Specialised_Diplomas

Specialised Diplomas This report considers the introduction of the new specialised diploma which sees a radical change to 14-19 education. The information in this report has been gained from variety of sources including government white papers, briefing documents published by organisations such as OCR and the Qualifications and Curriculum Authority as well as the views of the Trades Unions Congress and Universities UK The background The Tomlinson Working Group on reform of the 14-19 curriculum published its report on 18th October 2004. The government had established the Tomlinson Group in March 2003 in order to critically consider education and training for the 14-19 age group and where appropriate, make recommendations for improvement. The groups were established as a response to the A' Level grading fiasco of 2002, which led to the resignation of the Estelle Morris the then Secretary of State for Education, when confidence in the system was undermined by the downgrading of many results. The Group was led by Sir Mike Tomlinson a former head of OFSTED. The working group established five major issues facing the 14-19 sector: 1. A lack of faith in standards where parents, employers and universities were confused about value of A-levels caused by "grade inflation”. 2. Too many courses on offer and students sitting too many exams. 3. Students leaving the system with a lack of basic literacy and numeracy skills. 4. The drop-out rate post-16 was too high: 24 per cent of students leave school. 5. Vocational education was undervalued. The key recommendations of the Tomlinson report were as follows: 1. Phasing out GCSEs and A-levels over ten years. 2. Replacing them with a two-tier, four-part diploma system, awarded at age 18. 3. Diploma grades are limited to pass, merit, distinction. Within subject areas identified as "specialist", upper grades will be split into A, A+ and A++. 4. Making teacher assessment a cornerstone of the new evaluation scheme. 5. Up to age 16, Diploma studies will include compulsory core subjects: literacy, numeracy, ICT. Post-16, the scope will broaden to include "main" learning. 6. Encouraging a consensual and holistic learning approach - built around a student-chosen "extended project". Tomlinson's report calls this approach "stretch and challenge". 7. Recording progress and achievement in a personal "transcript" that will include a record of non-curricular activity - accessible by employers and higher education institutions. 8. Linking academic attainment and vocational education - allowing pupils to mix and match subjects to create personalised learning programmes. The DFES White paper “14-19 Education and Skills” formed the Government's response to the Tomlinson Report. Whilst rejecting some of the recommendations of the report, such as the introduction of basic English and maths exams, the government did endorse the introduction of new specialised diplomas in a effort to provide greater choice and to combine vocational and academic learning. Such is the enthusiasm for these new diplomas the government has described them as; “.. the most important change to the country’s education system since the introduction of the GCSEs…” (DFES 2005) What are specialised diplomas' The Department for Education and Skills, the Qualification and Curriculum Authority, the Skills for Business Network and awarding bodies have developed a new qualification – the diploma. The diploma will promote learning across a range of skills and knowledge set within a specialised context (a specified group of employment sectors). These are referred to as ‘lines of learning’ and there are 14. These have been developed and the diplomas are being introduced gradually over a period of years. (OCR 2006) The government believes that these diplomas will excite and stretch young people being relevant for all learners including the most able preparing for university, those moving into employment and those who are disengaged by current educational provision. The diplomas are intended for young people both pre and post 16 and will operate across levels 1 to 3. Diplomas will “…help young people of all abilities reach their potential”. (DFES 2005) Level 1 diploma will be equivalent in size to 4-5 GCSEs at grades D to G Level 2 diploma will be equivalent in size to 5-6 GCSEs at grades A * to C Level 3 diploma will be equivalent in size to 3 A levels There will also be a Level 3 progression qualification which will be equivalent in size to 2 A levels The diplomas will not be linked to age and therefore schools and colleges will be challenged to ensure that young people take qualifications when they are ready and not at any fixed age. By 2013 there will be a national entitlement for 14- to19-year-olds to study towards any one of the specialised Diplomas. The structure and content of diplomas All diplomas will have the same structure giving learners similar experiences and opportunities regardless of whatever and whenever they are studying within the fourteen lines of learning. The Diploma will have three components: Principal learning Students develop knowledge, understanding, skills and attitudes relevant to a sector (or sectors) and are given opportunities to apply these to work roles or situations and realistic contexts. This section will account for at least 50% of all diplomas. Additional / specialist learning Students choose from a range of options endorsed by employers. Generic learning Students develop and apply the skills and knowledge necessary for learning, employment and personal development. This will include the following; functional skills, personal learning and thinking skills, work experience and project work. • Functional skills comprise of English, Maths and Information Communication Technology and are a compulsory part of the specialised diplomas. In addition they will exist as a qualification in their own right and they will be incorporated into GCSEs so that functional skills at level 2 will become a prerequisite to achieving a GCSE at A* to C. The development of functional skills responds to concerns from employers that young people are leaving school without a foundation in the basics that they need in the workplace. It is hoped that this core of skills, understanding and knowledge will allow young people to operate effectively and independently in life and at work. They