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16 -19 Study Programmes March 27 th 2013. Wolf’s findings. lack of coherent programmes lack of opportunities to gain effective skills in Maths and English lack of work experience. What is changing?. Autonomous Professional Education Institutions. Raising Participation Age. Study

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16 -19 Study Programmes March 27 th 2013


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wolf s findings
Wolf’s findings
  • lack of coherent programmes
  • lack of opportunities to gain effective

skills in Maths and English

  • lack of work experience
slide3

What is changing?

Autonomous Professional Education Institutions

Raising Participation Age

Study

programmes

Funding per student

where to find information
Where to find information

Put this title in Google

Study Programmes

for 16-19 year olds

Government response to consultation and plans for implementation

June 2012

https://www.education.gov.uk/publications/standard/Post16Learning/Page1/DFE-00069-2012

what institutions are encouraged to do
What institutions are encouraged to do: -

develop programmes which are focused on the education, training and development needs of individual students and enable them to achieve their full potential

these programmes must offer
These programmes must offer:-

D

E

P

T

H

b r e a d t h

P RO G RE S S I ON

p r o g r e s s i o n
P RO G RE S S I ON

Level 1

63%

77%

Level 2

qualifications need to be substantial
Qualifications need to be substantial

Level 1, 2 and 3

AS

A Level

IBCC

IB

what is a substantial qualification
What is a substantial qualification?

It’s a qualification :

of sufficient size, weight and relevance to

provide a nationally or locally recognised

route into a trade, profession or other

form of employment, or access to a

university or higher education course

opportunities for
Opportunities for:

Achieving:

Level 2 GCSE Maths

Level 2 GCSE English

a national perspective
a national perspective

2007 – 2008

17% with < C in both English and maths went on to study A/AS levels

9% achieved > C in English

9% achieved > C in Maths

2010 – 2011

41% > C in English

44% > C in maths

programmes enhanced by
Programmes enhanced by

work experience

employability skills

non-qualification activity

work experience
Work Experience
  • on vocational courses at any level, where purposeful work experience is an integral part of their qualification;
  • studying below level 2, who are not able to complete a substantial qualification, where purposeful work experience is likely to be a major part of their Study Programme. These students will be taking qualifications primarily at entry level or level 1;
  • with complex and/or profound learning disabilities and disadvantage, where purposeful work experience may make up most of their Study Programme and may be a Supported Internship. Providers, in discussion with students, need to assess what type of work experience is most suitable.
more guidance
More guidance

Update on the

16-19 Funding Formula 2013/14

Funding full participation and Study

Programmes for young people

December 2012

work experience1
Work experience

Most students will benefit from either work experience or other work-related learning or activities. It helps students with their subject choice and destination planning; it can motivate and raise ambition and for some students enables them to secure experience, job-related or specialist skills of direct benefit to their future employment or study goals.

work experience 1
Work Experience 1

The type of work experience students need will vary widely, with Supported Internships available for students with more complex needs. Institutions, in discussion with the student will need to assess what type of work experience and work related activity is most suitable for them given their career aspirations.

work experience 2
Work Experience 2
  • Study Programmes for students who do not take a substantial qualification would be expected to include substantial work experience and maths and English.
  • In these programmes, which are of equal merit to those Study Programmes built around qualifications, English, maths and work experience should form the majority of the programme time together with non-accredited employment-related activity.
  • For some students a significantly high percentage of work experience may be appropriate.
work experience 3
Work Experience 3
  • . This activity must be planned, timetabled, organised and/or supervised by the institution.
  • Alongside their studies, many students will also look for work experience opportunities independently, or take part time jobs. In such cases this independent work experience or part time work would not be funded as part of the Study Programmes
volunteering
Volunteering

Other activity, such as the Duke of Edinburgh Award, that might lead to an award rather than a formal qualification and as a result is not listed on s96 will not count towards qualification hours, but can count towards non-qualification hours

slide23
GLH

2007 – 2008

Level 1 41% < 100 hours

Level 2 32%< 100 hours

dfe action to support introduction
DfE action to support introduction
  • DfE funding reform
  • Reformed 16 – 18 performance tables
  • New inspection framework
  • Robust minimum standards
  • A more dynamic education market
destination measure
Destination Measure
  • Why do you believe that the destination measures will be sufficient to hold schools to account?
  • The measures will be published as part of Performance Tables.  It will then be for the 'market' or local communities, parents and prospective students to hold schools to account through their choices (and if the local or national press pick it up and run 'league' tables as they do for attainment information)
  • Will inspectors see the destination measures alongside other data when inspecting a provider?
  • Yes, inspectors have all published information available to them.  Both the new Schools Framework and the Common Inspection Framework ask inspectors to consider the progression and destinations of students