Vocational reform 1619 – new approaches
January 2015 – Linking
London
England’s post-16 qualification reform
programme
England, Wales and Northern Ireland move at different paces and in slightly different
directions
Wolf report 2010 (which attacked “dead-end” courses which
offer no route to meaningful employment) led to reviews of all
vocational routes in terms of CAVTL’s “direct line of sight”
between education and workplace, expressed as
• employer ownership of the system
• accountability (performance tables, funding systems and
regulation)
• requirement to demonstrate benefit to learner and employer
• more “rigour” – synoptic assessment, external testing, grading
Version 1.0 24.04.2014
England
– threeof
vocational
reform
initiatives
Three
strands
vocational
reform
Apprenticeship reform
16-19 qualifications
Adult vocational
qualifications
• Defined on a single page
and employer-designed
• Independent endassessment (no explicit
qualifications)
• Explicit employer
endorsement
• Minimum twelve month
• Occupational – jobs with
training - normally Level 3
• Purpose of qualifications
explicitly stated: at Level
3, Tech Levels and
Advanced General
Qualifications
• Explicit employer (& HEI?)
support
• End-tested and graded
• Learner benefit…AO and
provider duty
• Programmes of Study
must include
o at least one qualification
of substantial size
o work experience
o GCSE in English and/or
maths unless already
achieved (some
exceptions)
• Minimum size – end of
credit
• Purpose explicitly stated
• Employer designed
• Explicit employer
endorsement
• In long term graded?
• End-tested (unless some
CPD)
3
New 16-19 vocational qualifications
Tech Levels are new Level 3 vocational
qualifications which equip students with
specialist skills and knowledge, and enable entry
to higher study, employment or an
Apprenticeship in a specific occupation or
occupational sector
Tech Levels must demonstrate “tough new
characteristics”:
for 2016 and 2017 performance tables
• appropriate size, content and clear statement of purpose in
terms of progression to specific employment or F/HE
• proven track record (at least 100 young people)
• explicit letters of employer recognition (trade associations,
employers who employ at least ten staff)
for 2018 performance tables: also
• graded
• “significant” synoptic and external assessment
• no more than one retake and a different task
• employer involvement must be demonstrated for all learners
before certification
New rigorous apprenticeships
•
•
•
•
independent assessment, primarily by synoptic test at end of
the apprenticeship for at least two-thirds of the content of
the whole programme (employers have key role in designing)
assessed independently – employers have key role in
designing and administering
whole apprenticeships to be graded pass, merit, distinction
English and maths requirements to minimum Level 2 and
raised over time – assessed by functional skills or GCSE –
strong preference for GCSE from Sept 2017
THE CHALLENGE
EDUCATION LEADERS ARE DEMANDING CHANGE
“Employers don’t want qualifications. They want
NEF
skills. Focus
on skills first and then
qualifications. Skills like teamwork, negotiation
“A
transformation of
education is needed to
prepare young people for an
increasingly technical and exciting
future. Transformations such as an
education environment reflecting the
real world, new systems of assessment
and colleges that lead innovative
teaching and learning.”
Dr Sarah Peers, New Engineering
Foundation
and effective communication are classed as ‘soft
skills’ but this is wrong as they are vital for success
at work. If we are to succeed in bridging the gap,
‘hard wiring’ our new learning generation with these
‘soft skills’ is essential.”
Chris Wood, Preston’s College
PRESTON’S
COLLEGE
“In Europe the mismatch between what our education
systems are delivering and the needs of employers is
resulting in a serious skills shortage and
damaging the aspirations of Europe's young people
and, ultimately, our future prosperity.”
EUROPEAN
COMMISSION
European Commissioner for Education and Youth,
Androulla Vassiliou
THE CITY & GUILDS TECHBAC
DELIVERS WHAT LEARNERS, PROVIDERS AND EMPLOYERS REALLY NEED
BRING LEARNING TO
LIFE
FULLY PREPARE FOR
THE WORLD OF WORK
An entirely new approach to
14-19 education that utilises
the very latest learning
technologies to inspire and
engage the next generation
Gives learners all the
insights, experience and
motivation they need to
stand out from the
competition
CONNECT TO
INDUSTRY
Meaningful links with
employers within the
relevant industries to bridge
the gap between education
and employment
GCSE Resits
Project qualification & Work placement
TechBac Skills Zone
OPEN DOORS
A rigorous programme of
study designed and endorsed
by employers to provide clear
progression to higher
education, apprenticeships
and employment
THE CITY & GUILDS TECHBAC
DELIVERS WHAT LEARNERS, PROVIDERS AND EMPLOYERS REALLY NEED
BRING LEARNING TO
LIFE
FULLY PREPARE FOR
THE WORLD OF WORK
An entirely new approach to
14-19 education that utilises
the very latest learning
technologies to inspire and
engage the next generation
Gives learners all the
insights, experience and
motivation they need to
stand out from the
competition
CONNECT TO
INDUSTRY
OPEN DOORS
Meaningful links with
employers within the
relevant industries to bridge
the gap between education
and employment
Project qualification & Work placement
TechBac Skills Zone
A rigorous programme of
study designed and endorsed
by employers to provide clear
progression to higher
education, apprenticeships
and employment
THE CITY & GUILDS TECHBAC
TECHBAC qualification characteristics and purpose
16 – 19 (Level 3)
Titling
(Technical) Certificate (360 GLH or 450 GLH)
(Technical) Extended Certificate (540 GLH)
(Technical) Diploma (720 GLH)
(Technical) Extended Diploma (1080 GLH)
TECHNICAL
QUALIFICATION
(Tech Levels)
Progression
and purpose
Enable entry to an Apprenticeship or other employment, or progression to a related higher education
course.
DfE: ‘these are rigorous advanced (level 3) technical qualifications, on a par with A levels and recognised
by employers … enabling entry to an Apprenticeship or other employment, or progression to a related
higher education course.’
Assessment
Combination of:
•
Externally set, externally marked on-line assessment
•
Externally set, internally marked synoptic assessment, usually practical
Employer
involvement
Qualifications must enable all students to undertake a meaningful activity involving employers during their
study. This may be in the form of:
• Work placement
• Projects, exercise, assessments set with input from industry practitioners
• One or more unit delivered or co-delivered by industry practitioner (could be in the form of guest
lecture/master class)
• Industry practitioners operate as ‘expert witnesses’ that contribute to the assessment of learners work
THE CITY & GUILDS TECHBAC
TECHBAC qualification areas – KS5 Level 3
13/14 (Live)
14/15 – being developed currently
to meet full measures
•
•
•
•
•
All now approved by DfE as ‘Tech •
Levels’
•
•
•
•
•
•
•
15/16 – on pipeline for
development subject to
customer testing
SECTOR
•
•
•
•
Pilot/First
teaching
September 14/Sept 15
September 15/Sept 16
September 16/Sept 17
UCAS points
Announced May 2015
Announced May 2016
Announced May 2017
Children (full measures)
Engineering
Digital/IT
Construction (full measures)
BSE
Business
Children
Construction (Trade)
Hair/Beauty
Health and Social Care
Hospitality/Catering
Land (all other sub-sectors)
Performing Arts
Sport
Transport - Auto
Travel
Art, design, creative and media
• Science/Technology
OPENING DOORS
UCAS TARIFFS
LEVEL 3 TECHNICAL QUALIFICATIONS:
• Submission underway
• Discussion with UCAS has confirmed we can submit qualifications as a
category, and have them recognised alongside A Levels and BTecs.
EARLY YEARS, CORE MATHS & EXTENDED PROJECT:
• Have all been successfully submitted and now attract UCAS points under
the current tariff
PROJECT QUALIFICATION
DEVELOPING INDEPENDENT STUDY SKILLS
 Learners complete a project in their technical
area supporting independent learning and
developing skills in areas such as planning,
research and problem solving
 Allows learners to demonstrate what they
can do, not just what they know
 Available at Level 2 and Level 3, Key Stage
4&5
 Level 3 Extended Project fits into the
Governments Technical Baccalaureate
measure
 The Level 3 Project Qualification carries
UCAS points (70 – 20, depnt on grade)
 Submitted to appear on performance tables
Project
Level
GLH
Higher Project
Level 2
60
Extended Project
Level 3
120
LEVEL 3 PROGRAMMES
NEW CORE MATHS QUALIFICATION
3849-03 CITY & GUILDS LEVEL 3 CERTIFICATE IN USING AND APPLYING MATHEMATICS
•
•
•
Now accredited and can be offered alongside the City &
Guilds TechBac to meet learner achievement as part of the
government’s Technical Baccalaureate measure
Designed for candidates who have GCSE Mathematics at A*
to C, but are not going on to do A Levels
QAN
601/4708/8
Scheme No.
3849-03
Framework
NQF
GLH
180
Available to register on now, and will have first assessment, by
external knowledge tests, in 2016
UCAS POINTS
Grade
A
B
C
D
E
UCAS points
60
50
40
30
20
50% of 14-19 year olds think maths
would be improved if it was more
geared towards real-life practical
scenarios.
City & Guilds Ways Into Work, June 2012
ADDING MATHS AT LEVEL 3
THE GOVERNMENT’S TECHNICAL BACCALAUREATE
The City & Guilds Advanced TechBac at Level 3 will be
contribute to the Government’s Performance Tech Bacc
Measure when combined with further level 3 maths study.
GOV’S TECH BACC
SUBSTANTIAL TECHNICAL QUALIFICATION
EXTENDED PROJECT QUALIFICATION
CORE MATHS
…But with the wider TechBac offer providing learners with a
much richer study programme.
CITY & GUILDS TECHBAC
The Technical Baccalaureate Performance Measure will be
first reported in 16-19 performance tables from January
2017 and will measure learners' achievement of three
elements:
• Level 3 Technical Level qualifications
• Extended Project
• Level 3 Maths (A Level, AS Level, Core Maths)


