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14-19 Diplomas

14-19 Diplomas. What are they and what impact have they had upon the sector?. They are… (1). Not : a simple, undemanding or occupational programme of study easy to understand an alternative to apprenticeship (Diploma learning is not ‘work-based’, but ‘applied’)

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14-19 Diplomas

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  1. 14-19 Diplomas What are they and what impact have they had upon the sector?

  2. They are… (1) Not: • a simple, undemanding or occupational programme of study • easy to understand • an alternative to apprenticeship (Diploma learning is not ‘work-based’, but ‘applied’) • a dead-end: progression through Levels 1-3 is integral to their design • wholly convincing to leading universities • starting all at once • starting on a large scale • necessarily here to stay…

  3. They are… (2) • a successor to GNVQ • ambitious, multi-component programmes • heavily sponsored by the state • endorsed / co-designed by some employer groups and universities • complex to manage • difficult to ‘deliver’ (i.e. teach) • in their first term of operation • in competition at L3 with diploma-style awards such as the IB

  4. Diploma design • 17 ‘Lines of Learning’ (i.e. subject areas) • 2008: IT; Society Health & Development; Engineering; Construction & Built Environment; Creative & Media. • 2009: Environmental & Land Based; Manufacturing & Product Design; Hair & Beauty; Business Administration & Finance; Hospitality. • 2010: Public Services; Sport & Active Leisure; Retail Business; Travel & Tourism. • 2011: Humanities*, Languages*, Science*.  starting in Exeter in 2009 * Conservative Party pledged to abolish • 3 levels: • L1: Foundation Diploma (600 guided learning hours, ‘equivalent, in terms of average length of study, to five GCSEs’). • L2: Higher Diploma (800 guided learning hours, ‘equivalent, in terms of average length of study, to seven GCSEs’). • L3: ‘Progression’ Diploma and ‘Advanced’ Diploma • Three main components: • Principal learning • Generic learning • Additional and specialist learning • Extended Diploma – available from 2011 for the ‘most able learners’ at each level

  5. Detailed example The Level 3 Diploma

  6. Impact on the FE sector (1) • Complex to manage (i) • facilities • curricula • staffing • timetabling • assessment • Complex to manage (ii) • logistics • group sizes • teaching locations* * City of Exeter programme of provision: 2008 IT → West Exe Society Health & Development → St James’ Engineering → St Luke’s Construction & Built Environment → College Creative & Media → ISCA 2009: Hair & Beauty→ College Hospitality→ West Exe / College Environmental & Land Based → St Luke’s / Bicton

  7. Key issues / prospects • IAG – especially in Year 9 • Patterns of provision: In 2008, of 97 local authorities, the incidence of the first five ‘lines’ is: • Creative & Media (62); Engineering (60); IT (45); Construction & Built Environment (44); Society Health & Development (39) • Take-up • Original Govt. goal in 2008: 40,000 • Summer 2008 estimate: 20,300 • October 2008: confirmed starts: 11,490, of which: • 8,128 pre-16 • 3,362 post-16 • 1,416 at L3 (11 per-HEI if all were to progress) • Cost: start-up = £55m. • Rise and rise of the IB?

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