young people are dropping English and maths before they have secured a good grounding.

These vital subjects are critical to the economy and as a country we need all our young people to be fluent and

comfortable in these basic skills”.

Schools Minister Nick Gibb October 2011

Programmes of study post 16• Should not be wholly occupational and should include at least one

qualification of substantial size which offers progression either into university or into skilled employment.

• Should consist of tutorial time and high-quality work experience where appropriate.

• Should include compulsory English and maths for students who do not have a good GCSE (grade C or better) in these subjects. Around one-fifth of young people get a “near miss” (a D grade) each year in each subject – they will be given extra help to re-take their GCSE at the first opportunity.

http://www.education.gov.uk/consultations/

Transitional Change

• Greater freedom – self determination• Greater responsibilities and accountabilities • A leading role in economic and social renewal• Daunting funding cuts • Ambitious new strategy for continuous improvement

and development• A provider led strategy for sustainable improvement in

learning and teaching

Extracted from the Forward to LSIS’s UPDATE on literacy, language and numeracy in the further education and skills sector

The LSIS model

• A sector led approach• A whole organisation approach• The development of regional networks with

the capability and capacity to support others• Sustainable models of self-improvement

through partnership working around the country

What is happening pre 16

• A new OFSTED framework with a clear emphasis on literacy, numeracy and ‘crucial’ skills being every teacher’s responsibility

• A more flexible curriculum/the English BAC?• Uncertainty as to the future of the vocational offer• New standards for teachers due for September

2012 also have a clear emphasis on all teachers taking responsibility in ensuring mastery of literacy and numeracy skills

Crossing the pre and post 16 bridge

Improving provision of

Literacy, numeracy and

ICT teaching pre to post 16

Progression

Joint CPD

A shared vision

Creating effective partnerships

Common language

pedagogy, skills and outcomes

Unified approaches to assessment

ProgressionHE or employment

Key Stage 5

Key Stage 4

Key stage 3

Primary

Conclusions

• We are the educators in whatever sector we work, we need to raise our voices

• Professional dialogue and reflective practice across the phases of education has the capacity to build on success

• Sharing expertise and an understanding of what progression looks like will improve standards and raise our skills profile

Contact details

Glynis FraterLearning Cultures [email protected]

01746 765076 / 07974 754241

http://www.learningcultures.org/

mailto:[email protected]

‘Trusted Qualifications, the Regulatory Framework and Opportunities for

Curriculum Development'

John Brenchley, OCR and Leslie Huckfield, LH Research

Panel Session – 10/15 minute inputs as above with Q & A from floor

Trusted Qualifications, the Regulatory Framework and Opportunities for

Curriculum Development

25 November 2011John Brenchley, Senior Manager, Partnerships, OCR

[email protected]

http://en.wikipedia.org/wiki/File:West_Bromwich_Albion.svg

Under the ash cloud in April 2010

• Centrally driven curriculum and qualifications

• Three - or four? - 14-19 pathways

• Proposed transition of all qualifications to QCF

May 2010 – The Coalition‘Our Programme for Government’

• Reform of schools to create new providers

• More freedom over the curriculum• Improve quality in teaching profession• Flexibility in the exams system• Simpler regulation and targeted

inspection• Reform of league tables

The first nine months: preparing for change• May – Department for Education created• May – Academies Bill introduced• June – Free schools process announced• Sept – English Bacc proposal• Sept – Wolf Review announced• Sept – LA 16-19 commissioning reverts to YPLA• Sept – BIS consultations: Skills; Funding of FE• Oct – Browne Review of HE published• Nov – ‘Importance of Teaching’ Schools White Paper• Nov – ‘Skills for Sustainable Growth’ - Skills White Paper• Dec – New Ofqual chief exec

This year: maintaining the momentum• Jan – National Curriculum Review announced• Jan – E-Bacc measure applied• Feb – Ofqual consultation on regulation• Feb – Full 16-19 participation• Mar – Wolf Report published• May – Government accepts Wolf Report• Jun – Linear GCSEs (on The Andrew Marr Show) • Jun – HE White Paper published• Jun – New Ofqual chair• Oct – 16-19 programmes of study• Oct – New Permanent Secretary and senior team

Dismantling the pathways

• Phase 4 Diplomas development scrapped

• No more promotion of Diplomas as favoured route

• Foundation Learning?• …and for that matter

Functional Skills?

