Developments in 14-19 Provision

1. Developments in 14-19 Provision Napaeo/FACE Seminar 9 June 2006, Stoneleigh Park, Warwickshire David Taylor Deputy Director, 14-19 Reform Group, DfES

2. 14-19 Delivery - The scale and urgency of the challenge…internationally Participation rate at age 17 (2004)

3. Staying-on rates have flattened in the last decade

4. 14-19 performance: A tale of two halves .

5. . . . or a tale in three parts: some needing more stretch; some needing stronger vocational options; and some needing re-engagement Main study aim of 16 year olds by year 11 attainment 2002

6. Where 16 year olds go:Numbers at the different providers Source: Youth Cohort Study 2004

7. Around 8% 16-18 NEET in last decade Source: National Statistics LFS/DfES NEET data

8. England’s 14-18 population will peak in 2006, but by 2020 will have reduced by more than 10 per cent … 2006 3.29m 320,000 fewer 14-18 year olds by 2020 Persons (ooo) 18 y.o. 17 y.o. 16 y.o. 15 y.o. 14 y.o. Source: ONS Projected Population for England For Ages 14-19: 2003-2020 (000)

9. … but, demographic change will differ considerably across the country with some regions falling by nearly one-fifth Projected Population of 14-18 Year Olds in England by Region for Selected Years Projected Decrease in Population of 14-18 Year Olds in England by Region Between 2006 and 2020 (000 People) Source: ONS People (000)

10. 1600 1500 1400 1300 1200 1100 1000 05/06 11/12 03/04 09/10 13/14 15/16 17/18 19/20 07/08 Even with significantly improved participation rates, the number of 16-18 year olds in education and training will peak in 2009 People (000) Aspirational Participation Rates Projected Baseline Participation Rates

11. The problem • Despite best ever • primary school results • GCSE and A level results • college success rates • Too many drop out and too many disengaged • Employers concerned about basic and generic skills • Universities say the best not stretched and problems differentiating

12. Need for Reform • For economic reasons • global productivity challenge means we need a high skill economy • For social justice reasons • background shouldn’t determine success • To serve each individual’s needs • whatever their abilities and aspirations

13. The challenges • Transform opportunities for individuals • All young people master the basics • Build a high quality vocational route, driven by employers • All are stretched and given opportunities to progress • Participation raised to match best in the world – from 75% to 90% in next 10 years

14. A strong core 14-19 • Expectation that all master functional English and maths before leaving education • Catch up in KS4 for those who don’t get there at 14 • GCSE English and maths restructured to secure ‘functional core’ • Higher grades at GCSE depend on mastery of functional elements • Performance table changes – focus on English and maths attainment at GCSE • New diploma for 5 A*-C at GCSE including maths and English • Emphasise basics post-16 for those not at level 2 by 16 • High quality information, advice and guidance

15. Stretch • Freeing up KS3 and KS4 curriculum gives time for stretch • Opportunities for all to take units at the next level e.g. acceleration to AS level by age 16 • In short term, more information on candidates for Universities (AS level unit grades) • Stretch 16-19 in A levels and Diplomas: • Extended project • HE modules • Tougher optional questions at A level and in Diplomas • Review progress in 2008 to see if more needed

16. GCSEs and A Levels • Remain as free standing qualifications • Continued reform of maths and science GCSE curriculum and qualifications • QCA to review coursework in both GCSE and A level • Inclusion of AEA-type questions to encourage scholarship in A levels • Gradual moves in most subjects at A level to 4 assessment units rather than 6 • Work with employers and Universities to see what if anything should be added on breadth of A level study and review progress in 2008

17. Vocational learning at Key Stage 4 By 2007-08 over 180,000 pupils in KS4 will be studying vocational subjects in schools; Statutory requirement for work-related learning Foundation, Level 1 and Level 2 qualifications available through vocational GCSEs, NVQs and other qualifications; And there is Education-Business Links provision Increased Flexibility Programme 14-16s in college - 300 partnerships, over 2000 schools and 100,000 pupils; Young Apprenticeships - 2,000 pupils in 38 partnerships E2E for disengaged 14-16 year olds - perhaps up to 10,000 participants by 2007-08

18. 16-19 provision for the disengaged • Range of providers including specialist provision and a range of innovative provision in many FE colleges; • Entry to Employment (E2E) - an entry to level 1 work based programme for 16-18s not ready to enter an apprenticeship, employment or further vocational learning opportunities. • 34% of E2E participants have learning difficulties or disabilities,17% are from ethnic minority backgrounds • Around 25,000 E2E places - 43% leaving to positive outcomes • Statutory duty on LSC to fund provision for learners with learning difficulties and/or disabilities

19. 16-19 Financial Support • Review led by HM Treasury with other Government Departments • Create a level playing field of financial support across education and training programmes • Education Maintenance Allowances (EMA) pilots increased staying on rate by 5.9% (projected 3.8% nationally) and reduced NEETs by 2.7% • Over 297,000 young people have received £10-£30 pw EMA payments in 2004-05 - 400,000 by 2006 (£500 million pa) • April 2006 - Extending EMA (+ Child Benefit + Child Tax Credit) to unwaged trainees on Entry to Employment (E2E) • £140 million Activity & Learning Agreement Pilots for 16-17s who are NEET and for those in Jobs Without Training (JWT)

20. Vocational reform • Specialised Diplomas in 14 broad sector areas at levels 1 (foundation), 2 (intermediate) and 3 (advanced) • All will have functional maths and English • Will combine best of vocational courses with A levels and GCSEs • Advanced Diplomas alternative gateway to HE or high skill employment • QCA will work with employers (through SSCs) and universities to develop

