Developments in 14-19 Provision

David Taylor

Deputy Director, 14-19 Reform Group, DfES

Napaeo/FACE Seminar

9 June 2006, Stoneleigh Park, Warwickshire

Participation rate at age 17 (2004)

14-19 Delivery - The scale and urgency of the challenge…internationally

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Trends in attainment and staying-on rates

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(%)

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SE &

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Attainment - GCSE & equiv Participation in Education - 16 year olds

Staying-on rates have flattened in the last decade

14-19 performance: A tale of two halves.

0%

10%

20%

30%

40%

50%

60%

70%

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90%

100%

8+ GCSEs A*-C(36% of

population)

5-7 GCSEs A*-C (15% ofpopulation)

1-4 GCSEs A*-C (24%of population)

5+ GCSEs D-G (18% of

population)

1-4 GCSEs D-G(3% of

population)

None reported (4% of

population)

Not studying

Level 2 or below

Level 3 VQ

GCE A/AS

Main study aim of 16 year olds by year 11 attainment 2002

. . . or a tale in three parts: some needing more stretch; some needing stronger vocational options; and some needing re-engagement

Where 16 year olds go:Numbers at the different providers

Independentschool

6th formcolleges

State school FE Other

8+ GCSE A-C 5-7 GCSE A-C 1-4 GCSE A-C5+ GCSE D-G 1-4 GCSE D-G None reported

Source: Youth Cohort Study 2004

Around 8% 16-18 NEET in last decade

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16%19

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Unemployment

Source: National Statistics LFS/DfES NEET data

England’s 14-18 population will peak in 2006, but by 2020 will have reduced by more than 10 per cent …

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2003 2005 2007 2009 2011 2013 2015 2017 2019

Projected Population for EnglandFor Ages 14-19: 2003-2020

(000)

14 y.o.

15 y.o.

16 y.o.

17 y.o.

18 y.o.

Persons(ooo)

Source: ONS

20063.29m

320,000 fewer

14-18 year olds by 2020

… but, demographic change will differ considerably across the country with some regions falling by nearly one-fifth

0 20 40 60 80 100

East England

South West

North East

East Midlands

London

South East

Y’shire & Humber

West Midlands

North West

People (000)

Projected Decrease in Population of 14-18 Year Olds inEngland by Region Between 2006 and 2020

(000 People)Region Population (000) % Change 2006-20202003 2006 2020

North East 170 169 137 -19%

North West 465 471 386 -18%

Y’shire & Humber

335 344 293 -15%

East Midlands

277 289 254 -12%

West Midlands

359 365 314 -14%

East England

344 356 335 -6%

London 438 430 395 -8%

South East 516 537 490 -9%

South West 316 330 302 -8%

England 3,222 3,293 2,906 -12%

Projected Population of 14-18 Year Olds inEngland by Region for Selected Years

Source: ONS

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05/06

07/08

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11/12

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19/20

Projected Baseline Participation Rates

Aspirational Participation Rates

People(000)

Even with significantly improved participation rates, the number of 16-18 year olds in education and training will peak in 2009

The problem

• Despite best ever• primary school results• GCSE and A level results• college success rates

• Too many drop out and too many disengaged• Employers concerned about basic and generic skills• Universities say the best not stretched and problems

differentiating

Need for Reform

• For economic reasons• global productivity challenge means we need a high skill

economy• For social justice reasons

• background shouldn’t determine success• To serve each individual’s needs

• whatever their abilities and aspirations

The challenges

• Transform opportunities for individuals• All young people master the basics• Build a high quality vocational route, driven by

employers• All are stretched and given opportunities to progress• Participation raised to match best in the world – from

75% to 90% in next 10 years

A strong core 14-19• Expectation that all master functional English and maths before

leaving education• Catch up in KS4 for those who don’t get there at 14• GCSE English and maths restructured to secure ‘functional core’• Higher grades at GCSE depend on mastery of functional

elements• Performance table changes – focus on English and maths

attainment at GCSE• New diploma for 5 A*-C at GCSE including maths and English• Emphasise basics post-16 for those not at level 2 by 16• High quality information, advice and guidance

Stretch

• Freeing up KS3 and KS4 curriculum gives time for stretch• Opportunities for all to take units at the next level e.g.

acceleration to AS level by age 16• In short term, more information on candidates for Universities

(AS level unit grades)• Stretch 16-19 in A levels and Diplomas:

• Extended project • HE modules• Tougher optional questions at A level and in Diplomas

