117_Educational_Issues

Teaching 14-16 Year Olds on the Increased flexibility Program Vocational subjects Increased Flexibility Programme What is it' The Increased Flexibility Programme (IFP) for 14-16 year-olds is a programme that aims to increase vocational opportunities in schools by allowing pupils to take a range of GCSEs in vocational subjects and other related qualifications. The programme is currently in place in 60 per cent of maintained secondary schools. IFP is used by more than 280 LSC-established partnerships in England. (http://www.teachernet.gov.uk/_doc) These partnerships consist of colleges, schools and other education-related organisations. What does the IFP entail It means that over 100,000 Year 10 and Year 11 pupils nationally are now undertaking vocational learning, spending one day a week in a college, with a training provider or with an employer. Early figures suggest that the IFP is reaping benefits in a range of ways, including improved attendance and behaviour. (governors.lsc.gov.uk/programmeareas/+flexibilityprogramme) Most recently, research by the National Foundation for Educational Research revealed that the Increased Flexibility programme has exceeded its targets for encouraging 14-16 students to continue into Further Education. 90% of students embarking on new vocational GCSEs in subjects such as healthcare and IT skills have continued their education post-16. The Increased Flexibility Programme (IFP) was formed as a result of policy described in the White Paper Schools: Achieving Success, July 2001. It provides funding to support the formation of partnerships between colleges of further education, schools and work-based learning providers. These partnerships aim to enhance vocational and work-related learning opportunities for local 14–16 year olds, including provision of courses leading to General Certificate of Secondary Education (GCSE) in vocational subjects. The broad aims of the IFP are to: • raise the attainment in national qualifications of participating pupils • increase their skills and knowledge • improve social learning and development • Increase retention in education and training after the age of 16. Partnerships aim to achieve the following targets: one third of the young people involved in the project should gain at least one GCSE in a vocational subject at Level 2 (over and above their predicted GCSEs) • one third should gain at least one National Vocational Qualification (NVQ) at Level 1 • three quarters of the young people involved should progress into further education or training • Attendance rates of the young people involved would match that of the average for the Key Stage 4 cohort. Schools continue to have overall responsibility for registered pupils participating in the provision and need to satisfy themselves that the curriculum offered to their pupils by other providers meets the statutory requirements. Funding of up to £100,000 per partnership was available from 2002, with its allocation decided locally among the partners. The amount covers the costs of part-time vocational placements with further education/training providers (typically lasting one day or half a day), meeting pupils’ travel between schools and colleges or work placements, equipment costs and learning materials, and funding for specialist courses such as those introduced to emphasise work-related learning or a particular subject area. The government wants all 14-19 year olds in the country to have the opportunity to persue a course of study where they will learn in a style that suits them and in subject areas which motivate them. Rather then let students drop out of subjects that don’t suit them or interest them in any way or form namely foreign languages, history, geography and such, the government wants to be able to offer these alternative curriculum choices which suit students with a skill with practical rather than academic abilities. Whether in a school or college or on an apprenticeship, the government wants all young people to have the opportunity to be work towards qualifications which they have the potential to achieve and have real standing with employers and the general public. They want young people to be pursuing their courses of study in high quality facilities which is where colleges fit in as schools don’t always have the space or amenities to offer such a curriculum. Colleges come with appropriately trained teaching staff who should all have the right industrial experience. How the IFP affects me. Most colleges have worked hard to train their staff to teach 14-16 year olds. (Government oftsed report 2005)(www.ofsted.gov.uk) I am currently working at a College of further education and I am teaching students from three different schools on various days of the week. When I first became employed here I was under no impression that I would end up teaching 14-16 year old school children, vocational subjects, I didn’t believe that as a trainee teacher I would be allowed to teach this age group as I thought that a Post Graduate Certificate of Education was required. I have had no formal training to deal with this age group. I have found from my own experience that teaching school pupils is totally different, I had however, two years previous experience working as a teaching assistant in a school so I knew something of what to expect when the pupils arrived for the first time, which is more than some of my colleagues who have been in Further Education (FE) for years and never had to deal with under sixteen year olds. There are huge differences between teaching adults and school children who I think are the most difficult age group to teach. I have found there is a higher likelihood for there to be discipline problems within the class and also problems with practical issues like keeping parents informed which is not a big issue in FE. I feel any staff that are required to teach these 14-16 year olds should receive special training so they know how to engage these young people and keep them interested, motivated and willing to learn. FE staff also need training on how to deal with discipline problems with this age group; this should include behaviour management, student guidance and counselling. I have been teaching schools now for a year and haven’t had any sort of specific training or related guidance which I think is very poor and unsatisfactory, whether this is down to funding I don’t know, possibly poor management. In addition to general concerns of a professional nature I am aware of the quite different relationships and professional behaviours that are appropriate between teachers/lecturers and learners of a compulsory age. A personal cause for concern is the issue relating to responsibility and legality. The increasing presence of classes of minor school age pupils in my college presents staff with a new situation. There is a fair number of staff here that teach 14-16 year olds but I am not aware that any of them have undergone any extensive training on the presumably very different legal situation of under 16’s in colleges. Are staff (“in loco parentis”') What are the legal differences' It seems to me to be essential that training is provided on these aspects. Also if FE, staff with no teaching qualifications, such as myself who is training, can teach 14-16 year olds in a college building, aren’t they able to teach the same class in a secondary school building' “What’s the difference”' Why should you need a different qualification to be a school teacher' Also there are conflicting