Includes contextualised Maths
and English
Rounded Vocational
programme of study with
additional employability skills
TECHBAC SKILLS ZONE
A PERSONALISED EXPERIENCE FOR EACH LEARNER
An interactive digital learning platform,
aligned to the recent FELTAG agenda
around innovation in learning.
ONLINE, MOBILE & ONE-TO-ONE
ENGAGEMENT TO DEVELOP WORKPLACE
SKILLS
 Design and deliver learning in a way that suits
today’s young people.
 Makes the best use of new digital platforms to
ensure learning is engaging and inspiring.
 Gives learners access to content on-the-go
and enables better student/tutor interactions.
 Captures learner activity, including learner
progress and engagement which centres can
use to personalise their learner’s journey and
track progress of individuals or the cohort as
a whole through the Performance Optimiser.
WORKPLACE SKILLS
DEVELOPING THE SKILLS EMPLOYERS DEMAND
 e-learning resources, one-to-one support
and real-world tasks
 Learners to develop, practise and
demonstrate seven key workplace skills
 Tracks learners’ progress and enables
tutors to reward them with online badges
SEVEN KEY WORKPLACE
SKILLS:
1.
2.
3.
4.
5.
6.
7.
Communication
Digital Skills
Enterprise
Delivering Results
Innovation
Self-development
Workplace literacy
ONLINE MENTORS
MEANINGFUL LINKS TO INDUSTRY
Online mentoring