• Review progress in 2008 to see if more needed

GCSEs and A Levels

• Remain as free standing qualifications• Continued reform of maths and science GCSE curriculum and

qualifications• QCA to review coursework in both GCSE and A level• Inclusion of AEA-type questions to encourage scholarship in A

levels• Gradual moves in most subjects at A level to 4 assessment units

rather than 6• Work with employers and Universities to see what if anything

should be added on breadth of A level study and review progress in 2008

Vocational learning at Key Stage 4•By 2007-08 over 180,000 pupils in KS4 will be studying vocational subjects in schools;•Statutory requirement for work-related learning•Foundation, Level 1 and Level 2 qualifications available through vocational GCSEs, NVQs and other qualifications;•And there is Education-Business Links provision•Increased Flexibility Programme 14-16s in college - 300 partnerships, over 2000 schools and 100,000 pupils;•Young Apprenticeships - 2,000 pupils in 38 partnerships•E2E for disengaged 14-16 year olds - perhaps up to 10,000 participants by 2007-08

16-19 provision for the disengaged• Range of providers including specialist provision and a range of

innovative provision in many FE colleges;• Entry to Employment (E2E) - an entry to level 1 work based

programme for 16-18s not ready to enter an apprenticeship, employment or further vocational learning opportunities.

• 34% of E2E participants have learning difficulties or disabilities,17% are from ethnic minority backgrounds

• Around 25,000 E2E places - 43% leaving to positive outcomes • Statutory duty on LSC to fund provision for learners with learning

difficulties and/or disabilities

16-19 Financial Support• Review led by HM Treasury with other Government Departments • Create a level playing field of financial support across education

and training programmes• Education Maintenance Allowances (EMA) pilots increased

staying on rate by 5.9% (projected 3.8% nationally) and reduced NEETs by 2.7%

• Over 297,000 young people have received £10-£30 pw EMA payments in 2004-05 - 400,000 by 2006 (£500 million pa)

• April 2006 - Extending EMA (+ Child Benefit + Child Tax Credit) to unwaged trainees on Entry to Employment (E2E)

• £140 million Activity & Learning Agreement Pilots for 16-17s who are NEET and for those in Jobs Without Training (JWT)

Vocational reform• Specialised Diplomas in 14 broad sector areas at

levels 1 (foundation), 2 (intermediate) and 3 (advanced)

• All will have functional maths and English• Will combine best of vocational courses with A levels

and GCSEs• Advanced Diplomas alternative gateway to HE or high

skill employment• QCA will work with employers (through SSCs) and

universities to develop

New 14-19 Entitlement - Legislation

EVERY YOUNG PERSON will study National Curriculum Core subjects: English, maths and science National Curriculum Foundation subjects: ICT, PE and citizenship Work- related learning and enterprise Religious education Health and careers education.

Young people are also entitled to choose :

One specialised Diploma from a choice of all 14 lines; engineering; health and social care; ICT; creative and media; construction and the built environment; land- based and environment; manufacturing; hair and beauty; bu siness administration and finance; hospitality and catering; public services; sport and leisure; retail; travel and tourism

Or

At least one course in each of the following areas: the arts, design and technology, the humanities and modern foreign languages.

Young people are entitled to choose a course in a ll four areas if they wish to.

There is likely to be overlap between the different entitlements, allowing space for

wider choice for young people

Diploma Lines First IntroductionEngineering September 2008Health and Social CareICTCreative and MediaConstruction and the Built EnvironmentLand-based and Environment September 2009ManufacturingHair and BeautyBusiness Administration and FinanceHospitality and CateringPublic Services September 2010Sport and LeisureRetailTravel and Tourism

What will the new programmes look like?

Functional Skills

Underpinning Knowledge

Vocationally related learning

Work Experience

GCSE maths, English, ICT and/or functional skills units

GCSEs, A levels, knowledge components from VRQs

Skills development components from VRQs/NVQs

Project assignment based on work experience

Personal, Employability Learning and Thinking Skills

Embedded teaching and assessment of employability skills

Specialised Diploma Framework

Teaching and Assessment vehicles

All Diplomas

Available in 14 lines at 3 levels. Employer designed. National Standards. Units from Framework for Achievement. Literacy and numeracy,vocational content. work experience. school/college based (with time at employers).

