1419 White Paper and Vocational learning

1
14-19 White Paperand Vocational learning

• Professor Prue Huddleston
• Director, Centre for Education and Industry
• University of Warwick

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Why?

• Key drivers
• Economic (competitiveness/globalisation)
• Social (inclusion)
• Demographic
• Skills agenda
• Changing labour markets
• Creativity and innovation.

3
Policy Responses

• 14-19 White Paper
• Skills White paper
• Every Child Matters
• Youth Green Paper
• Schools White paper
• Joined up Thinking?

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Fitness For Purpose?

• 14-19 Education is working well for some, but not
  for all
• Institutional capacity
• Professional development
• Responsive to needs and aspirations of young
  people, employees and society more generally.

5

• 14-19 Developments
• Key Features
• Learner entitlement
• Area prospectuses
• More extensive range of qualifications and
  learning programmes
• Greater regional coherence.

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• What is the offer?
• Impartial advice and guidance
• Pastoral support
• Clear progression through 14-19 education and
  training pathways
• A curriculum that provides a variety of learning
  pathways, flexible to individual needs
• Employer involvement
• Functional skills (incorporated within all
  learning pathways)
• Employability skills (personal, thinking and
  learning skills).

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• 14-19 Area Prospectus
• Will set out what education and training
  opportunities are available for each young person
  within the area.
• (Published jointly by local authority and
  local LSC)

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• What vocational opportunities?
• A wide range of opportunities from those which
  may be essentially school-based to those which
  are work-based.

Source QCA, 2005
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• Regional implementation
• Regional skills partnerships
• 14-19 co-ordination
• Dissemination of good practice
• Support to partnership teams.

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• So, what have we got?
• GCSEs and A levels remain
• Specialised diplomas across 14 lines of
  learning, at levels I to III first 5 to be
  available by 2008
• ICT
• Health and social care
• Engineering
• Creative and media
• Construction
• The next 5 by 2010, and all within 10 years

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• Applied GCSEs and A levels
• More emphasis in the curriculum on work-related
  learning (KS4 statutory requirement and
  guidance)
• Enterprise education at KS4 - 180m over 3 years
• Greater focus on functional skills and
  employability skills
• Young Apprenticeships
• Extension of Apprenticeships to Adults.

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Specialised Diplomas

• DfES to publish implementation plan on 25th
  November and QCA to bring forward Guidance on
  structure and standards on 28th November
• Key components
• Generic learning (including functional skills)
• Principal learning
• Additional/ specialist learning (as approved by
  Diploma Development Partnerships)
• Extended projects (or similar) at all levels

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• Scope within additional/specialist learning for
  general learning
• Principal learning with strong vocational
  content
• Importance of context both in design and
  delivery
• DDPs have scope to create content either newly
  devised or using existing qualifications.

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Next steps

• More choice
• Partnership/ collaboration on the ground joint
  prospectus
• Achieving a national system of diplomas across 14
  lines of learning
• Capacity at individual, institutional and sector
  level
• Resourcing
• Assessment
• Employer engagement 14-19
• Integration across work-relevant, work-related
  and work-based learning.