The Schools White Paper;Curriculum, Assessment and Qualifications

• Review of National Curriculum• Introduction of English

Baccalaureate• Ofqual – standards to match

highest overseas• Wolf Review confirmed• Raised participation age

confirmed

The Schools White Paper: Measuring performance and improving accountability

• Reform of performance tables to include:– E-Bacc – the ‘basics’ – progression for all

• Reform the focus of Ofsted inspection

• Escalate minimum standard of performance

Review of National Curriculum

• ‘Replace current substandard curriculum’

• Consider what subjects should be compulsory - at what age

• Consider what children should be taught in the main subjects, at what age

• Outcome to be: slimmed down, knowledge based – the what, not the how – context free

The E-Bacc

Five subjects, six GCSEs at A* - C in:

- English

- Mathematics

- 2 Sciences

- Humanities (History/Geography)

- Languages (MFL/Classic)

“A performance measure … not an accountability measure”:

Schools Minister Nick Gibb

Wolf Report – themes

• Broad, subject-based education, with English and maths at the core

• ‘No person should be in an education or training programme which denies them the chance to progress, immediately or later in life’

The big messages • Coherent programmes of

learning• Maths and English critical -

(A*- C GCSEs)• 14-16 and 16-19 are different• Progression for all is the

key• Address the perverse

incentives

Key proposals14-16 Learners• 80/20 rule where appropriate• curriculum space for the E-

Bacc • English and maths GCSE

critical• progression• review of statutory work

experience

16-19 Learners• English and maths to remain

core• large, high-quality vocational

qualification allowed • not too job specific

(programme not qualifications)• high quality work experience

critical• no diluting of Apprenticeship

brand

DfE consultations on: GCSE; 16-19 programmes of study; funding

• End of course exams introduced from September 2012

• Assessment of SPaG* in some subject areas• Funding programmes not qualifications• Substantial vocational qualification• Maths and English for those without grade A*-C• Work placement, enrichment etc; around 600 hours*Spelling, punctuation and grammar

What’s in the wind?• DfE – BIS split• Axed quangos…• … and new Ofqual• Traditional subject focus• Performance measures• New school types• Market diversity, localised delivery• Changes and lead-in times• ‘Nudge theory’ (Richard Thaler)

Opportunity: the curriculum that’s needed in institutions committed to providing it

WHAT COMES AFTER THE ANALYSIS?

Leslie Huckfield

Black Country Partnership for Learning Friday 25 November 2011

Coalition Government with Majority• Personally – won’t cross picket lines next Wednesday• Major reforms across all policy areas• Coalition Government not even Half Way • Unless 55% MPs vote for dissolution, next General

Election on Thursday 07 May 2015 under Fixed Term Parliaments Act - Royal Assent on Thursday 15 September 2011.

• Tories or Liberal Democrats won’t vote for Dissolution. Even on HE Fees, Government had majority of 21.

• Liberal Democrat backbench MPs number 35. Even if all vote against Government with all Opposition MPs, still not enough to defeat Government.

• Education Act Royal Assent Tuesday 15 November 2011 – colleges now “training providers”

Wholesale Changes – Not Just 14-19

• Revised Early Years Foundation Stage• Post Secondary HE, especially qualifications • Criteria for 14-16 ‘league tables’• Schools funding and capital reform – both are major • Regulation of the teaching profession• Teacher pensions• FE Reform and FE loans• HE White Paper and Regulatory Framework for HE• Early Repayment mechanisms for student loans• Open Data• Other reviews after summer riots, examination admin,

teacher training and recruitment, UCAS tariff, inspection arrangements for FE sector, Colleges in the Community, professionalism in FE sector

End of Empire

The Learning and Skills Council, set up in April 2001 to replace the FE Funding Council and 72 Training and Enterprise Councils was Britain's biggest ever Quango

July 2009, House of Commons Public Accounts Committee described its handling of its college building programme as 'catastrophic mismanagement'.

During this period saw:

• 450 types of qualifications for GCE A and AS Levels 750 types of qualifications for GCSEs

• 1,750 different National Vocational Qualifications • 2,750 Vocationally Related Qualifications

End of Empire II

The correct Wolf Report?