build on similar qualifications such as Key Skills and Skills For Life and are expected to replace them in time. When undertaking a diploma candidate will be expected to achieve functional skills at level 1 for the level 1 diploma and at level 2 for diplomas at level 2 and 3. • Personal learning and thinking skills are necessary for work and general learning and will include the following skills; independent enquiry, creative thinking, reflective learning, team working, self-management and effective participation. These will be integrated into the principal learning element of the diploma. • Work experience will be undertaken by all learners and each learner must do at least 10 days of work experience. • Project work will encourage independent learning and will give learners an opportunity to demonstrate their full potential and show creativity whilst pursuing particular interests within their specialist areas. All diplomas will be subject to both internal and external assessment Providing the diplomas The national entitlement will ensure all young people will be able to follow a course of one of 14 specialised Diploma lines at an appropriate level for them, wherever they are in the country. It is unlikely that any one school or college will be able to offer all 14 Diplomas. Schools and colleges are therefore being asked to form consortia within their local area, and have already submitted expressions of interest in offering diplomas and a 'gateway' process will assess the capacity of each of the consortia to deliver. Impact of the new diplomas There are potentially many benefits from the introduction of the new diplomas. This system will mean fewer exams and more continuous assessment which will benefit learners and provide more realistic evidence of learners’ capabilities than exams alone. The inclusion of a project will allow students to be creative and will provide extra information to allow employers and universities to further assess the quality of a learner. There will be equality of status for academic and vocational learning when vocational routes have too long been regarded as second best. There will also be a greater emphasis on personal choice for learners so that post-16 every student will in effect be able to follow a self-designed course. Diplomas will reflect and accommodate the range of learning styles. Both employers and universities will probably welcome the introduction of a core element requiring students to achieve defined standards in crucial areas (functional skills). Also the mandatory inclusion of study and self management skills can only be a positive move in preparing learners for life beyond school and college. However the positive aspects of the diplomas must be balanced against potential problems. If diplomas are to be successful learners, parents and employers must be given guidance and advice about this reform to the education system. Diplomas should not be used as qualifications that are inferior to GCSE’s and A Levels and should not be seen as being aimed at students who are not deemed to be capable of pursuing the traditional academic channels. There could also be a risk that undertaking a specialised diploma will limit learners in the future, narrowing their options. The partnership between schools, colleges and employers needs to be strong. Are employers fully equipped to help deliver the qualification' Will employers support the initiative and provide work experience places that are worthwhile and relevant' Will there be recognition for employers supporting the diplomas' For those employers that do not make a contribution to the success of the diplomas will their status as employers will be undermined with young people and their parents' The prospect of consortia between schools and colleges poses further problems. Will the government close the funding gap between salary levels for teachers in schools and college lecturers' Will the government be able to continue to justify the gap (thought to be around 10% – 12% by the University and College Union) as more college staff take on joint responsibility for teaching school pupils on the new diplomas' Will there be sufficient staff training and development to allow synergy between the vocational and academic elements of the diploma. Also the joint delivery approach will impact on league tables with students accessing a number of educational institutions at the same time. The league tables will be increasingly unreliable and not be able to reflect the new system. Finally the disassociation of the qualification from age constraints will have an impact. Learners could potentially be qualified for higher education entry at an earlier age. Implications could include legal responsibilities, child protection issues and the provision of suitable support mechanisms. Conclusion The introduction of the diploma sees a move towards a holistic approach to education and encourages a greater co-operation between schools, colleges and employers in order to help develop young people and equip them with the requisite skills and knowledge to be successful as they move through life. The new qualification embraces individuality and allows learners to direct their own learning, however it must compete with traditional qualifications and attitudes which value more ‘academic’ achievement. If the qualification is to be successful barriers must be broken down and prejudices overcome. References Careers Research and Advisory Centre The Tomlinson Group – reform of the 14-19 curriculum and qualifications http://www.crac.org.uk/indsoc/inf_policy/tomlinson.htm [20th February 2007] Universities UK Response to interim report on 14-19 curriculum and qualifications reform http://www.universitiesuk.ac.uk/consultations/responses/downloads/TomlinsonResponse.pdf [20th February 2007] Trades Union Congress 14-19 Specialised Diplomas TUC Submission to the Education and Skills Committee Inquiry http://www.tuc.org.uk/skills/tuc-12875-f0.cfm [20th February 2007] OCR Diploma Watch. Newsletter – Issue 1 April 2006 http://www.ocr.org.uk/Data/publications/newsletters/DiplomaWatch_Issue1.pdf The Specialised Diploma (QCA 2006) 14-19 Education and Skills White Paper (DFES 2005) Specialised Diplomas - your questions answered (DFES 2006) 14-19 Curriculum and Qualifications Reform – Final report of the Working group on 14-19 Reform (DFES 2004) DfE-0976-2004