the third report of the chief regulator

Welcome

Launch of The Third Chief Regulator’s Report

15 December 2010

Welcome and Introduction

Francis ThomasDirector of Internal and External Affairs

The Third Chief Regulator’s Report

Isabel NisbetChief Executive

Outline

The context

The report

Consistency and change

Looking forward

Context – the policy environment

Ofqual

Now a statutory non-Ministerial Government Department

Reporting to the UK Parliament and the NI Assembly

Board in place and active – Including Committee on regulation of VQs in Northern Ireland

Currently consulting on:– How we will regulate (“From Transition to Transformation”)– Economic regulation– Appeals

c160 staff, based in Coventry

Ofqual is NOT

An agency of Ministerial Departments

The QCA

An education policy think-tank

A commentator on Government policy on education or assessment

A developer or awarder of qualifications or examinations

Ofqual IS

A regulator of qualifications and statutory assessments

Pursuing objectives about:– Standards– Confidence – Awareness– Value for Money

Subject to the principles of GOOD regulation:– Proportionality – Accountability – Consistency– Transparency – Targeting

The Report

1. Why we regulate

2. How we intend to regulate awarding organisations and their qualifications

3. Lessons learned for the future

4. Ofqual’s principles for the future

The Report

1. Why we regulate

2.2. How we intend to regulate awarding organisations How we intend to regulate awarding organisations and their qualificationsand their qualifications

3. Lessons learned for the future

4. Ofqual’s principles for the future

How will we regulate?

Placing responsibility firmly with awarding organisations

Regulating according to risk

Simplifying the system

Emphasising fitness for purpose

Acting transparently when things go wrong

Allowing space for innovation

Ensuring value for money

Dealing fairly and openly with complaints, enquiries and appeals

How will we regulate?

Placing responsibility firmly with awarding organisationsPlacing responsibility firmly with awarding organisations

Regulating according to risk

Simplifying the system

Emphasising fitness for purpose

Acting transparently when things go wrong

Allowing space for innovation

Ensuring value for money

Dealing fairly and openly with complaints, enquiries and appeals

How will we regulate?

Placing responsibility firmly with awarding organisations

Regulating according to risk

Simplifying the system

Emphasising fitness for purpose

Acting transparently when things go wrong

Allowing space for innovation

Ensuring value for moneyEnsuring value for money

Dealing fairly and openly with complaints, enquiries and appeals

For a qualification to offer value for money it must:

Be fit for purpose and set the right standards

Be provided and purchased as efficiently as possible

Have a fee level that appropriately reflects the costs involved

We will

Promote the efficiency of regulated organisations

Incentivise efficiency within the system

Remedy inefficiency when it occurs

Efficiency – what Ministers have said to us

“… if you do find clear evidence that the market might not be operating efficiently on the supply side, we would expect you to intervene. ˮ

“One .. power – that is crucial to your effectiveness as an economic regulator – is to cap fees. We would expect you to use that power whenever it is necessary to do so.ˮ

“ ….. We place considerable importance on your economic regulation work alongside your role to uphold standards.ˮ

The Report

1. Why we regulate

2. How we intend to regulate awarding organisations and their qualifications

3. Lessons learned for the future

4.4. Ofqual’s principles for the futureOfqual’s principles for the future

Future Principles

1. The interests of learners are paramount

2. Fitness for purpose is key to quality

3. Each awarding organisation is responsible for its qualifications

4. Content and potential for progression must be clear

5. There must be a consistent approach to standards in all qualifications

6. Qualifications must offer value for money

7. We must learn lessons from the past

Future Principles

1. The interests of learners are paramount

2.2. Fitness for purpose is key to qualityFitness for purpose is key to quality

3. Each awarding organisation is responsible for its qualifications

4. Content and potential for progression must be clear

5. There must be a consistent approach to standards in all qualifications

6. Qualifications must offer value for money

7. We must learn lessons from the past

To be fit for purpose, qualifications must

Support progression to the next stage

- a qualification at the next level (eg A level)

- further or higher education

- employment

Support/reinforce the bestbest teaching and learning

Requirements for fitness for purpose can CHANGE

Good practice in teaching and learning

Comparison with our international competitors

Ofqual’s international study of pre-university qualifications

Confirmed

South Korea

Hong Kong

New South Wales

New Zealand

New York State

Denmark

Finland

Republic of Ireland

Netherlands

Ofqual’s international study of pre-university qualifications

Confirmed

South Korea (……Shanghai)

Hong Kong

New South Wales

New Zealand

New York State

Denmark

Finland

Republic of Ireland

Netherlands

Requirements for fitness for purpose can CHANGE

Good practice in teaching and learning

Comparison with our international competitors

The requirements of HE, employers or the The requirements of HE, employers or the professionsprofessions

What we look at

Validity

Reliability

Comparability (where appropriate)

Minimising bias

Manageability

What we look at

Validity Validity

Reliability

Comparability (where appropriate)

Minimising bias

Manageability

Validity

Does the assessment measure the right things (narrow) Is the qualification FIT FOR PURPOSE

- Does it support the best teaching and learning?

- Does it support progression?

Progression to university

Need for clarity about what progression a qualification supports

Need for clear and timely messages

Students are not clairvoyants or codebreakers

Inequality if progress depends on expert advisers who know the codes

Qualifications for university

Changing picture from UCAS on qualifications taken by UK-domiciled entrants to undergraduate courses

A levels still largest group, but more alternative routes used

However, preparation for university is a major purpose of A levels

How can we ensure that they are fit for that purpose?