issues regarding salary and initial job descriptions and contracts. It would be interesting to know how many staff here at Salisbury College when originally accepting a teaching post initially thought they would be teaching school children part of their week and whether they would have accepted the job with the set salary which falls short of being in line with the current schools band of pay, I know I certainly wouldn’t have! There are many plausible reasons for school pupils in 14 -16 age group to seek educational opportunities in FE, and many learners thrive in this context. Conversely there are many cases cited that FE colleges are dumping grounds for some problem pupils, pupils that are not motivated, not suited and unable to cope in an adult environment. If the interface between learning in school and learning in FE, is to be successful for pupils in this potentially vulnerable adolescent stage of their development, then motives must be only those that are based on advocacy for the well being and developmental benefits to the learners. It is my college’s policy to ensure that the pre sixteen students are treated in the same way as other students within the college. This means giving them full access to the facilities such as the resource centre and student recreation centre, although supervision is required by means of the study teacher the schools send with the students to ensure requirements of the child protection laws are upheld. FUNDING Everyone I have spoke too agrees that it is a sound idea to give teenagers at key stage 4 a taste of applied, work-related education. Some would even say that the (IFP), contributed to last summer's GCSE results, which registered the biggest improvement for a decade, (www.lsc.gov.uk'4jul2007) the one problem is funding. New research suggests that IFP is being kept artificially afloat at a cost to colleges of about £100m. According to a study carried out for the Learning and Skills Development Agency (LSDA), now the learning and skills network, many colleges are having to "cross subsidise" their activities for pre-16s. The remainder is being paid by schools and by the Learning and Skills Council (LSC). If this situation persists, and the government fails to come up with more money for IFP, colleges are likely to cut back on their courses for this age group, or pull out of them altogether, states the LSDA report. The government does recognise the importance of giving youngsters a taste of vocational education at 14. The IFP programme began in September 2004, initially for a two-year period, with the aim of launching eight new GCSEs in vocational subjects and creating work-related learning opportunities for 14-year-olds. "The emphasis is that, if somebody does this at 14, they are much more likely to continue do it post-16," and surely that is what the government is aiming for, pupils to stay in education until they reach the age of 19. Why we need to reform: To raise participation and achievement – by tackling the educational causes of disengagement and underachievement and low post-16 participation. To get the basics right – ensuring that young people achieve Specified levels in functional mathematics, literacy and Communication and ICT, and are equipped with the knowledge, skills and attributes needed to succeed in adult life, further learning and employment. Strengthen vocational routes – improving the quality and status of vocational programmes delivered by schools, colleges and training providers, setting out the features of high quality provision and identifying a clear role for employers. Make the system more transparent and easier to understand by rationalising 14-19 curriculum and qualifications within a Diploma framework, where progression routes and the value of qualifications are clear. All staff who teach these new diplomas to 14-16 year olds are fully trained I personally would like to receive some professional training on how to deal with students who are bearing school age. It is a lot different teaching students who have left school as I feel they are at a different maturity level and come to the college voluntarily with a different attitude. Training could be provided by means of staff development for all those involved. Every young person should be able to develop her/his full potential, and become equipped with the knowledge, skills and attributes needed for adult life. This includes preparation for work to which they are well suited, development of positive attitudes to continuing learning, and active participation within the community. Conclusion: The need to reform the 14-16 system Todays teenagers are tommorows parents, entrapeuners, public servants and community leaders. I believe that every child and every teenager has equal worth. We owe it to them to give them a chance to show what they can do, to make the most of their talents and reach their maximum potetial. And the key to doing this is to design a system around them based on high standards, on choice and on meeting individuals, needs and aspirations. (education government white paper 2005) It is my belief that a major reform is needed urgently and the new Diplomas that the government is introduceing may pave the way forward. Over the next ten years, 14 to 19 year olds will be offered greater choice in the courses, subjects and qualifications they take, making it easier to gain the basic skills needed for life and work. New Diplomas will be introduced alongside GCSEs and A levels. From 2013, all 14 to 19 year olds in England will be entitled to study one of 14 new Diplomas. Each of the Diplomas will be tested over a three-year period following its introduction. These new Diplomas aim to provide young people with a fully rounded education, equipping them for further or higher education and long-term employability.The new Diplomas are part of the government’s plans to reform education for 14 to 16 year olds, first put forward in the 14-16 Education and Skills White Paper. The reforms are aimed at making 14 to 16 education more motivating and engaging for all young people, giving them clear routes to success in life, work and further study. My biggest worry is how these proposed changes are going to affect me in my role as a teacher. Will I have to re-write all of my existing course teaching materials to fit in with the new Diploma criteria' And will the current learning materials I use, cross network to match the new curriculum units scheduled in the new Diploma curriculum, or will every teaching resource I have slowly built up over two years suddenly become obsolete. If this is the case then I will have to write a whole new scheme of work and course schedule. These things take up so much time and effort from which I don’t think they are ever really appreciated. When will I get time to do this' The other issue that has to be thought about is the vast numbers of mature learners that enroll on courses at the college how will the introduction of the new Diplomas effect them. I think initially they will have to continue with the current N.V.Q curriculum we run here unless they have acredited prior learning (APL) and slowly it will get faded out as every learner we have in the future will have or should have progresed through school undertaking the new Diploma structure. No one is exactly sure how its all going to work yet some say its going to be modular and students will be able to carry modules they have gained as they progress up through further education and possibly higher education who knows'.