21. New 14-19 Entitlement - Legislation EVERY YOUNG PERSON will study · National Curriculum Core subjects: English, maths and science · National Curriculum Foundation subjects: ICT, PE and citizenship · Work - related learning and enterprise · Religious education · Health and careers education. Young people are also entitled to choose : One specialised Diploma from a At least one course in each of the following areas: the arts, design choice of all 14 lines; engineering; health and social care; ICT; creative and and technology, the humanities and media; construction and the buil t modern foreign languages. environment; land - based and Young people are entitled to choose Or environment; manufacturing; hair and a course in a ll four areas if they beauty; bu siness administration and finance; hospitality and catering; public wish to. services; sport and leisure; retail; travel and tourism There is likely to be overlap betwe en the different entitlements, allowing space for wider choice for young people

23. What will the new programmes look like?

24. Level 1 Diploma All Diplomas Available in 14 lines at 3 levels. Employer designed. National Standards. Units from Framework for Achievement. Literacy and numeracy, vocational content. work experience. school/college based (with time at employers). Functional literacy and numeracy. National Curriculum. Aimed at 14-16s in 80th to 100th percentile Level 2 Diploma GCSE functional English and maths, National Curriculum (for 14-16s). Aimed at 14-16s in 0-80th percentile and 16-19s with L1 Level 3 Diploma GCSE functional Eng and maths, aimed at anyone 16-19 with L2, top end offer for HE entry, A level academic content Any Diploma may have: At SSC discretion: project work, team work, extra academic content, extra vocational content extra work experience as requirements Specialised Diplomas - Structure

25. By 2012 nearly half a million 14-15 year olds (>1 in every 3 learners) could be pursuing a programme going beyond general qualifications People (000) VGCSE SPECIALISED DIPLOMAS NVQ GNVQ

26. 14-19 Delivery & Support • Work towards national entitlement to full range of GCSEs, A levels and 14 specialised Diplomas • Schools, colleges and training providers in partnership on local delivery of the entitlement • Network of high quality facilities with key role identified for specialist schools and CoVEs • LAs and LSCs will commission provision to fill gaps • High quality training and development for workforce • Prospectus in every area with full range of local opportunities • The gateway process • Delivery underpinned by rigorous accountability, including new progression targets and progress reports

27. 14-19 Workforce Development Support Four discrete projects are being taken forward with partner organisations: • Leaders and managers (NCSL & CEL) • Supply of additional vocational teaching staff and up-skilling the existing workforce (TDA & LLUK) • Delivery of specialised Diplomas in 2007/08 (QIA & SSAT) • Delivery of functional skills (QIA & National Strategies) • £50 million investment in training and support for staff over two years.

28. The Gateway Process • End of June - expressions of interest from consortia to DfES • End Sept - Self-assessment tool and more detailed criteria issued by DfES. • By December - Consortia develop proposals and send self-assessment to DfES. • Jan and Feb 2007 - Regional panels consider self-assessments and advise for September 2008 (or later). • End Feb 2007 - Publish list of those to pass Gateway for Sept 2008 and to receive support. • Sept 2007 - Awarding Bodies start approval to deliver the Diplomas from September 2008. Workforce support begins. • September 2008 – first teaching. • Criteria • Consortia; impartial IAG; • Capacity - curriculum and workforce development; • Engagement with employers and HE; • Priority if in functional • skills pilots in 2007

29. Local discretion will be key – so delivery requires a learning system National prescription: Entitlement, partnership, prospectus Local discretion: Who provides which courses; curriculum framework; local delivery model; transport arrangements; working of partnership; underpinning systems; complaints procedures; etc. Learning model: structured programme of visits to learn from most advanced

30. Establishing networks At national level, Skills Academies as national centres of excellence Skills Academies At regional/sub regional level CoVEs and dedicated specialist schools as area hubs Colleges, training providers -Centres of Vocational Excellence Leading specialist schools with vocational specialisms At local level schools, colleges, training providers, employers as local “spokes”, collaborating with groups of other local providers to deliver the vocational entitlement

31. Variant 1: Single vocational hub Characteristics • similar to Knowsley Collegiate • tends to have high capital cost • suited to urban areas with good transport links • requires formal agreement over ownership/management • gives partnership physical reality - increases buy-in?

32. Variant 2: Dispersed vocational centres, linked to schools Characteristics • Similar to Sunderland, Nottingham • Suited to more dispersed population, or larger number of partners, with good transport links • Requires formal agreement over ownership/management • Gives partnership a physical reality - increases buy-in? Movement of teachers

33. Variant 3: Informal collaboration Movement of teachers and learners Characteristics • Most common Pathfinder model. Similar to Coventry, Wolverhampton, Gateshead, E Manchester • Low capital cost • Suited to urban areas or dispersed populations with good transport links • Allows for flexible partnership arrangements, but less buy-in?

34. Characteristics Similar to Cumbria, Shropshire Extensive use of ICT, videoconferencing, distance and e-learning Medium to high capital cost Suited to rural/dispersed populations with poor transport links Allows for more flexible partnership arrangements Variant 4: school and college virtual groups No movement of teachers or learners school FE school school E-learning

35. Developments in 14-19 Provision Napaeo/FACE Seminar 9 June 2006, Stoneleigh Park, Warwickshire David Taylor Deputy Director, 14-19 Reform Group, DfES david3.taylor@dfes.gsi.gov.uk