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The 14-19 Education and Skills White Paper published in March 2005
announces greater stretch for the most able young people, and greater
support for those with lower levels of achievement. It introduces
a new vocational Diploma, and a fresh emphasis on basic literacy
and numeracy. There will also be a major review of key stage 3 by
the Qualifications and Curriculum Authority (QCA).
The White Paper in more detail
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- Major review of the key stage 3 curriculum, strengthening
the emphasis on English and maths and giving schools more
freedom to help those who fall behind.
- New level 2 Diploma, requiring five A*-C grade GCSEs,
or equivalent, which must include English and maths.
- "Specialised" Diplomas will be a vocational
alternative to the straight GCSEs and A levels route. These
will include a mixture of vocational qualifications, work
experience and GCSEs/A levels, covering each occupational
sector of the economy. Available at level 1 (foundation),
level 2 (GCSE) and level 3 (advanced).
- Mastery of the core or "functional" elements
of literacy and numeracy needed to get a C or better at
GCSE English and maths. This core to be the same as that
required by adult Skills for Life and other Key Skills qualifications.
- Diplomas to become the main measure by which schools are
judged in league tables by 2008.
- Employers to take the lead in designing Diplomas, through
Sector Skills Councils and with support from higher education
(HE) institutions and QCA.
- Students may progress to advanced studies earlier, or
take more time to gain qualifications - 16 to be abolished
as a fixed point in the system. Option to take HE modules
in sixth form.
- Review of the place of coursework at GCSE.
- Number of A level modules to be reduced from six to four.
- A levels to incorporate harder questions, set at the level
of the existing Advanced Extension Awards.
- A levels and higher levels of the Diploma to include an
"extended project".
- Universities to be given pupils' grades on each A level
paper.
- New Skills Academies to be developed as national centres
of excellence in skills, and role of Centres of Vocational
Excellence (CoVEs) to be strengthened.
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The White Paper forms the Government's response to the report of
the Working Group chaired by Sir Mike Tomlinson (for more details
see the link below). It aims to encourage more
young people to stay in education and training after the age of
16, as well as to tackle the skills gaps reported by employers.
Part of the paper focuses on engaging those young people who face
significant barriers to learning. It identifies three groups whose
needs should be recognised and addressed: those who drop out because
the school curriculum, qualifications and learning styles do not
motivate them; those who have personal problems outside of school
meaning that their attainment is low; and students with learning
difficulties.
Existing Government measures to tackle barriers to learning for
this age group include Education Maintenance Allowances for 16 to
19 year-olds; targeted support for young people most at risk (such
as that provided by the Connexions service); targeted initiatives
within the Every Child Matters programme, including the teenage
pregnancy strategy and programmes to reduce drug and alcohol abuse;
and the Entry to Employment scheme for 16 to 18-year-olds.
Under the White Paper this scheme will be piloted with 14 to 16-year-olds,
and it should be available to 10,000 young people by 2007/8. It
will provide a tailored programme that includes intensive personal
guidance and support, and significant work-based learning, probably
amounting to two days per week. The aim is that the young people
are supported to develop the general skills, attitudes and behaviours
important to employment and progression in learning; voluntary organisations
already working with young people will be partners in this work.
The programme will lead towards a level 1 Diploma and further options
including Apprenticeship.
The paper recognises that failure to achieve the expected standards
in English and maths at ages 11 and 14 means that students struggle
to access the curriculum, and that this often leads to disengagement
from learning. It therefore proposes strengthening teaching and
learning of literacy and numeracy at key stage 3, expecting schools
to focus systematically on those who arrive from primary school
without having reached the expected standards.
Options and qualifications will have progression routes built
in so that young people can always take their studies to a higher
level. The paper ensures that they are able to pursue qualifications
at the right level for them - for example, a level 1 functional
skills qualification will be introduced at key stage 4, so that
young people who are not ready for full GCSEs in English and maths
are still able to work towards qualifications in literacy and numeracy.
GCSEs and A levels will remain, in contrast to the proposals of
the Tomlinson report. However, at key stage 4 the White Paper proposes
more opportunities for practical, applied learning, and learning
in more 'adult' settings, such as colleges and the workplace, to
motivate those disaffected by school. There will be a big increase
in vocational options, to be available in all areas of the country,
in order both to engage these pupils and to meet skills gaps in
various employment sectors. The Diploma will eventually be available
in 14 vocational specialisms; the first four, to be introduced in
2008, are ICT, engineering, health and social care, and creative
and media. There is also a proposal to make much greater use of
extra-curricular activities, with support for schools to integrate
these back into the curriculum so that their potential in motivating
young people to learn can be harnessed.
Schools, colleges, training providers, businesses, Local Education
Authorities (LEAs) and Learning and Skills Councils (LSCs) are to
work together in every area to ensure that all young people are
offered the full range of curriculum options. These bodies will
draw up a prospectus of options for young people, setting out what
is on offer in their area. LEAs and LSCs will commission provision
to fill any gaps.
Education Improvement Partnerships
(proposed under the Five Year Strategy for Children and Learners
under the name Foundation Partnerships) will enable schools, colleges
and other statutory and voluntary sector organisations to collaborate
and take on wider responsibilities for service delivery to children
and young people on behalf of the local authority.
The partnerships' agenda will be to improve standards, share resources
and good practice, ensure high-quality, personalised provision for
all young people and improve social cohesion - so delivering on
the outcomes of Every Child Matters. In particular, these partnerships
are expected to help in the areas of 14-19 provision, behaviour
improvement and alternative educational provision, and the development
of childcare and extended services.
| Further education colleges are increasingly offering provision
for 14 to 19-year-olds who do better studying in a more vocational
environment. The Basic Skills Agency has developed a short briefing
seminar for colleges on working with 14 to 16-year-olds with
basic skills needs. These are free of charge and are organised
through local Learning and Skills Councils. For more information
email clairec@basic-skills.co.uk. |
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