A levels and university entrance: Ofqual’s job

To make sure that A levels are fit for purpose:–as a basis (not necessarily the basis) for selection

for university entrance–as preparation for university courses

To ensure comparability of qualifications offered by different awarding bodies

To work with other national bodies to achieve clarity and transparency for learners about what universities require

A fair deal for learners – including those who gained their qualifications in different years

Ofqual’s University Challenge

Learners need clear and timely information about what is required for progression to HE courses

Are you clear about what you are looking for? Aptitude or attainment? Breadth or depth?

There must be rationality in the requirements of the same departments in different universities

Work with us to bring our systems closer together

Consistency and change

Standards may have to change if qualifications are to be fit for purpose

BUT that needs to be in a context of consistency and stability

The currency of regulated qualifications MUST command confidence before, during and after changes are made

Transparent communication is crucial

An open box, not a black box

Piloting and learning lessons from the past

Outline

The context

The report– How we will regulate – Fitness for purpose – Progression to university

Consistency and change

Looking forward

Looking forward – for Ofqual

Complete the journey from transition to transformation – Placing responsibility with awarding organisations – Integrating our economic regulation role

Adapt to the new policy environment

Work with employers and Higher Education, and with their national representatives

– Respect their position and their strengths

Provide stability, continuity and clear messages during change

Stick to our knitting – as a GOOD REGULATOR

www.le.ac.uk

Using Qualifications: a viewfrom Higher Education

Professor Sir Robert BurgessVice-Chancellor, University of LeicesterChair, UCAS

Chief Regulator’s Report Launch

15 December 2010

UCAS UK APPLICANTS 2010        

    Applicants   Accepts   % Accepted

    2010   2010   2010Total Applicants 583,272   421,288   72.2%

Qualifications

A levels 367,899   285,327   77.6% A level only 264,524   208,140   78.7% A level and BTEC/OCR only

37,175   29,256   78.7%

A level and other 66,200   47,931   72.4%No A levels 215,373   135,961   63.1% BTEC/OCR only 57,654   39,947   69.3% SQA Award only 35,416   24,799   70.0% Access only 12,397   8,074   65.1% Other 100,327   59,457   59.3% No qualifications 9,579   3,684   38.5%

1999 Entry – Accepts (UK domiciled)

Source: UCAS Statistics

Reviewed the way in which the Academy is moving forward as indicated in the recent letter and am confident that this will be the way forwar din difficult times.

The Changing Profile of Accepted Applicants

Source: UCAS Statistics

2010 Entry – Accepts (UK domiciled)

Source: UCAS Statistics

A Levels Accepts

Source: UCAS Statistics

Qualifications and University Entrance• Range and Flexibility of Qualifications

• A Level no longer Dominates

• Mixes of Qualifications offered by Students

• Qualifications the Key to Successful Higher Education

• Qualification: a Measure of Knowledge and Skills in the Programme of Study – what about potential? and suitability?

The Value of Qualifications in Higher Education Entrance (1)• Admission based on Qualification plus

Information, Personal Statement and Reference

• Qualifications the most Important Indicator to Future Potential

• The Power of Qualifications: student achievement at GCSE and AS/A2

• The Power of Predicted Results: 80% of offers conditional on grades and qualifications

The Value of Qualifications in Higher Education Entrance (2)• HE places High Value on Qualification

Framework

• Consistency of Standards

• Fair and Transparent Assessment

• Qualifications Framework in Schools and Colleges Fundamental to Admissions

The Variety of Qualifications used by the University of Leicester• A levels International Baccalaureate

BTEC Access to HE Diplomas

Cambridge Pre –U AQA Baccalaureate

Advanced Diplomas Welsh Baccalaureate

Scottish Highers

• Problem of Comparability - UCAS Tariff designed as a guide to appropriate comparisons

• Tariff under Review

Higher Education and Vocational Qualifications

• Use of Vocational Qualifications depends on Course Type

• Some Universities accept Vocational A Levels with Traditional Subjects

• Some Universities offer Entrance to HE through Advanced Apprenticeship Schemes

The Higher Education Sector, the Regulator, Awarding Organisations and Educators (1)• HE Expectations: picking winners – students who

can benefit

• Are A Levels Fit for Purpose?

• Welcome Changes

• Reduction to 4 Modules, Summative Assessment, less Coursework, A*, Extended Project

The Higher Education Sector, the Regulator, Awarding Organisations and Educators (2)• Assessing Student Potential: the Challenge of

Standardisation

• Trusting Qualifications: fundamental to HE Entry and Assessing the Potential to Succeed

• Some Key Questions:

– The use of qualifications in the Leicester Record– The timing of qualifications and their use

Overview and Next Steps

Sandra BurslemDeputy Chair

Introduction to the Seminar Sessions

Francis ThomasDirector of Internal and External Affairs

The Seminars

3 groups– Yellow - Meeting Room 1 with Jeremy Benson– Red - Meeting Room 2 with Dennis Opposs– Green - Meeting Room 4 with Fiona Pethick

Considering the seven principles– Do you agree that this should be a principle for Ofqual as the

regulator?– What should be the outcome of Ofqual setting this as a principle?– What do you think Ofqual or those it regulates needs to do

differently if this is a principle for the regulator?

Refreshments followed by seminar sessions