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South London LL Network Engineering Gerry Denston

South London LL Network Engineering Gerry Denston. Aims. To explore content, assessment methods and learning outcomes of vocational qualifications and their suitability for progression to HE

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South London LL Network Engineering Gerry Denston

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  1. South London LL Network Engineering Gerry Denston

  2. Aims • To explore content, assessment methods and learning outcomes of vocational qualifications and their suitability for progression to HE • To provide an update on the ever changing 14+ qualification landscape including the latest information on 14 to 19 diplomas

  3. Qualifications framework • Activity for engineering qualifications – broadly academic to narrowly occupational • Where do diplomas fit in? • How are these assessed?

  4. Diploma in [occupation]Level 4 Diploma in [occupation]Level 4 Foundation Degree Degree Degree Certificate in[occupation] Diploma in[occupation]Level 3 DiplomaLevel 3 Advanced ApprenticeshipDiploma GCE A levels Award in[occupation] Certificate in[occupation] Certificate in[occupation] DiplomaLevel 2 Diploma in[occupation]Level 2 GCSE A* -C Apprenti-ceshipDiploma Award in[occupation] Award in[occupation] Young Apprenti-ceship Diploma in[occupation]Level 1 DiplomaLevel 1 GCSE D -G +other provision 1 Diploma Apprenticeship route Traditional route Occupational route 1 14-19 Qualifications Adult 16+ QCF Mostly 16 + 14-90 Qualifications

  5. The HE landscape – Graeme Baker TVU • Demographics • Developing admissions process (PQA) • Sharper focus of widening participation work • Student finance (impact) and information, advice and guidance • 14 – 19 reform

  6. A time of increasing demand for graduates, but lower and lower numbers of young people. Number of 18-20 year-olds in England from 2005-06 to 2020-21 2.1m 2m 1.9m 1.8m 2005- 2006- 2007- 2008- 2009- 2010- 2011- 2012- 2013- 2014- 2015- 2016- 2017- 2018- 2019- 2020- 06 07 08 09 10 11 12 13 14 15 16 17 18 19 20 21 Source: HEPI, Demand for Higher Education to 2020; ONS and Government Actuary's Department (2004 based projections for England, published in October 2005), adjusted by DfES for academic years.

  7. Progression map for engineering • Activity

  8. 14 to 19 Reform 14-19 far reaching reforms which cover curriculum and qualifications for a wide range of learners. LAs responsible The reforms include: • Revised GCSEs • Revised AS/A2 • Diplomas • Engagement programme • Foundation learning tier • Young apprenticeships • Apprenticeships – separately controlled • Death of the LSC • Division of QCA – OffQual – Move to Coventry • 2013 entitlement

  9. Diplomas: where are we know? • 145 consortia approved to deliver first 5 lines in 2008 (a few deferred until 2009) • 317 consortia approved to deliver in 2009 offering up to 94 000 additional diploma places in 10 lines of learning • £30,000 for each diploma line will be added (non-ringfenced) to the Diploma formula grant, which LAs will receive in September 2008 and March 2009 • 73 consortia offering Engineering in 2009 – compare to C&M 150, IT 113, H&B 122, BAF 108, • 1 consortium in London offering Engineering 09 and 2 MPD

  10. Diplomas – Phased Introduction

  11. Structure

  12. Diploma Equivalences • Equivalence • Foundation Diploma is equivalent to 5 GCSEs at level 1 (e.g. 5 GCSEs at grades D-G) • Higher Diploma is equivalent to 7 GCSEs at level 2 (e.g. 7 GCSEs at grades A*-C) • Progression Diploma is equivalent to 2.5 A levels • Advanced Diploma is equivalent to 3.5 A levels • Extended Diploma will be equivalent to 4.5 A Levels

  13. Functional Skills Does the equivalence of 7 GCSEs for the Higher Diploma include points for Functional Skills or not? • No – the equivalence of 7 GCSEs includes points for the Principal Learning (420 glh) and Project (60 glh) and Additional and Specialist Learning (180 glh) only. • Functional skills will attract their own performance points as a stand alone qualification; • at Level 2 equivalent to 0.5 GCSE A*-C for each functional skill

  14. Functional Skills • In the early years of Diploma delivery, when Functional Skills have to be taken as a stand alone qualification, Diploma students will be awarded points in addition to any performance points for achievement in English and maths GCSEs. • But by 2010 we expect most students taking a Higher Diploma at Key Stage 4 to be achieving their functional skills through English and Maths GCSEs. Functional skills would then be recognised in points for achievement of those GCSEs

  15. Diploma grades • Foundation A* A B • Higher A* A B C • Advanced A* ABCDE • Final grade aggregate of PL and Project • Diploma transcript will record all other components

  16. Assessment • Functional skills - externally assessed, but practice integrated into internal assessment • PLTS - integrated into PL and internal assignments • Project – internally assessed, externally moderated • Work experience – No formal evidence required but must be verified that completed • Applied learning – foundational to internally assessed assessments and external assessments • ASL - Assessed as current practice

  17. PLTS A framework of 6 skills: independent enquirers, creative thinkers, reflective learners, team workers, self managers, effective participators Employability skills • 60 glh, integrated opportunities in PL, Project, WEX • Assessed within PL, reported on transcript

  18. Activity • PLTS • For a PLT skill select 1 criterion and draft a simple, hour long, Engineering IAG or progression type activity for a 17/18 year old diploma learner

  19. What is required? • General awareness and understanding of the reforms amongst all HE staff • Capacity, confidence and capability to deliver the new curricula in all areas • Skills and knowledge to support delivery of the 14-19 education system • Appropriate information advice and guidance about post-14 learning

  20. Questions • How will your area deliver the reform programme? • How do you see this linking with ECM agenda? • How will your area offer the entitlement in 2013? • How will you ensure participation of all 18 year olds by 2015? • How will HE support the 14 to 19 reform agenda? • What is your role in this?

  21. Supporting HE engagement • Local Aim-higher partnerships • Local 14 - 19 networks • Lifelong Learning Networks – ‘vocational’ focus • Business and enterprise networks • Potential of engaging HE as an employer • Benefits of HE as a provider of CPD/workforce development • DfES HE Engagement Team • Curriculum design networks

  22. Papers • Directions booklet • Progression map for engineering • Diploma quiz – Engineering • Diploma quiz – Engineering answers • Quick guide: Engineering – labour market information • Engineering – on line careers information • Engineering DDP papers, various

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