Learners access a real industry mentor who will
offer targeted support throughout their course

Delivered through a safe and secure online
mentoring platform that sits inside the Skills Zone

Managed by Brightside
Who can offer mentoring?

Online mentoring is an optional element of the
TechBac and there will be an additional charge for
this service

We provide the platform to manage the mentoring
process – centres undertake mentor recruitment
“Transferring skills to others who have
not had the same opportunities in life is
one of the best things people can do.”
David Cameron, Prime Minister
WORKING IN PARTNERSHIP WITH:
LEADING THE WAY
TECHBAC PIONEERS
For the 2014/2015 academic year, we are working closely with five providers
known as the TechBac Pioneers:
“Finally there will be a qualification that recognises true skills development in a technical and
vocational learning package that meets the needs of the labour market. It is key to building
the workforce of the future in a collaborative employer-education partnership.”
Chris Wood, Vice-principal for excellence and learning at Preston’s College
What does it mean for HE?
What will the TechBac learner bring to applying to
HE?
CITY & GUILDS TECHBAC
The City & Guilds Advanced TechBac provides
learners with
• study and research skills through the project
• DfE recognised Tech Level Qualifications
• UCAS points for Tech Levels, project and, if taken,
Core Maths
• meaningful, focussed and relevant work
experience
• development through professional mentoring
• non-traditional background compared with other
HE entrants, meaning a more diverse intake
reflecting increased social mobility
The qualifications – more detail
Technicals in Construction
CITY & GUILDS TECHBAC
The qualifications – more detail
Technicals in Digital
Level 3 (Technical) Extended Certificate/Diploma in Digital
Technologies (Application Development)
UAN
City &
Guilds
unit
number
Unit title
GLH
Barred
units
Y/506/5049
301
Project management
30
N/A
L/506/5050
302
Information security
60
N/A
R/506/5051
303
Networking fundamentals
60
N/A
N/A
Mandatory
Y/506/5052
304
Digital business communication
60
D/506/5053
305
Software development fundamentals
60
N/A
K/506/5055
306
Collection and analysis of data
60
N/A
M/506/5056
307
Enterprise technologies
30
N/A
A/506/5058
310
Application development
60
N/A
Optional Group A
F/506/5059
311
Code an application using object oriented
programming language
60
Unit 311 in
Group B
T/506/5060
312
Code an application using event driven
programming language
60
Unit 312 in
Group B
A/506/5061
313
Code an application using procedural
programming language
60
Unit 313 in
Group B
Optional Group B
F/506/5059
311
Code an application using object oriented
programming language
60
Unit 311 in
Group A
T/506/5060
312
Code an application using event driven
programming language
60
Unit 312 in
Group A
A/506/5061
313
Code an application using procedural
programming language
60
Unit 313 in
Group A
F/506/5062
314
Games development fundamentals
60
J/506/5063
315
3D Computer modelling
60
L/506/5064
316
Computer animation
60
R/506/5065
317
Creative interactive media
60
Y/506/5066
318
Mobile application development
60
D/506/5067
319
Human computer interaction and the user
experience
60
CITY & GUILDS TECHBAC
The qualifications – more detail
Technicals in Engineering
CITY & GUILDS TECHBAC
The qualifications – more detail
Technicals in Early Years Educator
CITY & GUILDS TECHBAC
The qualifications – more detail
L3 Using and Applying Mathematics
CITY & GUILDS TECHBAC
What challenges do you see in TechBac?
What can City &Guilds do to help you prepare for
your first TechBac applicants?
CITY & GUILDS TECHBAC
• What challenges do “non-traditional” learners
bring?
• What strengths do learners with the Extended
Project or other vocational programmes offer?
• What do you need from City & Guilds next?