Alison Wolf’s 'Adult Approach to Further Education' in October 2009, published by Institute of Economic Affairs, was incisive:

"To anyone outside, this system is completely opaque. (This is one reason why journalists never write about it.) Employers have quite consciously given up trying to understand what is going on.“

Hidden in March 2011 Wolf Report

Wolf Third Conclusion - determined that employer involvement in skills and qualifications should be increased: "Indeed our third major objective should be to recreate and strengthen genuine links between vocational education and the labour market; and especially, in the case of young people, the local labour market. Employers are the only really reliable source of quality assurance in vocational areas, and, in spite of lip service, have been progressively frozen out of the way vocational education operates”

And more from Wolf

Arising from this, her Report has key messages which are relevant to employers:

"Quality and standards depend on establishing networks among users and assessors, and, in the case of vocational awards, ensuring that employers – the ultimate creators and guardians of standards – are actively involved at the level of delivery and judgment. Employer representation on national panels is no substitute for their active involvement with vocational education at the level of delivery."

Key Wolf Recommendation

Alison Wolf’s Recommendation 16 on page 16:

“DfE and BIS should discuss and consult urgently on alternative ways for groups of smaller employers to become direct providers of training and so receive ‘training provider’ payments, possibly through the encouragement of Group Training Associations (GTAs)."

FE Reform Paper

“New Challenges. New Chances" August 2011 emphasises that Sector Skills Councils not the only organisations to determine new qualifications (page 21):

"Having established the new Qualifications and Credit Framework (QCF), we will work with OFQUAL, awarding bodies and businesses (including SSCs), to agree simpler and speedier ways for new qualifications to come on-stream. This embraces recommendations in the Wolf Report that “DfE and BIS should discuss and consult on the appropriate future and role of National Occupational Standards in education and training for young people, and on whether and how both national employer bodies – including but not only SSCs – and local employers should contribute to qualification design”.

“The whole developed world, including England, is today characterised by:

•a vanishing youth labour market. Most countries also have very high unemployment among 19-24 year olds”

Wolf on NEETs - page 34

“Being NEET has a long run, persistent effect. Being in any kind of work… is better than being NEET in terms of individuals’ long run, decade-long outcomes".

£250m pilot to give employers power over skills trainingWays Forward – Wolf on Labour Market and NEETs

• French statistics distinguish between ‘early leavers’ and those with levels of qualifications

• ‘Not qualified’ in Germany means ‘not trained through apprenticeship’. Labour market transition statistics emphasise level of access to apprenticeships

• NEET young people not a ‘no qualifications’ category. Nearly 75% of age group classified as NEET in 2010 had some GCSE passes

• For Wolf implementation, negative message of NEET category needs to be replaced by headline number that projects more ambitious Wolf goals

£250m pilot to give employers power over skills trainingWays Forward - NEETS(More Choices, More Chances)

“Higher Apprenticeships and Professional Bodies” Professional Associations Research Network - May 2011 •11% unsure if apprenticeships existed in sector•40% certain they did not at present •But 92% of sample identified their body as being in sector where apprenticeships offered

“Apprentice Progression Tracking Research Report” University of Greenwich - July 2011 •Progression rises to 13%+ after 3 years – higher than normal in depressed areas

£250m pilot to give employers power over skills trainingWays Forward - Professions and Progression

Vince Cable on Thursday 17 November 2011:

“We have to fundamentally alter the relationship between employers and the state – giving employers the space and opportunity for greater ownership of the vocational skills agenda, including the chance to bid for direct control of public funds. This will encourage greater competition in the market as we strive for sustainable growth.”

•Funding given to employers to purchase training•How else will Adult Level 3 be funded?

£250m pilot to give employers power over skills trainingWays Forward - £250mn for Greater Employer

Involvement in Skills and Qualifications

Ways Forward to Explore

Association of Learning Providers/ National Partnership for Employer Led Training in “Beyond Standards” Funded by LSC in February 2009.

•New employer structures•Extension of Group Training Association activity •GTA England a provider in 2012•New Group Training Associations or satellites•Funding difficulties for reducing numbers of GTAs•Possible Joint GTA/College/Other Provider •Skills Funding Agency/NAS minimum £0.5mn packages?

Workshop session – Key priorities for participants, reactions to Wolf and

implementation timelines

Key points Feedback – 3 minutes per group

Refreshments and Conference close