Level 1 DiplomaFunctional literacy and numeracy. National Curriculum. Aimed at 14-16s in 80th to 100th percentile

Level 2 Diploma GCSE functional English and maths, National Curriculum (for 14-16s). Aimed at 14-16s in 0-80th percentile and 16-19s with L1

Level 3 DiplomaGCSE functional Eng and maths, aimed at anyone 16-19 with L2, top end offer for HE entry, A level academic content

Any Diploma may have:At SSC discretion: project work, team work, extra academic content, extra vocational contentextra work experience as requirements

Specialised Diplomas - Structure

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VGCSE

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SPECIALISEDDIPLOMAS

By 2012 nearly half a million 14-15 year olds (>1 in every 3 learners) could be pursuing a programme going beyond general qualifications

People(000)

14-19 Delivery & Support• Work towards national entitlement to full range of GCSEs, A

levels and 14 specialised Diplomas • Schools, colleges and training providers in partnership on local

delivery of the entitlement • Network of high quality facilities with key role identified for

specialist schools and CoVEs • LAs and LSCs will commission provision to fill gaps• High quality training and development for workforce• Prospectus in every area with full range of local opportunities• The gateway process• Delivery underpinned by rigorous accountability, including new

progression targets and progress reports

14-19 Workforce Development Support

Four discrete projects are being taken forward with partner organisations:

• Leaders and managers (NCSL & CEL)• Supply of additional vocational teaching staff and up-skilling the

existing workforce (TDA & LLUK)• Delivery of specialised Diplomas in 2007/08 (QIA & SSAT)• Delivery of functional skills (QIA & National Strategies)

• £50 million investment in training and support for staff over two years.

Process• End of June - expressions of interest from consortia to DfES

• End Sept - Self-assessment tool and more detailed criteria issued by DfES.

• By December - Consortia develop proposals and send self-assessment to DfES.

• Jan and Feb 2007 - Regional panels consider self-assessments and advise for September 2008 (or later).

• End Feb 2007 - Publish list of those to pass Gateway for Sept 2008 and to receive support.

• • Sept 2007 - Awarding Bodies start approval to deliver the

Diplomas from September 2008. Workforce support begins.

• September 2008 – first teaching.

Criteria•Consortia; impartial IAG; •Capacity - curriculum and workforce development; •Engagement with employers and HE; •Priority if in functionalskills pilots in 2007

The Gateway

Local discretion will be key – so delivery requires a learning system

National prescription:Entitlement, partnership, prospectus

Local discretion:Who provides which courses; curriculum framework;

local delivery model; transport arrangements; working of partnership; underpinning systems;

complaints procedures; etc.

Learning model: structured programme of visits to learn

from most advanced

Skills Academies

Leading specialist schools with vocational specialisms

At local level schools, colleges, training providers, employers as local “spokes”, collaborating with groups of other local providers to deliver the vocational entitlement

Colleges, training providers -Centres of Vocational Excellence

Establishing networksAt national level, Skills Academies as national centres of excellence

At regional/sub regional level CoVEs

and dedicated specialist schools as

area hubs

Variant 1: Single vocational hub

school

FE school

school

school

Vocational hub

Movement of learners or teachers

Characteristics

• similar to Knowsley Collegiate• tends to have high capital cost• suited to urban areas with good

transport links• requires formal agreement over

ownership/management

• gives partnership physical reality - increases buy-in?

Variant 2: Dispersed vocational centres, linked to schools

school + vocational satellite

school + vocational

satellite

school + vocational satellite

school + vocational

satellite

FE

Characteristics

• Similar to Sunderland, Nottingham• Suited to more dispersed

population, or larger number of partners, with good transport links

• Requires formal agreement over ownership/management

• Gives partnership a physical reality - increases buy-in?

Movement of teachers

Variant 3: Informal collaboration

school school

school

FE

Characteristics

• Most common Pathfinder model. Similar to Coventry, Wolverhampton, Gateshead, E Manchester

• Low capital cost• Suited to urban areas or dispersed

populations with good transport links

• Allows for flexible partnership arrangements, but less buy-in?

Movement of teachers and learners

Variant 4: school and college virtual groups

Characteristics• Similar to Cumbria, Shropshire• Extensive use of ICT,

videoconferencing, distance and e-learning

• Medium to high capital cost• Suited to rural/dispersed

populations with poor transport links

• Allows for more flexible partnership arrangementsschool

FE

school

school

E-learning

No movement of teachers or learners

Developments in 14-19 Provision

David Taylor

Deputy Director, 14-19 Reform Group, DfES

Napaeo/FACE Seminar

9 June 2006, Stoneleigh Park, Warwickshire

david3.taylor@dfes.gsi.gov.uk