Tackling the issue of 17+
participation, attainment and
progression: the role of 16-19
study programmes
Ann Hodgson and Ken Spours
The international context for
upper secondary education
• Participation in upper secondary education systems (USE) is increasing in
both developed and developing countries
• This is the result of universal primary education, globalisation and the
international competition for high skilled employment
• International benchmarks such as PISA and TIMSS are encouraging
countries to reconsider their USE systems
• Countries are reforming in different ways according to history, economic
position and culture, but neo-liberal ideas are very powerful
• Wider global trends have been towards integration and unification rather
than segregation and tracking in USE
2
Tensions within USE as it
becomes universal
•
Encompasses both compulsory and post-compulsory education - end point
for some young people but preparatory stage for others.
•
Major source of social and education division and a focus of social
contestation where young people’s future life chances are increasingly
determined.
•
Need to balance:
 commonality of experience for social cohesion
 diversity to address the needs of a much broader population
 universal need for 21st century competences with increasing
specialisation.
The 17+ issue
• RPA and the importance of sustained and high quality
participation post-16
• Avoiding a ‘wasted’ year
• 17+ participation is the major indicator of potential success at
Level 3 and progression from Level 2 to Level 3
• But 17+ is also major point of potential disruption in progression
• It is arguably becoming the new point of selection
• A complex mix of national, local and institutional factors combine
at this stage
17+ in London: key participation
& retention statistics (schools)
• 17+ retention on schools’ A Level programmes (82%) greater than on schools’
Level 3 vocational programmes (59%). Just under a quarter of Year 12 Level 3
starters had left the sixth form before 18.
• Drop out from Level 3 programmes in schools and colleges was primarily at the
end of Year 12, particularly for vocational courses.
• GCSE attainment affects 17+ participation (remaining until Year 13)
•
•
•
•
5 A*-C grades (GCSE only)
5 A*-C grades (GCSE only) including English and Maths
8+ A*-C grades or equivalent including English and Maths
8+ A*-C (GCSE only) grades including English and Maths
72%
87%
87%
91%
17+ in London: key Level 3
attainment statistics (schools)
• Broader achievement at Key Stage 4 produces better outcomes post16.
- 65% of London Level 3 learners have at least 5 GCSE A*-C grades
including maths and English and they score on average 753 points
(just above the national average).
- Those with 8+ GCSE A*-C grades including maths and English
score on average 795 points – 40 points above the national
average.
- However, about 30 per cent of Level 3 learners in London schools
do not have A*-C grades in English and Maths. Overall, they score
on average 540 points compared to the national average of 740
points (This brings the overall London figure down)
Level 2 to Level 3
progression in schools
Possible causes
• Drop-out during the Level 2
course (about 30 per cent)
• Non-achievement of Merit or
Distinction grades to be able
progress to Level 3 (50%)
• The pull of the casualised labour
market and caring responsibilities
at home.
The 17+ issue – a model of
risk factors
The potential role of 16-19
programmes of study
• Inclusion of Level 2 English and Maths for progression
• A possible mix of general and vocational study
• A possible mix of Level 2 and Level 3 qualifications for learners
with lower GCSE profiles
• Inclusion of work experience for motivation, vocational learning
and progression
• Inclusion of an Extended Project Qualification for both
motivation and skill building
• Tutorial support, careful monitoring of progress and CEIAG
Areas for consideration
• Building in progression skills in Key Stage 4
• More liaison between Key Stage 4 and Key Stage 5
tutors/teachers
• Admissions policies for sustained 17+ participation, particularly
for Level 3 learners
• Building expertise for high quality, effective and differentiated A
Level teaching through ‘communities of practice’
• The role of CEIAG both pre- and post-16
• The possibilities of a ‘three-year sixth’
• A focus on sustained 17+ participation and progression - avoiding
low grades, drop-down and drop-out