the third report of the chief regulator
DESCRIPTION
Presentations from the event launching the Third Report of the Chief Regulator of quailfications, examinations and assessments.TRANSCRIPT
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